Tuxford post 16 prospectus

POST 16 PROSPECTUS

2017/2018

www.tuxford-ac.org.uk/Post-16 1

CONTENTS Welcome........................................................... 3

Mathematics GCSE...................................... 37

Pillars of Success........................................... 4-7

BUSINESS, COMPUTING AND ICT

Student Presidents’ Address........................

Aspire and Achieve.......................................... 10

Applied General Business............................. 40

CREATIVE AND EXPRESSIVE ARTS

Computer Science........................................ 41

Drama and Theatre.......................................... 12

IT................................................................... 42

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Business....................................................... 39

Dance.............................................................. 13

Travel and Tourism........................................ 43

Art and Design................................................. 14

PHYSICAL EDUCATION

Photography.................................................... 15

Sport............................................................ 45

Digital Media.................................................... 16

Physical Education........................................ 46

Music............................................................... 17

SCIENCE

Physics......................................................... 48

DESIGN AND TECHNOLOGY

Engineering..................................................... 19

Biology.......................................................... 49

Design Technology: Product Design................ 20

Food Science and Nutrition............................. 21

Chemistry...................................................... 51

ENGLISH

SOCIAL SCIENCE

English Language............................................ 23

Health and Social Care................................. 53

English Literature............................................. 24

Sociology...................................................... 54

English GCSE Resit......................................... 25

Psychology................................................... 55

HUMANITIES

Criminology................................................... 56

27

Public Services............................................. 57

History............................................................. 28

ENRICHMENT COURSES

Philosophy and Ethics..................................... 29

Extended Project.......................................... 59

MODERN FOREIGN LANGUAGES

DESTINATIONS

Geography......................................................

Spanish........................................................... 31 French............................................................. 32

MATHEMATICS

Mathematics....................................................

34

Further Mathematics........................................ 35

Core Mathematics........................................... 36

Applied Science............................................ 50

A Selection of Courses and Universities

Attended by Graduates of 2016.................... 60

Past Tuxford Post 16 Students................ 61-62

Tuxford Post 16 Team................................... 63

Application Form 2017............................ 64-65

Tuxford Academy’s Aims

and Expectations ......................................... 66

“Let us make our future now, and let us make our dreams tomorrow’s reality” Malala Yousafzai

WELCOME

TO TUXFORD ACADEMY POST 16 CENTRE

The school building provides excellent facilities for teaching and learning provision. Our Post 16 team is dedicated to ensuring an effective climate for learning, developing student independence and maximising student progress. We look forward to welcoming you to the Tuxford Academy Post 16 Centre.

Mr Paul Simpson Assistant Principal, Post 16

S U C C E S S

• We work with students to help them secure the best qualifications that they can achieve.

• Students enjoy a range of leadership and enrichment opportunities that help to develop their wider skills.

Grit

X-factor

Goodwill underlines the importance of teamwork, reflecting the motto of Tuxford Academy, ‘Excellence through Teamwork’. A student’s success will be determined by teamwork: students working with staff who are committed to help them to achieve their full potential, as they build the four pillars of their future success.

There is a broad range of options to consider and the decisions that you make will guide your future choices in terms of Apprenticeships, Further Education or employment.

Please spend time considering your strengths and choose a programme that is best suited to your abilities, interests and future career plans.

Pathways

Grit characterises the effort that students must make to meet our high expectations for academic work, enrichment, and community involvement. It recognises that perseverance, passion, and courage are the traits that lead to success. We expect Year 12 students to work towards achieving 20 hours per week of independent study. Tutors will help the students to plan their time to achieve this.

• We provide students with opportunities to develop their “X-factor” to give them the edge in the next stage of their careers.

Leadership

Our Post 16 motto is ‘Grit & Goodwill’.

• A programme of Information, Advice and Guidance, informs students about University, Apprenticeship and College pathways.

Qualifications

Thank you for considering the Post 16 Centre at Tuxford Academy. We offer a wide range of courses and our relationships with students are excellent. In an increasingly competitive world, higher qualifications will give you a broader range of career opportunities.

Goodwill

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Q U A L I F I C AT I O N S

“If you want to be happy, set a goal that commands your thoughts, liberates your energy and inspires your hopes” Andrew Carnegie

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SUPPORT AND SUCCEED You will be supported by your tutor and Post 16 staff, as you make your option choices. We will help you choose a programme that is best suited to your talents and aspirations. Help and support will also be available to you during our Induction Day, which takes place after your GCSE exams. There will be support available once you have received your exam results in August.

Students who join from other schools are made to feel welcome and settle well.

We are always happy to offer help and advice to prospective students; please contact us in the Post 16 office.

Students benefit from high quality, engaging and stimulating lessons that enable them to develop a deep understanding and enjoyment of their subjects. They will be supported as they make the transition to the demands of Post 16. They will receive regular quality feedback on their progress towards achieving and exceeding their targets. Where applicable, we intend to enter students for AS exams in all four of their subjects to help inform their choice of which three subjects to pursue to full A Level.

There is a wide choice of enrichment activities that help students to develop skills beyond the curriculum and to prepare for their future pathways. All students in Year 12 undertake work experience to help them build their employability skills.

We are proud of our student’s achievements in both AS and A2 examinations, and BTEC Level 3 qualifications. Nearly 70 students gained places at university, of which 20 students gained places at Russell Group Universities and an increasing number of students secured Degree Apprenticeships. The vocational route is becoming more popular. Links with local employers have helped students gain higher apprenticeships.

Miss Leanne Murphy Associate Principal, Post 16 “Students and parents are very quick to praise the quality of teaching and reviewers agree.

Progress for all students is tightly tracked and intervention, when needed, is swift and effective.”

(Full Academy Review, 2016)

TUXFORD POST 16 CENTRE

Post 16 education is not just about qualifications; it also helps to develop an independent individual ready for the future.

There is an expectation that students make good use of their study periods to develop their learning and independence. The environments are supervised to encourage the students to make effective use of their time. There are a variety of study spaces that cater to different needs. The Library and Resource Centre is a dedicated silent study space. The Conference Room enables students to discuss their ideas and to work on presentations. The study room and refectory provide students with a space to eat and study.

The study spaces also provide students with access to desktop computers and laptops.

Students are welcome to access a Wifi connection if they prefer to use their devices. These facilities are also available before and after school with advice available from the Post 16 staff.

The Post 16 Forum is a self-governing body elected by the students for the students. They contribute to the organisation of numerous social events throughout the year, culminating in the Post 16 Summer Ball, and also plan and carry out fund raising activities for charity. Additionally, the forum meets regularly with staff. This provides an excellent channel for communication and discussion to take place on Post 16 issues and improvements. The Forum also plays a prominent role in the annual Post 16 Open Evening for students and parents, and act as mentors for the new students. Post 16 students enjoy the use of a dedicated refectory which serves food throughout the day. Hot drinks are also available. Student voice provides feedback to help develop the menu.

Tuxford Post 16 recognises the importance of developing leadership skills for the future. This begins by setting a good example, and to this end the Post 16 Business Dress Code requires students to wear clothes suitable and appropriate for a professional working environment. This encourages confidence and respect from others as students begin to take on leadership roles.

LEADERSHIP

“You can never be overdressed or overeducated�

Oscar Wilde

Students are encouraged to apply for a variety of roles, from Faculty Ambassador, to LRC Assistant.

This also includes opportunities to work with and support other students, further developing their leadership qualities.

*Course options are provisional, depending on demand, they may change. We continually review the courses that we offer. Please see www.tuxford-ac.org.uk/Post-16-Prospectus for details of new courses that have been added to those listed in the prospectus.

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‘Communication is good and lets you know about careers and club information’ Post 16 Student

PAT H W AY S

ASPIRE AND ACHIEVE To help with applications to employment, apprenticeships and university, Tuxford Post 16 have subscribed to the Unifrog online service and will be encouraging its use with writing applications. This service draws on information from UCAS, The National Apprenticeships Service, The National Careers Service and many other statistical and governmental organisations to ensure that students are well informed of the potential of each possible future pathway. This includes data on starting salaries, vacancies, requirements, course completion and satisfaction rates and many other important factors which go into making a decision on your next steps.

Throughout their time at Tuxford, Post 16 students are kept well informed of potential pathways into higher education, employment or training opportunities.

A weekly Information, Advice and Guidance (IAG) bulletin is emailed out to every student and is also discussed during form time with their tutor.

This bulletin is kept up to date with information on apprenticeship vacancies, employment opportunities, university open days as well as study and revision tips. Whatever potential pathway you are thinking of taking into your future career, there will be a section of the bulletin which will be relevant to you.

In addition to this, a week is set aside each year for students to source, arrange and complete a work experience placement with whatever employer they feel will be most relevant to their future pathway. This is an excellent opportunity to practise ‘real life’ skills which will become invaluable when writing a CV or application in the future: it will give students the edge over those applicants with just academic qualifications.

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Many opportunities are given for students to complete outreach programs with universities.

These range from specialist residential programs to support with applications to medicine and Oxbridge to programs designed for students who are undecided on whether they want to go to university. In addition, Tuxford run a residential visit to Lancaster University each year in order to give students a flavour of what university life will be like; we also invite outside speakers from universities, colleges, apprenticeship providers and employers to give you an overview of what each different career pathway might look like.

At Tuxford, regardless of which pathway you are thinking of taking into the future, there will be plenty of support to aid you with the application process both from form tutors, teachers and alumni students. We are committed to ensuring that you are kept well up to date with what opportunities are out there and most importantly, what you need to do to take them.

“The courses at Tuxford are really varied and you have lots more options than other colleges I visited” Post 16 Student

We provide a range of activities that allow students to develop these two strands.

Students can develop their initiative, enterprise and leadership through a range of activities such as the Young Enterprise scheme, Duke of Edinburgh, the Arts Award and a wealth of opportunities such as mentoring roles and faculty ambassadors. Students also take on positions of responsibility within the sixth form such as the student forum and also run a successful charities committee.

When reviewing university applications, admissions tutors look for evidence of an applicant’s dedication to their chosen subject and make sure that they are equipped with a range of skills that go beyond academic study. Similarly employers will look for a range of skills on a CV. At Tuxford Academy, our X-factor pillar is used to represent what students do to move beyond their academic study. All students are encouraged to develop their X-factor by participating in enrichment activities.

Enrichment can be either extra-curricular or super curricular. Extra-curricular activities are things that students do in addition to their academic courses to show employers and universities that they are well rounded, interesting and enthusiastic individuals and team players. Super-curricular activities take a student’s academic study to a higher level and prove the student’s commitment to their subject.

“The enrichment opportunities have allowed me to do other things beyond my lessons.

I really enjoyed taking part in the charities committee. I think these have been a big factor in getting an offer at my first choice university.”

Post 16 Student

X - FA C T O R

ENRICH AND EXCEL

Enrichment activities to develop your X-factor

Sports leader

Young enterprise

Teaching assistants at primary schools

Volunteering in a care home Duke of Edinburgh

Faculty ambassador

X-factor

National Citizen Service

Charities committee First Aid training

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STUDENT PRESIDENTS’ ADDRESS ‘Being part of Tuxford Academy’s Post 16 has given me many opportunities to enhance current skills and learn new ones. Having the opportunity to be part of the charity committee, events committee and Post 16 Assistant President has empowered me to develop leadership, organisation and team working skills – skills which are essential for the future. Being able to consider problems that students in Post 16 have and then working as part of a team to try and resolve them, gives me a great sense of achievement.’

Sophie Mawer

‘Tuxford Post 16 has offered me a wide range of enrichment opportunities, which have helped me grow as a person.

During my time as College President, I have learnt essential leadership and communication skills; it has also been great fun working with younger students and my fellow presidents throughout the year – a year where we’ve been able to effectively contribute to the Tuxford and Post 16 community. This offered a great sense of achievement and I have developed skills that will aid me in my goal of studying Medicine next year at university.’

Leah Lam

‘A year ago, I began my journey, not only as Ash president but also as an A Level student. I chose subjects that I enjoy and hopefully, they will allow me to go to university and become a primary school teacher. Tuxford Post 16 offers students a vast amount of opportunities: from leadership to team working. I encourage anyone to get involved. Good luck to everyone in their future endeavours.’

Abigail Ragsdale

‘The emphasis Tuxford Post 16 puts on having the ‘X-factor’ in future applications means that many enrichment activities and exciting new opportunities are offered. Work experience is recognised as an important part of Post 16 for a number of key reasons: it can provide valuable experience of a career that interests you, and that time in the work place can serve to define a future path for you. It also provides vital experiences that can be drawn upon when writing your personal statement on the UCAS application. Applications for apprenticeships or job positions would also be strengthened by these experiences and skills - it gives any application the X-factor. Because of its high importance, a considerable amount of support is given to help you sort out a suitable placement. This led to me getting a unique week of experience in an oncology laboratory, which hopefully will make my goal of studying biomedical science at university a reality.’

Chris Ward

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‘Tuxford Academy’s Post 16 is a fantastic, hard-working, friendly environment, where students are able to gain full support from all members of staff, yet are also given the independence and enrichment opportunities to become young adults. During Post 16, we are provided with the chance to extend our learning and put to use the passion and knowledge we have to help students lower down in the school. Being involved in mentoring means that a Year 12 runs a session once a week to help a student younger than themselves. During this session, they are able to go through any areas where the student would like extra help. For the Year 11 students, it is often reassuring just to speak to a Year 12 student, who has already sat exams and experienced the process, and consequently, we can offer useful revision and exam techniques.

Another way in which Post 16 students can help showcase their passion for certain subjects, is by becoming a Faculty Ambassador. As Drama Ambassador, I have been involved in attending the pathway evenings for students deciding what subjects to take, either at A Level or GCSE. Being an ambassador allows you to get involved in after-school sessions, where you work as a team alongside other ambassadors, forming new friendships and creating a piece of work with the younger students; this gives you a real sense of achievement. Throughout this process I have developed my leadership and communication skills, enabling me to engage the younger students and help to create a positive and hardworking environment.

The students of Post 16 are also given the chance to earn money by carrying out different jobs within school: mid-day supervisor, mentor, or a librarian. As a mid-day supervisor, the money I earn allows me have even more independence and means that I do not have to rely entirely on my parents.

Furthermore, for Post 16 students to have the opportunity to gain access to work like this is ideal, as many of us are learning to drive or already have cars, and work like this allows us to do that! Not only that, but it teaches us how to manage our time and money, and I hope that the money I earn from this job will help fund my gap year prior to university.

Being Tuxford Academy’s Forum Chair this year, I have been able to bring to the table not only my own ideas, but also those of the rest of the school, addressing any issues and helping to overcome them, whilst also discussing what we, as students, could further bring to the school! Chairing meetings has given me a great insight into the way in which conferences and business meetings will work in the future, and also taught me how to conduct successful discussions.

Overall, Post 16 offers a wide range of opportunities for students to get involved and partake in activities beyond the classroom, which will not only provide students with experience to aid our future, but also gives students qualities that they can put on their CV and stand out on applications!’

George Bartlett

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ASPIRE AND ACHIEVE All young people have to stay in education until the age of 18 and students entering Tuxford Academy Post 16 Centre will follow one of four programmes of study, which are detailed below. Students studying four courses may choose to drop one at the end of Year 12 to allow for a higher grade potential in their best three.

Description

INDIGO PURPLE

4 AS levels to continue onto 3 A levels

Mainly As and A*s and Grades 7-9 in English and Maths APS 7-8+

Mainly Bs and above and Grades 5-6 in English and Maths APS 6-7

4 AS Levels to continue onto 3 A levels

COBALT

Predicted GCSE Grades

Subject specific entry requirements must also be met and these can be found on subject pages in this prospectus. We can negotiate the entrance criteria if you only just miss the grades.

Mainly Cs and above and Grades 4-5 in English and Maths APS 5-6

3 or 4 courses. A combination of Level 3 Applied courses and one or two AS levels to continue onto 3 courses in Y13

TEAL

Pathway Programme

All programmes require a minimum of a grade 4 in English Language GCSE.

Mainly Cs and Ds and Grades 3-4 in English and Maths APS 4-5

3 Level 3 Applied courses to continue onto 3 courses in Y13. Must include GCSE Resit in English and/or Maths if less than a Grade 4

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Applications for Medicine/Veterinary/Dentistry OR Oxbridge OR Russell Group University Courses require at least two traditional subjects: Mathematics and Further Mathematics; English Literature; Physics; Biology; Chemistry; Geography; History; Modern Foreign Language

• See http://www.russellgroup.org/InformedChoices-print. pdf for the full informed choices booklet

Possible Destinations Med/Vet/Dent Oxbridge Russell Group University University Degree Higher Apprenticeship

University Degree Russell Group University Higher Apprenticeship

University Degree Higher Apprenticeship

University foundation degree Advanced Apprenticeship

Average Point Score (APS) A*=8, A=7, B=6, C=5, D=4, E=3, F=2, G=1 10

‘Students readily engage in whole class discussions on controversial and sensitive issues’ OFSTED

CREATIVE AND EXPRESSIVE ARTS 11

DRAMA AND THEATRE “You use a glass mirror to see your face; you use works of art to see your soul” Laurence Olivier

Exam Board OCR

Qualification AS Level H059 A Level H459

Subject Entry Requirements Grade B or above GCSE Drama/ Performing Arts or BTEC Level 2 equivalents

English 6

Mathematics 5

Course Content, Structure & Method of Assessment Drama & Theatre studies is an exciting and highly practical subject that offers you a unique opportunity to develop key skills in creativity, communication and cognitive analysis. You will explore a wide range of performance styles, play texts, practitioners and production elements, whilst also developing your skills in performance design and directing.

AS - Process to Performance You will explore one full contemporary play text and two theatre practitioners. Through a series of practical workshops you will explore the characters, themes and potential staging of the text.

You are assessed on a practical performance of an extract of the play and a portfolio of evidence documenting your creative process.

AS – Exploring Performance You will practically explore the common themes of two contrasting play texts. During the exploration process you will also explore plot, character and staging. You will also develop your skills in analysing live theatre. You will complete a written exam discussing common themes between the texts and evaluate a piece of live theatre you have seen.

A Level – Practitioners in Practice You will work collaboratively to devise a piece of original theatre inspired by a stimulus. Your work must also be influenced by an appropriate theatre practitioner. Assessment is based on your practical piece and a portfolio.

A Level – Exploring and Performing Texts You will produce a performance based on a contemporary text. You will be assessed on a performance of the piece and a written justification of your choice of style, setting and production elements.

A Level – Analysing Characters During this unit you will revise your understanding of the texts explored in the ‘AS Exploring Performance’ unit. In a written examination you will also analyse characters, plot and the common themes between the texts.

A Level – Deconstructing Texts for Performance Using an AS text, you will develop your own vision as a director for a production of the play. A written examination will assess your ability to communicate your creative ideas and ability to make appropriate theoretical links.

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What is it like to study Drama and Theatre at A Level at Tuxford Academy?

Drama lessons at Tuxford are referred to as ‘Workshops’ and are highly practical. The Drama Department at Tuxford strive to provide students with a wide variety of enrichment opportunities, including an annual residential (London or New York), a wide range of theatre trips throughout the year and an extensive extra-curricular programme designed to further develop skills in performance and technical theatre.

Student Comment: “I love the focus on practical work, it helps me to better understand the theory and meaning behind it.”

“There are so many opportunities to go on trips and experience live theatre; New York was an amazing experience!”

What doors does this open up for me?

Russell Group universities recently concluded that Drama is a ‘sensible choice’ for those wishing to take an essay-based subject at university; the focus on open-ended questioning and analysis provides many useful transferable skills. Drama can also lead to careers in media, performing arts, journalism, social work, drama therapy, youth work, teaching and the design industry. Drama also compliments subjects such as English Language/Literature, media and history.

DANCE “There are times when the simple dignity of movement can fulfil the function of a volume of words” Doris Humphrey

Exam Board Edexcel

Qualification Level 3 BTEC Certificate & Extended Certificate

Subject Entry Requirements Some previous Dance experience E.g. GCSE Dance, Dance School lessons

English 5

Mathematics 5

Course Content, Structure & Method of Assessment Dancers will gain professional experiences in choreographing, performing and appreciating dance. Students explore a range of dance styles and techniques as well as explore practitioners and professional dance works. The course involves working with specialist staff and dance companies to develop skills in dance and performing arts in general.

Students will see professional works in a classroom setting and at the theatre to improve their understanding of contemporary dance.

Lessons are tailored around careers in this industry and external practitioners visit the Academy to discuss their career paths with students.

Students study three units of work each year. All students study ‘Investigating Practitioners’ Work’ and ‘Developing Skills and Techniques for Live Performance.’ The other four units studied are altered each year to best match the needs and career paths of our students. There are over 32 units that focus on different areas within the performing arts industry.

Students are assessed through live performances and presentations, written logs, extended research projects, video evidence taken from practical workshops and performances and peer and self-assessment.

What is it like to study Dance at Level 3 at Tuxford Academy?

Students complete a range of units that focus on different techniques and styles of dance from all around the world. Some include contemporary, physical theatre, jazz, tap, modern and many more. Students work both collaboratively and independently to create innovative and interesting dance works. They study a range of practitioners such as Pina Bausch, Frantic Assembly, Laban, Jasmin Vardimon and many more. Students have four hours contact time with two different professionals per week.

Student Comment: “Studying dance has given me a lot of opportunities to widen my knowledge of different styles of dance and also how different companies work in the industry. It has given me a lot more confidence when working collaboratively with others and when creating pieces of dance on my own. I never thought I would get the chance to become a leader and choreograph for myself and others, or have the confidence to be able to perform full routines to so many different audiences.” Year 13 student What doors does this open up for me?

This course focuses on preparing students for careers in performing dance, dance education and dance in health industries. On completion of this course, some students continue to university to focus on one of these areas. *NB Please refer to page 5 as this course is subject to change

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ART AND DESIGN “Art is not what you see, but what you make others see” Edgar Degas

Exam Board OCR

Qualification AS Level H201 A Level H601 (Fine Art)

Subject Entry Requirements Grade C or above in Art GCSE or BTEC Level 2 Art & Design Merit or above

English 5

Mathematics 5

Course Content, Structure & Method of Assessment Fine Art is art which is predominantly concerned with creating work for aesthetic purposes (rather than design purposes). The course allows artists to develop a wide range of skills as well as focus on one or more of the following areas; portraiture, landscape, still life, human form, abstraction, experimental imagery, narrative, installation, and working in a genre. The course teaches skills in a number of different media and allows artists to specialise in a particular area. Students are required to meet all four assessment objectives through a sustained and proactive approach to learning.

The course also includes workshops with professional artists and visits to artistic places of interest. The transferable skills an art A Level develop are highly attractive to many employers; traits including problem solving, communicating ideas, research, analysis, project and collaborative work, as well as creativity, confidence, persistence and accountability.

Course Structure • Year 1: Unit 1: Skills workshops and portfolio building • Year 1: Unit 2: Externally Set Task (concluding in a 10 hour exam), 100% of AS grade • Year 2: Unit 3: Personal Investigation, 60% of A2 grade, includes a 1000+ word related study essay • Year 2: Unit 4: Externally Set Task (concluding in a 10 hour exam), 40% of A2 grade All units are assessed under the same objectives which are equally weighted.

• AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding • AO2: explore and select appropriate resources, media, techniques and processes, reviewing and refining as work develops • AO3: record ideas, observations and insights relevant to intentions, reflecting critically on work and progress • AO4: present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements What is it like to study Fine Art at A Level at Tuxford Academy?

You will receive six lessons per week, one of which is self-directed study time during which you will receive one to one advice and guidance. We have three skilled professional artists from different specialisms who facilitate the course and help you find your own artistic style. Numerous skills are acquired through artist-led workshops, as well as working in a range of different media from

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digital photography, painting and drawing to printmaking, sculpting and mixed media. Independence and personal drive are the key to success on the Art A Level course, as you will be encouraged to embrace the life of an artist and regularly record ideas, visit places of artistic interest and reflect upon your own work and that of others. If you are proactive and able to develop your own opinions and ideas, this is the creative course for you!

“Learn the rules like a pro, so that you can break them like an artist” Pablo Picasso Student Comment: “Studying Art has opened my eyes to so many different ways of working. I have worked alongside professional artists and my confidence in explaining my ideas has really improved. You are seen as a proper artist on the course and helped every step of your way through your visual journey.”

What doors does this open up for me?

One in twelve UK jobs is within the creative industries. There are many careers for which an art background is essential or relevant including; advertising, publishing, media, architecture, museum and gallery work, photography, film, animation, 3D design, ceramics, fashion, textiles, make-up artist, interior design, landscape gardening, stylist, illustration, tattooing, teaching at any level, art therapy, forensic artist, set design, marketing, concept artist, and performance to name but a few.

Typically, 100% of our A2 artists at Tuxford Academy go on to study Art and related areas at college or university.

PHOTOGRAPHY “There are always two people in every picture: the photographer and the viewer” Ansel Adams

Exam Board OCR

Qualification AS Level H203 A Level H603

Subject Entry Requirements Grade C or above in Art GCSE or BTEC Level 2 Art & Design Merit or above

Course Content, Structure & Method of Assessment

English 5

Mathematics 5

embrace the life of a photographer and regularly record ideas, visit

Photography is an art based course which can be provoking, rewarding, intriguing and eye-opening. Throughout the course, the photographer will have the opportunity to truly understand how to use a camera, to learn the rules of photography and to be nurtured into pushing the boundaries. The course allows pupils to research and to explore other photographer’s styles through outdoor photography, studio based photography or using the editing software. Students are required to meet all four assessment objectives through a sustained and proactive approach to learning. The course also includes workshops with professional photographers and visits to artistic places of interest.

Course Structure • Year 1: Unit 1: Skills workshops and portfolio building • Year 1: Unit 2: Externally Set Task (concluding in a 10 hour exam), 100% of AS grade • Year 2: Unit 3: Personal Investigation, 60% of A2 grade, includes a 1000+ word related study essay • Year 2: Unit 4: Externally Set Task (concluding in a 10 hour exam), 40% of A2 grade All units are assessed under the same objectives which are equally weighted.

• AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding • AO2: explore and select appropriate resources, media, techniques and processes, reviewing and refining as work develops • AO3: record ideas, observations and insights relevant to intentions, reflecting critically on work and progress • AO4: present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements What is it like to study Photography at AS and A Level at Tuxford Academy?

You will receive six lessons per week, one of which is self-directed study time during which you will receive one to one advice and guidance.

As well as offering the most up-to-date equipment and facilities to experiment and enhance your photographs, we have three skilled professional artists from different specialisms who facilitate the course and help you find your own artistic style. Photography requires various skills through studio and outdoor led photographing workshops, as well as understanding and being critical in the editing process. Just like in Art, independence and personal drive are the key to success on the Photography A Level course. You will be encouraged and expected to

visit places of artistic and cultural interest and reflect upon your own work and that of others. If you are visually curious about the world we live in and want to express your own opinions and ideas, then this is the creative course for you!

Student Comment: “Wherever there is light, one can photograph.”

“The best images are the ones that retain their strength and impact over the years, regardless of the number of times they are viewed.”

“You don’t take a photograph, you make it.”

What doors does this open up for me?

One in twelve UK jobs is within the creative industries. There are many careers for which a photography background is essential or relevant including; advertising, publishing, media, architecture, museum and gallery work, photography, film, animation, 3D design, ceramics, fashion, textiles, make-up artist, interior design, landscape gardening, stylist, illustration, tattooing, teaching at any level, art therapy, forensic artist, set design, marketing, concept artist, and performance to name but a few. Typically, 100% of our A2 artists at Tuxford Academy go on to study Art and related areas at college or university. The transferable skills an Art A Level develop are highly attractive to many employers; traits including problem solving, communicating ideas, research, analysis, project and collaborative work, as well as creativity, confidence, persistence and accountability.

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DIGITAL MEDIA “The media is the most powerful entity on earth” Malcom X

Exam Board OCR

Qualification Level 3 Cambridge Technical (Applied General Certificate 05843 and Applied General Extended Certificate 05844)

Subject Entry Requirements Grade C or above in Art, Graphics or ICT GCSE or BTEC Level 2 equivalent

English 5

Mathematics 5

Course Content, Structure & Method of Assessment The Cambridge Technicals in Digital Media have been developed to meet the changing needs of the sector, and prepare you for the challenges you will face in Higher Education or employment.

Designed in collaboration with experts spanning the breadth of the sector, the Cambridge Technicals in Digital Media focus on the skills, knowledge and understanding that today’s universities and employers demand. You will apply practical skills and knowledge in preparation for further study or the workplace.

You will develop professional and social skills through interaction with performers, clients and peers; as well as theoretical and technical knowledge and understanding to underpin these skills.

This will allow creativity and flair to be harnessed in the design and production of media products used within the industry. You will develop conceptual ideas, and visualise these all the way through the production cycle; from planning and pre-production right through to editing, post-production and presentation of products.

You’ll also learn how to analyse target audience requirements, research market demand and bring a media concept alive working in line with legal and regulatory requirements, in a safe and effective way, protecting yourselves and those you’re working with from injury or harm.

You will also gain an understanding of how different businesses and organisations in the media sector work. When it comes to progression or employment, you will understand the variety of opportunities available to you, and the roles and responsibilities of media businesses and organisations within the sector. This will make sure you develop clear ideas about where you might like to take your career and what progression routes you would like to follow.

Course Structure • Year 1: Unit 1: Media Products and Audiences • Year 1: Unit 3: Create a Media Product • Year 1: Unit 21: Plan and Deliver a pitch for a Media Product • Year 2: Unit 2: Pre Production and Planning • Year 2: Unit 23: Create a personal Media Profile • Year 2: Unit 7: Journalism and the News Industry or Unit 20: Advertising Media Units are assessed under their own specific learning objectives.

You are able to take this as a one year or two year course. Units 1 and 2 are externally assessed in a written exam, all other units are assessed internally and externally moderated by OCR; for these units you must provide a portfolio of evidence of how each objective in the respective assignment has been met.

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What is it like to study Digital Media at Level 3 at Tuxford Academy?

You will receive six lessons per week, one of which is self-directed study time. Lessons are both theory and skills based. Practical work is time consuming so you will need to be organised to ensure assignments are completed. You will have access to our brand new iMac suite to develop skills on industry standard equipment.

Student Comment: “I feel that I am gaining skills and knowledge that will really help me in the next stage of my education and employment.”

What doors does this open up for me?

The creative industries are one of the main contributors to the UK economy. There are many careers for which an digital media background is essential or relevant including; advertising, publishing, web design, commercial photography, film and TV, animation, fashion, illustration, teaching at any level, marketing, broadcasting, social media, journalism, performing arts, photography and so on. By studying Digital Media at Tuxford Academy you are giving yourself opportunity to learn transferable skills and the processes of the media industry and gain experience of working with industry standard equipment which will be attractive to employers in the creative industry sector.

MUSIC “Music is the social act of communication amongst people; a gesture of friendship – the strongest there is” Malcom Arnold

Exam Board Edexcel

Qualification AS Level H143 A Level H543

Subject Entry Requirements Grade B or above in Music

English 5

Mathematics 5

Course Content, Structure & Method of Assessment The A Level music course aims to foster and develop a lifelong appreciation of this, one of the most personal forms of selfexpression. This is delivered through activities which combine the three main areas of; Performance, Composition and Appraising.

You will receive four tutored sessions per week which will focus on developing skills and techniques that underpin success in each component area.

At AS Level: • Performance: 30% - A performance programme of 6 minutes on your chosen instrument or voice either solo or as an ensemble. This will be recorded after 1st March in the exam year • Composition: 30% - Students must compose two pieces; one composition to a brief set by the examination board and one self-determined brief. Each composition should be at least 2 minutes in length with a minimum total of 4 minutes 30 seconds for both.

• Appraising: 40% - This is a written exam of 90 minutes testing knowledge and understanding of musical elements, contexts and language through the detailed study of six areas of study, each with two set works. These are: Vocal Music, Instrumental Music, Music for Film, Popular Music and Jazz, Fusions, New Directions. Part of the exam will also test application of musical skills within the context of an unfamiliar extract.

The three A Level Units are essentially a development of the work covered in the AS year. The units are: • Component 1 - Performing: A Public performance of 8 minutes either solo or as an ensemble • Component 2 – Composing: Two compositions of a combined length of 6 minutes • Component 3 – Appraising: A 2 hour written paper based on given Areas of Study. Aural skills and Extended Prose are examined What is it like to study Music at A Level at Tuxford Academy?

A Level Music is the point at which the bonnet is lifted and we begin to look at the engine in close detail. You will begin to appreciate why your favourite pieces of music mean so much to you simply through gaining an understanding of how composers invent and develop ideas, manipulate harmony and organise their music into coherent sections in order to communicate most effectively with the listener. Once your analytical skills have been sharpened through listening, you will then go on to apply what you have learned in your own compositions.

As an instrumentalist or singer you will have the opportunity to develop yourself both technically & musically through increased commitment to your chosen instrument and more frequent performances throughout the year. Music is a challenging subject at A Level but the committed student will find the rewards fulfilling creatively, intellectually and socially.

Student Comment: “Music is one of the most challenging and yet enjoyable subjects I study at A Level. It’s like learning to speak a new language that you use to express yourself in a way that feels really immediate with an audience. I have been surprised at just how much I’ve enjoyed composition too. Exploring the work of other artists and composers to improve your own work extends your comfort zone and introduces you to music you wouldn’t normally listen to.”

What doors does this open up for me?

The creative industries are a huge part of the UK economy and an A level and even a BA (Hons) in Music demonstrates the character of someone with self-discipline, good communication skills, strong work ethic and ultimately creativity. From performing, composing and event management to teaching, publishing and marketing the opportunities for the budding musician are many and varied. If you want to know more, come and ask a member of the Music Department and we’ll be able to point you in the right direction. *NB Please refer to page 5 as this course is subject to change

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‘I like that we have the choice of a lot of different study areas depending on what sort of environment you are looking for’ POST 16 STUDENT

DESIGN AND TECHNOLOGY 18

ENGINEERING “The story of civilisation is the story of Engineering – that long and arduous struggle to make the forces of nature work for man’s good” L. Sprague DeCamp

Exam Board AQA

Qualification Level 3 Foundation Technical Level Engineering

Subject Entry Requirements 5 GCSEs A*- C including B in Science

English 6

Mathematics 6

Course Content, Structure & Method of Assessment The qualification is on par with A Levels and has been built in close collaboration with employers and professional bodies to ensure it has necessary recognition and value. The students will study a range of engineering disciplines and processes. The course is split into 4 units covering – Materials Technology & Science, Mechanical Systems, Engineering Design and Production and Manufacturing.

Assessment is done both internally and externally with Materials technology set as an exam at the end of year 12 and the other 3 units set as coursework. There is an opportunity to resit the exam if students do not achieve their expected outcome at the end of year 12.

What is it like to study Engineering at Level 3 at Tuxford Academy?

Engineering at Tuxford is an exciting and stimulating course which brings together theory and practical assessment to create an engaging journey for the students. All learners have access to a range of both traditional and modern engineering manufacturing equipment and machinery and will be expected to competently utilise these in order to achieve. Students will also be required to learn high level CAD/CAM skills as well as working as a team to produce components. The mixture of exam (25%) and coursework (75%) based assessment enables students to explore a wide range of processes and equipment in order to develop solutions to problems. A core feature of the course is close involvement with local engineering companies; this offers a real world insight into potential careers and employment opportunities whilst adding relevance to the topics studied.

What doors does this open up for me?

With the international recognition of engineering courses such as this, you can progress straight into employment or further study.

Engineering is a respected qualification in any arena and will demonstrate to universities and employers alike that candidates have good problem solving, analytical and practical skills. There are also a range of potential careers to explore within any engineering discipline. For example: aerospace, mechanical, chemical, electrical, manufacturing, motorsport, nuclear.

Student Comment: “The engineering course really opened my eyes to a world of careers and opportunities. Before starting the course I wasn’t sure what I wanted to do but now I definitely want to pursue engineering as a degree and career. The course allowed me to explore a wide range of engineering processes and I learnt to use software and equipment which I didn’t think I would be able to. It has given me loads of confidence and I am really excited about my future as an engineer.”

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DESIGN TECHNOLOGY: PRODUCT DESIGN “Design is the fundamental soul of a human-made creation that ends up expressing itself in successive outer layers of the product or service” Steve Jobs

Exam Board AQA

Qualification AS Level 7551 A Level 7552

Subject Entry Requirements 5 GCSEs A*- C including B in Design Technology and Science

English 6

Mathematics 6

Course Content, Structure & Method of Assessment The A/S and A2 Product Design qualification has been developed to be a creative and thought-provoking qualification that gives students the opportunity to develop a high level of practical skills, theoretical knowledge and confidence to succeed in a number of creative careers and industries.

Throughout the course students will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning into practice by developing solutions to problems and client briefs.

A/S A2 Product design provides the opportunity for students to unleash their creativity based around a user centred, iterative design process.

Exam 80 marks: 50% of total marks Design & Make Coursework 80 marks: 50% of total marks What is it like to study Product Design at A Level at Tuxford Academy?

Students will be taught by staff who are passionate about and experienced in design. They will gain an understanding of what it means to be a real life designer working with clients, and delivering solutions to deadlines. Alongside this, they will develop the knowledge and skills sought by higher education and employers.

This qualification will prepare students to launch their design career into industry or further academic study at university.

Student Comment: “Product design has helped me not only develop my technical understanding of our designed world but has also allowed my creativity to flourish in order to solve real life problems.”

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What doors does this open up for me?

The A/S and A2 product design qualification is highly regarded by both employers and academic institutions.

As such, on successful completion of the course students can pursue a career or further study in design by moving into areas such as architecture, product design, or graphic design to name but a few.

We have a long track record of successful students who take A/S & A2 Product Design at Tuxford Academy and go on to be successful at university and ultimately in an industrial context.

FOOD SCIENCE AND NUTRITION “Food is as important as energy, as security, as the environment. Everything is linked together” Louise Fresco

Exam Board WJEC

Qualification Level 3 Diploma in Food Science and Nutrition Course code: 601/4552/3

Subject Entry Requirements 5 GCSEs A*- C including B in Science and Food Technology/ Catering

English 6

Mathematics 6

Course Content, Structure & Method of Assessment The qualification is set at the same level as A Levels and has been built in close collaboration with employers and professional bodies within the food industry. The course covers a range of areas including nutrition, food science, food design, production and manufacture. Assessment takes place internally and externally.

What is it like to study Food Science and Nutrition at Level 3 at Tuxford Academy?

Food Science and Nutrition at Tuxford Academy combines practical and theoretical elements to create an engaging and exciting course. Students will get the opportunity to explore the food industry and develop their design and technology capability by producing food products that enhance our everyday lives.

The course involves a mixture of exam and coursework based assessments, allowing students to explore a wide range of complex and current issues effecting the food industry and food production in the modern world. The course will allow students to gain a real insight into potential careers and opportunities the food industry has to offer.

Student Comment: “Studying this course has allowed me to discover the impact that technology and science has on food production. It has shown me the links between science, the environment and technology so that food can be produced to feed the world.”

What doors does this open up for me?

With the recognition of the course from many universities you can progress to further study or into employment. Studying Food Science and Nutrition can lead to a range of careers within food development, nutrition, food manufacture and food science. The course has links with biology, engineering and design. *NB Please refer to page 5 as this course is subject to change

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ENGLISH

‘Lessons are well structured and challenging and enable more sixth form students to make good progress and meet or exceed targets’ OFSTED

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ENGLISH LANGUAGE “Without knowing the force of words, it is impossible to know more” Confucious

Exam Board AQA

Qualification AS Level 7701 A Level 7702

Subject Entry Requirements Grade 6 in English Language and English Literature GCSE

English 6

Mathematics 5

Course Content, Structure & Method of Assessment At AS, this specification offers opportunities for students to develop their subject expertise by exploring key language concepts and engaging with a range of texts and discourses. Students will explore the study of English Language both as a medium of communication and as a topic in its own right, with an emphasis on the ability of students to pursue lines of enquiry, analyse texts produced by others, debate different views and produce a range of own writing using a variety of extracts taken from everyday sources. The focus is on how language generates meaning and identity for individuals and social groups including, gender, occupation and the variety of ‘Englishes’ around the United Kingdom.

At A Level, the specification will enable students to develop their subject expertise by engaging creatively and critically with a wide range of texts and discourses. Students will create texts and reflect critically on their own processes of production, while analysing the texts produced by others. Students will have the opportunity to work independently to research aspects of language in use. Language is seen as a creative tool for expression and social connection, as well as for individual cognition. The study of language as a symbolic system used to assert identity in society is fundamental to the scope of this specification. The course will also cover the variety and impact of global ‘Englishes’, Child Language Acquisition (how we learn to use language) and Language Change since 1600.

At AS English Language is assessed by two examinations: Language and The Individual & Language Varieties.

At A Level, English Language is assessed by two examinations: Language, the Individual and Society & Language Diversity and Change. In addition two pieces of non-exam assessments (Language in Action: investigation and original writing) are required.

What is it like to study English Language at A Level at Tuxford Academy?

Students are encouraged through a range of teaching techniques to develop their own ideas and analytical skills. Discussion, group work, reading and individual research offer a varied and interesting approach to the study of English Language. Typically both the AS and A Level courses are taught by two teachers and you will

be required to conduct additional independent research and enquiry along your own avenues of interest. This supports you in developing academic research and study skills required at HE whether or not you choose to continue your English studies.

Student Comment: “Studying English Language has improved my ability to analyse and construct an argument across other subjects. It has taught me to appreciate that the spoken and written word can generate many meanings dependent on the context of both the creator and the receiver and therefore I have learnt to think about the way I use language every day.”

What doors does this open up for me?

The skills of analysis, evaluation and communication that you will develop by studying English Language are applicable to a wide range of careers and university degrees. Journalism, media, marketing, advertising, management, law, teaching, librarianship, business, administration and banking are a few examples. Students taking English Language A Level have gone on to pursue careers in radio broadcasting, property management and sports journalism to name a few.

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ENGLISH LITERATURE “Until I feared I would lose it, I never loved to read. One does not love breathing” Harper Lee, To Kill a Mockingbird

Exam Board AQA

Qualification A Level 7711 A Level 7712

Subject Entry Requirements Grade 6 English Language and English Literature

English 6

Mathematics 5

Course Content, Structure & Method of Assessment ‘English Literature A’s historicist approach to the study of literature rests upon reading texts within a shared context. Working from the belief that no text exists in isolation but is the product of the time in which it was produced, English Literature A encourages students to explore the relationships that exist between texts and the contexts within which they are written, received and understood.’

AQA Specification At AS Level, under the theme ‘Love Through the Ages’, students are able to study and analyse a variety of unseen extracts, from an assortment of novels and from different historical periods. Two classic novels are studied at greater depth and compared - at least one pre-1900 text will be included to ensure historical coverage.

All genres of literature will be covered, including one Shakespeare play and a collection of classic poetry.

At A Level, the revised subject content continues to keep a strong focus on advanced literary studies and the reading of major literary genres through the historicist’s lens. The content studied at AS will be developed and reviewed, so as to meet the demands of A Level questions. The students also have the challenge of completing a non-exam assessment, an independent critical study based on novels - of their choice - across time. The students are then able to look at historical periods in more detail, studying texts with the shared context of WW1 and its aftermath. This covers the study of novels, plays and poetry and also includes unseen extracts from a multitude of Great War literature. This will make sure students have a good historical coverage which was requested by Higher Education representatives.

English Literature AS is assessed by two examinations.

English Literature A Level is assessed by two examinations and one piece of coursework.

What is it like to study English Literature at A Level at Tuxford Academy?

Students are encouraged through a range of teaching techniques to develop their skills of analysis and evaluation, through reading, annotation, discussion, written essays, debating, group work and independent research.

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Student Comment: “I loved being able to read the classics that I’d always heard about.

I get swept away to different places and different times in history.

It doesn’t feel as though this is work – it’s enjoyment. I love being able to sit around and talk about books. They’re not lessons – it’s like being at a book club.”

What doors does this open up for me?

The skills of analysis, perception and communication you develop during this course are important in many fields of employment and are highly regarded by all institutions of Higher Education. Law, teaching, journalism, media, advertising, librarianship, literary agent, publishing or jobs in the arts sector are some examples of future careers.

ENGLISH GCSE RESIT “It’s hard to beat a person who never gives up” Babe Ruth

Exam Board AQA

Qualification GCSE English Language 8700

Subject Entry Requirements Grade 3 and below

English 4 on discussion

Mathematics N/A

Course Content, Structure & Method of Assessment Students are now required to resit the English Language GCSE until they reach a grade 4 minimum* (the equivalent to a C grade in the past). This is the minimum grade required by universities, many apprenticeships and employers to show proficiency and confidence with English.

The course covers reading, fiction and non-fiction from 20th century to the present day, and writing creatively and writing viewpoints.

Students will study a range of fictional extracts from novels from a wide range of genres and improve their written creativity and accuracy. Students will also study a range of non-fiction texts covering a wide range of issues and improve their own skills in writing to argue and persuade.

There are two examinations which will be taken in the summer at the end of the academic year.

Please note there is no early entry in the autumn.

English Resit may be subject to change dependent on government policy and exam board adjustments.

What is it like to study English GCSE at Tuxford Academy?

Typically the course is taught by two teachers over 3 lessons a week.

What doors does this open up for me?

English Language is a core subject and from 2017 a grade 4 is considered an essential requirement by employers, universities, colleges and apprenticeships.* *The standard pass grade is set to rise to grade 5 in 2017-2018 academic year.

Student Comment: “Achieving a Grade 4 has opened up so many more opportunities for me in future employment and study. It’s a passport to anywhere I want to go!”

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‘We often get a lot of homework, but the teachers email you a lot to see how you are coping and if you need extra support’ POST 16 STUDENT

HUMANITIES 26

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GEOGRAPHY “Geography is the subject that holds the key to our future” Michael Palin

Exam Board AQA

Qualification AS Level 7036 A Level 7037

Subject Entry Requirements Grade B in GCSE Geography

English 6

Mathematics 6

Course Content, Structure & Method of Assessment Geography is a dynamic, contemporary subject that can inspire a deep interest in the complex world around us. Students learn a wide range of transferable skills through the course including collecting, analysing, and interpreting data, problem solving, individual and group research and a variety of forms of communication. The skills are in great demand and are recognised by employers and universities as being of great value. Many of the world’s current issues – at a global scale and locally - boil down to geography, and need the geographers of the future to help us understand them. Global warming as it affects countries and regions, food and energy security, the degradation of land and soils from over-use and misuse, the spread of disease, the causes and consequences of migration, and the impacts of economic change on places and communities. These are just some of the challenges facing the next generation, which geographers must help solve.

The course is structured into four main elements: 1.

2.

3.

4.

Physical Geography (including Water and Carbon Cycles, Coastal Systems and Landscapes, Hazards); Human Geography (including Changing Places, Global Systems and Governance, Contemporary Urban Environments); Geography Fieldwork Investigation, which will include 4 days of studies on location within the UK; Geographical Skills using maps, graphs and statistics.

Student Comment: “Geography suits anyone who is curious about the world in which they live. It is a relevant, living, breathing subject that has inspired me to investigate all corners of our planet. I would recommend Geography at Tuxford as the course takes you on an interesting and varied adventure, whilst challenging your geographical abilities and skills, plus you get to visit some great places on trips.”

The assessment comprises two terminal exams: • • •

Physical Geography: 2hr 30mins worth 40% of the A Level; Human Geography: 2hr 30mins worth 40% of the A Level; The Independent Geographical investigation (3000-4000 words): completed during A2, worth 20% of the A Level.

What is it like to study Geography at A Level at Tuxford Academy?

At AS and A2 the weekly allocation of lessons is 5 and is likely to be split between two different teachers. Teaching will be varied with lessons being led by both the teachers and the students. As an inherently enquiry - based subject there will be lessons where students will research topics independently and in groups and students will be expected to support their in-class learning with extensive wider reading of news and current affairs articles suggested by staff. This will enable students to learn through accessing the most up-to-date and relevant geographical issues and information. Throughout the course students will practise applying this knowledge and understanding to examination style questions in order to best equip them for the program of assessment outlined above.

What doors does this open up for me?

Geography can be taken at university in many different forms and can lead to either a BA or a BSc graduate degree. In its own right Geography can lead to careers in many different areas. It is a subject that helps young people into work. Many employers prize the knowledge and skills that studying geography can provide and geography in higher education is thriving. Geography students are among those gaining greatest satisfaction from their studies, and geography graduates have a relatively low level of unemployment.

It’s no wonder there is a growing demand to study the subject at university. This is underlined by the Russell Group of Universities, along with the Minister David Willetts MP, who both recognise geography as one of the key “facilitating” subjects for entry to degree level study. The skills learnt in Geography are recognised by employers in all areas such as accountancy, lawyers and education. Geography does not limit or narrow your choices. It is a superb opportunity to learn about the world as a whole. It is the one subject which links or connects to all others. Anything or anyone that impacts on our world is of concern to a Geographer.

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HISTORY “History will be kind to me, for I intend to write it” Winston Churchill

Exam Board Edexcel

Qualification AS Level 8HI0 A Level 9HI0

Subject Entry Requirements Grade B in GCSE History

English Language 6

Mathematics N/A

Course Content, Structure & Method of Assessment A Level History is fascinating and awe inspiring! As a history student you will gain insight into the multifaceted nature of the human experience and history will help you to make sense of a complex, globalising world. You will learn to examine issues critically and creatively, use evidence to develop a convincing argument and think boldly yet flexibly to reach insightful judgements. You will also learn how to organise and present your ideas, clearly and coherently.

History students of the past have often said what they learned in history helped them achieve in other subjects like Drama and English Literature.

At AS you will study a unit called ‘Searching for Rights and Freedoms in the Twentieth century’. This will include 2 fascinating modules.

One module is called ‘In search of the American Dream, c.1917-96’ and includes topics such as the civil rights, the growth of the USA as a superpower, the Cold war, the impact of the media on American culture and Reagan’s presidency. The second module is called ‘India, c1914–48 the Road to Independence’ and includes topics such as the British Raj, Ghandhi, the Muslim League, and partition.

At A2 you will study a unit called ‘Britain: Losing and Gaining an Empire, 1763–1914’. This will include topics such as the growth and role of the empire, loss of America, the birth of Australia ‘the criminal’ colony, making Canada last, and Britain in Africa. You will also complete a coursework assignment of one 3,000-4,000 word essay.

For this essay you have the freedom to write your own question on any controversy in history that you find interesting!

The AS qualification will be stand alone, and will involve 2 exams.

If you would like to achieve an A Level in history all your exams will be sat at the end of Y13. This will involve 3 exams and one piece of coursework. One exam is 1 hr 30 minutes in length; the other two exams are 2hrs 15 mins in length. The coursework can be completed at home and is worth 20% of the A Level.

about your studies. The History course is challenging but with hard work students achieve highly; this is evidenced by the fact that across the previous years on average students beat their target grade at both AS and A2 History.

Student Comment: “Studying History at Tuxford Academy has not only been a fun and interesting experience in its own right, but also enhanced my skillsets in all other subject areas. Having learnt transferable skills from dedicated and enthusiastic teachers such as creating complex arguments and considering situations from different standpoints, History has contributed greatly to my development as a student and individual, and I would thoroughly recommend studying it at Tuxford Academy.”

What doors does this open up for me?

What is it like to study History at A Level at Tuxford Academy?

History lessons are varied and interactive, and classes have a collaborative environment in which friendships often develop. In classes you will be encouraged to ask questions and develop informed opinions based upon wide reading. Your progress will be supported through model answers, clear essay guidelines, formative marking, AfL activities and revision guides. To give you extra support we also use padlet pages, upon which you can post questions and discuss your learning with fellow students; make mentoring available; revision guides; and we are always willing to talk with you individually

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The skills and knowledge you learn when studying History are highly valued and make History a keystone subject. This means History opens a range of doors in the future and is widely respected by all universities, regardless of what you plan to study. A high number of students each year choose to continue their enjoyment of History at university by taking a History or a History related degree, whilst many others go on to study a broad range of university courses.

PHILOSOPHY AND ETHICS “Live as if you were to die tomorrow, learn as if you were to live forever” Gandhi

Exam Board OCR

Qualification AS Level H173 A Level H573

Subject Entry Requirements Philosophy and Ethics (Full Course or Short Course) B

English 6

Mathematics N/A

Course Content, Structure & Method of Assessment The OCR A Level in Religious Studies will build on the knowledge, understanding and skills established at GCSE level. Learners will be introduced to a more advanced approach to Religious Studies, and will develop a deeper understanding of the beliefs, teachings and philosophy they study. The course will cover three components; Philosophy of religion, Religion and ethics, and Developments in Christian thought In Philosophy of religion learners will study philosophical issues and questions raised by religion and belief. These include arguments regarding the existence or non-existence of God, the nature and influence of religious experience and the problems of evil and suffering. They will also explore philosophical language and thought, through significant concepts and the works of key thinkers, illustrated in issues or debates in the philosophy of religion.

Religion and ethics is characterised by the study of ethical language and thought, with exploration of key concepts and the works of influential thinkers. Ethical theory will also be applied to issues of importance; namely euthanasia, business ethics, and sexual ethics.

Developments in Christian thought provides an opportunity for the systematic study of one religious tradition. This will include the exploration of religious beliefs, values, teachings and practices that shape religious identity, as well as sources of wisdom and authority.

Also central are the ways in which religious traditions have developed over time, and religious responses to challenges and significant contemporary social issues.

The exam for each component will be worth 120 marks and represents 33.3% of the total marks for A Level. These exams will take the form of 3 externally assessed written papers, lasting 2 hours each, and testing both the ability to demonstrate knowledge and understanding and analysis and evaluation skills.

What is it like to study Philosophy and Ethics at A Level at Tuxford Academy?

Studying Philosophy and Ethics is like going down a rabbit hole. The subject begins with an examination of some of the basics of Western Philosophy, and expands from there. Interconnecting ideas and beliefs begin to become apparent and the intricacies of the subject take form. Philosophy and Ethics is a heavily content driven subject, so it requires students to take responsibility for their progress and take on wider reading in their study time. The majority of homework set is essay based, in order to prepare students for the final examinations. During the two years of study, we offer trips to Krakow and Auschwitz and Amsterdam. The aim of these visits is to enrich our students’ education as well as supporting their studies.

Student Comment: “Philosophy and Ethics is often considered to be just about learning about God. As a student currently studying this subject I can tell you, it is far from just that! Philosophy and Ethics is fundamentally a love of logic. At Tuxford Academy, Philosophy and Ethics teaches you so much more. It teaches you to think about the world around you in new ways as well as challenging your own beliefs. At first it may seem hard to get your head around the theories and thinkers, but luckily a fantastic team of dedicated staff members are on hand to help you out. Philosophy and Ethics is a subject I am extremely happy that I took at Sixth Form, It has taught me so much more than I could ever have known.”

What doors does this open up for me?

Philosophy is the ultimate transferable skill. With its emphasis on reason and argumentation, philosophy is an excellent preparation for a career in law, religion, business, international diplomacy, teaching, social work and psychotherapy, medicine or journalism and writing. As well as this, most world leaders study philosophy at university alongside politics and economics.

According to a recent study, philosophy students do better in verbal and writing skills than students with any other A Levels.

This shows the ability that philosophy has to support any degree with a demand for essay writing skills.

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‘Students relish the chance to demonstrate their grasp of intellectual terminology and newly acquired concepts’ OFSTED

MODERN FOREIGN LANGUAGES 30

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SPANISH “If you talk to a man in a language he understands, that goes to his head.

If you talk to him in his own language, that goes to his heart” Nelson Mandela

Exam Board AQA

Qualification AS Level 7691 A Level 7692

Subject Entry Requirements Grade B in GCSE Spanish

English 6

Mathematics N/A

Course Content, Structure & Method of Assessment AS Paper 1: 1 hour 45 minutes, 40% of AS • Listening & Reading: You will listen to, and read passages in Spanish based on the themes studied • Translation: You will translate a passage of at least 70 words from Spanish to English and this passage will be based on the themes studied Paper 2: 1 hour 15 Minutes, 30% of AS • A translation from English to Spanish which will be sentences amounting to at least 70 words. Once again the content will be based on the themes of study • An essay in Spanish on the book or film studied. There will be a choice of questions and you will write about 250 words Paper 3: 12-14 minutes, 30% of AS • You will discuss 2 subthemes from those studied. You will be given 2 cards to use as prompts for the discussion and the exam will be conducted by a visiting examiner A Level Paper 1: 2 hours 30 minutes, 40% of A Level • Listening & Reading: You will listen to, and read passages in Spanish from a range of contexts and sources based on the themes studied Paper 2: 2 hours, 30% of A Level • Writing: You will write 2 essays in Spanish, one on the book and one on the film studied, or on two books. You will write approximately 300 words per essay Paper 3: 21-23 minutes, 30% of the A Level • Speaking: The test will be in two parts. Part 1 is a discussion of 1 subtheme lasting 5-6 minutes and you will have a stimulus card to prompt this discussion. Part 2 is the presentation and discussion of the individual research project Themes Studied • Modern and traditional values • Cyberspace • Equal rights • Modern day idols • Spanish regional identity • Cultural Heritage *NB Please refer to page 5 as this course is subject to change

What is it like to study Spanish at A Level at Tuxford Academy?

You will usually be taught by two members of the Modern Languages Faculty. The courses have a lot of online lessons supported by a text book. Topics are investigated in new ways using various technologies focusing on communication and using a variety of sources such as the internet, DVDs, newspapers and magazines. You will develop your listening, reading, writing and speaking skills and you will have the opportunity to work with our Spanish Teaching Assistant.

Student Comment: “I studied Spanish at Tuxford and I found the staff to be very supportive making Spanish easily the most enjoyable of my A Levels. Any problems or uncertainties about the course were promptly dealt with and I would rarely leave a lesson unsure about what we had covered. I think that the most important thing when choosing your A Levels is to choose things you enjoy and this was certainly the case with me and learning Spanish.” (This student is now a commercial pilot) What doors does this open up for me?

The world is full of languages. Think about how many more newspapers and books you could read; films and TV programmes you could watch, and songs you could understand, websites you could visit, people and places you could really get to know if you could speak another language. 94% of the world’s population do not speak English as their first language and 75% of them do not speak English at all. People with languages can be paid £3-5,000 more per year than those without.

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FRENCH “Language is the road map of a culture. It tells you where its people come from and where they are going” Rita Mae Brown

Exam Board AQA

Qualification AS Level 7651 A Level 7652

Subject Entry Requirements Grade B in GCSE French

English 6

Mathematics N/A

Course Content, Structure & Method of Assessment AS Paper 1: 1 hour 45 minutes, 40% of AS • Listening & Reading: You will listen to, and read passages in French based on the themes studied • Translation: You will translate a passage of at least 70 words from French to English and this passage will be based on the themes studied Paper 2: 1 hour 15 Minutes, 30% of AS • A translation from English to French which will be sentences amounting to at least 70 words. Once again the content will be based on the themes of study • An essay in French on the book or film studied. There will be a choice of questions and you will write about 250 words Paper 3: 12-14 minutes, 30% of AS • You will discuss 2 subthemes from those studied. You will be given 2 cards to use as prompts for the discussion and the exam will be conducted by a visiting examiner A Level Paper 1: 2 hours 30 minutes, 40% of A Level • Listening & Reading: You will listen to, and read passages in French from a range of contexts and sources based on the themes studied Paper 2: 2 hours, 30% of A Level • Writing: You will write 2 essays in French, one on the book and one on the film studied, or on two books. You will write approximately 300 words per essay Paper 3: 21-23 minutes, 30% of the A Level • Speaking: The test will be in two parts. Part 1 is a discussion of 1 subtheme lasting 5-6 minutes and you will have a stimulus card to prompt this discussion. Part 2 is the presentation and discussion of the individual research project

What is it like to study French at A Level at Tuxford Academy?

You will usually be taught by two members of the Modern Languages Faculty. The courses have a lot of online lessons supported by a text book. Topics are investigated in new ways using various technologies focusing on communication and using a variety of sources such as the internet, DVDs, newspapers and magazines. You will develop your listening, reading, writing and speaking skills and you will have the opportunity to work with the French Foreign Language Assistant.

Student Comment: “I chose to study a language because of the opportunities they offer and the ability to explore other cultures. I am considering a job in the media; the potential to report from abroad is appealing and I can use my language skills. I also love the idea of being able to make friends with people from all over the world because of my language skills.”

(Currently on placement in Latin America)

Themes Studied

What doors does this open up for me?

• • • • • • •

Careers most often associated with languages include those in the travel industry, bi-lingual secretaries, translators, interpreters, marketing and retail. However, for many careers a language qualification, although perhaps not essential, can be seen as a desirable asset by employers. This is why many universities combine a variety of subjects with language study such as Law, Business and Management Studies, and indeed an increasing number prefer a language qualification on entry. Much of our trade is with Europe and French is an international language on a par with English, being used as an official language by the United Nations.

The changing nature of family The “cyber society” The place of voluntary work A culture proud of it’s heritage Contemporary French Music Cinema : the 7th art form A book of a film study

*NB Please refer to page 5 as this course is subject to change

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‘The Maths teachers are great. They are helpful and set challenging questions if you want to do more advanced work’ POST 16 STUDENT

MATHEMATICS 33

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MATHEMATICS “The study of mathematics, like the Nile, begins in minuteness but ends in magnificence” Charles Caleb Colton

Exam Board AQA

Qualification AS Level 7366 A Level 7367

Subject Entry Requirements

AS - A minimum grade 7 at GCSE and studying AS Mathematics. A2 – Gain your target grade for AS Mathematics and AS Further Mathematics.

English N/A

Mathematics As subject entry requirements

Course Content, Structure & Method of Assessment A Level mathematics provides a framework within which a large number of young people continue the subject beyond GCSE level.

It supports their mathematical needs across a broad range of other subjects at this level and provides a basis for subsequent quantitative work in a very wide range of higher education courses and in employment. It also supports the study of AS and A Level further mathematics.

A Level mathematics builds from GCSE level mathematics and introduces calculus and its applications. It emphasises how mathematical ideas are interconnected and how mathematics can be applied to model situations mathematically using algebra and other representations, to help make sense of data, to understand the physical world and to solve problems in a variety of contexts, including social sciences and business. It prepares students for further study and employment in a wide range of disciplines involving the use of mathematics.

AS Mathematics: Assessment is by 2 exams of 1 hour 30 mins (80 marks two unequal sections of 53 and 27 marks).

For both papers the pure mathematics content; proof, algebra, calculus, exponentials and logarithms, geometry and trigonometry are examinable.

•

•

Paper 1 will have mechanics content including; vectors, kinematics and Newton’s laws on forces.

Paper 2 will have statistical content including; sampling, data presentation, probability, distributions and hypothesis testing.

A Level Mathematics: Assessment is by 3 exams of 2 hours in duration.

• Paper 1: (100 marks): Content; Pure mathematics: proof, algebra, calculus, exponentials and logarithms, geometry; trigonometry and numerical methods are examinable.

• Paper 2: (100 marks; two sections 50 marks each): Content may include any from paper 1 and mechanics content including; vectors, kinematics, Newton’s laws on forces and moments.

• Paper 3: (100 marks; two sections 50 marks each): Content may include any from paper 1 and statistical content including; sampling, data presentation, probability, distributions and hypothesis testing.

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What is it like to study Mathematics at A Level at Tuxford Academy?

The mathematics faculty is a vibrant area of learning, with a complete suite of rooms with interactive smart boards, class sets of iPads and laptops. Students are encouraged through a range of teaching techniques to develop responsibility for their own learning.

Teachers go that extra mile to help secure progressive outcomes for students.

Student Comment: “It takes GCSE to a whole new level, although it is challenging, it is a rewarding and fascinating subject which is highly valued by universities.”

What doors does this open up for me?

Why study AS/A mathematics?

If you wish to follow • An Engineering course at university • A Maths related degree • Any Medical course • Any Science related course • Accountancy/Economics

FURTHER MATHEMATICS “Universities are looking for Further Maths at A Level to help them decide which students to offer their places to” TES

Exam Board AQA

Qualification AS Level 7356 A Level 7357

Subject Entry Requirements

AS - A minimum high GCSE Grade 6 and have a vote of confidence from your Y11 Maths teacher. There’s also an entry test to pass in September. A2 – Gain your target grade for AS Maths.

English N/A

Mathematics As subject entry requirements

Course Content, Structure & Method of Assessment Further Mathematics is designed for students with an enthusiasm for mathematics, many of whom will go on to degrees in mathematics, engineering, the sciences and economics.

The qualification is deeper and broader than A Level mathematics.

AS and A Level further mathematics build from GCSE level and AS and A Level mathematics. As well as building on algebra and calculus introduced in A Level mathematics, the A Level further mathematics core content introduces complex numbers and matrices, fundamental ideas with wide applications in engineering, physical sciences and computing. The non-core contents includes different options that can enable students to specialise in areas of mathematics that are particularly relevant to their interests and future aspirations. A Level further mathematics prepares students for further study and employment in highly mathematical disciplines that require knowledge and understanding of sophisticated mathematical ideas and techniques.

AS Further Mathematics: Assessment is by 2 exams of 1 hour 30 mins.

• Paper 1 (80 marks) Content; Pure Mathematics: complex numbers, matrices, further algebra, further calculus, further vectors, polar coordinates and hyperbolic functions.

• Paper 2 (80 marks, two sections of 40 marks): Statistics and Mechanics: Statistics content; discrete random variables, poisson distribution, type I and type II errors and power of a test and continuous random variables. Mechanics content; dimensional analysis, momentum and collisions, work power and energy and circular motion.

A Level Further Mathematics: Assessment is by 3 exams of 2 hours in duration.

• Paper 1: (100 marks): Content; Pure mathematics: proof, complex numbers, matrices, further algebra, further calculus, further vectors, polar coordinates, hyperbolic functions, differential equations, trigonometry, numerical methods and coordinate geometry are examinable.

• Paper 2: as above for paper 1 • Paper 3: (100 marks; two sections 50 marks each): Statistics and Mechanics: Statistics content; discrete random variables, poisson distribution, type I and type II errors and power of a test, continuous random variables, exponential distribution and inference. Mechanics content; dimensional analysis, momentum and collisions, work power and energy and circular motion.

What is it like to study Further Mathematics at A Level at Tuxford Academy?

The mathematics faculty is a vibrant area of learning, with a complete suite of rooms with interactive smart boards, class sets of iPads and laptops. Students are encouraged through a range of teaching techniques to develop responsibility for their own learning.

Teachers go that extra mile to help secure progressive outcomes for students.

Student Comment: “Just like German and French, the study of mathematics is learning a new language. It adds a whole new layer to your understanding of pure mathematics.”

What doors does this open up for me?

Why study AS/A mathematics?

If you wish to follow: • An Engineering course at university • A Maths related degree • Any Medical course • Any Science related course • Accountancy/Economics

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CORE MATHEMATICS “Mathematics is the key and door to the sciences” Galileo Galilei

Exam Board OCR

Qualification Level 3 Core Maths Quantitative Reasoning

Subject Entry Requirements Minimum grade 4 at GCSE

English As subject entry requirements

Mathematics As subject entry requirements

Course Content, Structure & Method of Assessment This qualification is designed to consolidate and build on your mathematical understanding at GCSE, as well as develop your mathematical understanding and skills further in the application of mathematics to authentic problems.

The objectives of the course: 1. Deepen competence in the selection and use of mathematical techniques used at GCSE and beyond 2. Develop confidence in representing and analysing authentic situations mathematically and applying mathematics to address related questions and issues 3. Build skills in mathematical thinking, reasoning and communication Core Mathematics: Assessment is by 2 exams, both 2 hours long.

(60 marks each. Equal weighting to final mark).

Both exams will contain questions based on pre-release material that is given two months in advance. There will be a real life problem that needs to be addressed such as Income Tax and National Insurance payments.

• Paper 1: Quantitative Methods - financial mathematics, probability and risk, graph analysis, normal distribution.

• Paper 2: Critical Analysis - unseen problem solving, Fermi estimations, analysis and evaluation of data, mathematical modelling.

What is it like to study Core Mathematics at Tuxford Academy?

The mathematics faculty is a vibrant area of learning, with a complete suite of rooms with interactive smart boards, class sets of iPads and laptops. Students are encouraged through a range of teaching techniques to develop responsibility for their own learning.

Teachers go that extra mile to help secure progressive outcomes for students.

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Student Comment: “Core Maths combines all the important aspects of maths with everyday applications into one course, such as Fermi estimations and percentages. Universities helped create the course to ensure more undergraduates have an advanced maths qualification to help them with their careers.”

What doors does this open up for me?

This is a new government and employer sponsored course to help students progress mathematically and gain the skills they will need to complete university courses and compete in the emerging employer markets. In particular it is important to students progressing to higher education courses with distinct mathematical or statistical elements such as, product design, economics, business, geography, science and engineering.

Core mathematics will be invaluable for any students aiming for a career in a professional or technical field.

MATHEMATICS GCSE “Do not worry about your difficulties in mathematics. I can assure you mine are still greater” Albert Einstein

Exam Board AQA

Qualification GCSE Mathematics 8300

Subject Entry Requirements Students must have attained grade 3 and studied hard for this grade

English N/A

Mathematics Grade 3

Course Content, Structure & Method of Assessment The course seeks to lift students from a grade 3 to at least a grade 4 in GCSE in mathematics taking the Foundation tier Examination.

Students will: • Consolidate previous skills and meet appropriately challenging work.

• Apply mathematical knowledge to solve problems.

• Think and communicate mathematically, precisely, logically and creatively.

• Appreciate the place and use of mathematics in society, and apply mathematical concepts to situations arising in everyday life.

• Work co-operatively, independently, proactively and investigatively.

GCSE Mathematics: Assessment is by 3 exams of 1 hour 30 mins each. One paper is non calculator. The other two papers allow the use of calculators.

Students receive 3 x 50 minute lessons per week.

What is it like to study Mathematics at GCSE at Tuxford Academy?

The mathematics faculty is a vibrant area of learning, with a complete suite of rooms with interactive smart boards, class sets of iPads and laptops. Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. Teachers go that extra mile to help secure progressive outcomes for students.

What doors does this open up for me?

Many universities specify a minimum grade 4 or equivalent in mathematics. The following professions usually require a grade 4 or equivalent in mathematics; accountancy, banking, law, teaching, nursing and many others. Colleges give enhanced entry to courses where a grade 4 or equivalent has been obtained.

Student Comment: “GCSE Maths resit is set out to gain your grade C (now grade 4) in Maths. You run through all your previous errors or weak areas, which is really useful in achieving a better grade.”

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‘The P16 Centre’s moto: Grit and Goodwill speaks volumes’ FAR

BUSINESS, COMPUTING AND ICT 38

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BUSINESS “As we look into the future, leaders will be those that empower others” Bill Gates

Exam Board AQA

Qualification AS Level 7131 A Level 7132

Subject Entry Requirements 5 GCSEs A* - C

English 6

Mathematics 6

Course Content, Structure & Method of Assessment There are 6 themes covered in the AS course: • Theme 1: What is business? This looks at the nature and purpose of business, understanding different business forms and understanding that businesses operate within an external environment.

• Theme 2: Managers, leadership and decision making. This considers the roles of management, leadership and decision making and the role and importance of stakeholders.

• Theme 3: Decision making to improve marketing performance.

This looks at how developments in technology are affecting marketing decision making and activities, the ethical and environmental influences on marketing decisions, how marketing decisions help improve competitiveness and the interrelationship between marketing decisions and other functions.

• Theme 4: Decision making to improve operational performance.

This looks at how decision making and activities are affected by operations due to more online businesses, better links with customers, suppliers and inventory control.

• Theme 5: Decision making to improve financial performance.

This considers how technology is affecting financial decision making and business activities such as crowd funding.

• Theme 6: Decision making to improve human resources. This considers the changing nature of work, the skills that are required and ways of working such as tele-working.

The AS course is a standalone qualification and does not count towards the full A Level.

The full A Level compromises the above plus four additional themes: • • • •

Theme 7: Analysing the strategic position of a business Theme 8: Choosing strategic direction Theme 9: Strategic methods: how to pursue strategies Theme 10: Managing strategic change

How will I be assessed?

AS Assessment • Paper 1: Business One, 1 ½ hour exam, 50% of the AS • Paper 2: Business Two, 1 ½ hour exam, 50% of the AS A2 assessment • Paper 1: Business One, 2 hour exam, 33% of the A Level • Paper 2: Business Two, 2 hour exam, 33% of the A Level • Paper 3: Business Three, 2 hour exam, 33% of the A Level

What is it like to study Business at A Level at Tuxford Academy?

Studying Business at A Level at Tuxford Academy allows students to study a course that is both varied and interesting using excellent computer facilities. Studying Business allows students to actively experience the business environment whilst developing transferable skills that will aid them in the business world such as team working, communication skills and time management in conjunction with developing analysis and evaluation.

Student Comment: “Business is an important subject as it is looked on favourably by employees for the transferable skills it provides such as analysis and evaluation. The topics studied are both interesting and enjoyed by students due to the dynamic nature of the course. I would fully recommend undertaking Business at Tuxford due to the excellent teaching and facilities as well as how stimulating, yet fascinating, the course is.”

What doors does this open up for me?

This course gives a good foundation for higher education or employment opportunities in the business sector; however the skills of analysis and evaluation developed during the course will be valuable for any future routes.

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APPLIED GENERAL BUSINESS “To dare is to do” Bill Gates

Exam Board AQA

Qualification Certificate (TVQ01206) and extended certificate (TVQ01027)

Subject Entry Requirements 5 GCSEs A* - C

English 5

Mathematics 5

Course Content, Structure & Method of Assessment There are three units that are covered in year one: •

•

•

Unit 1: Financial planning and analysis – Learners explore different ways in which enterprises can be owned and financed.

Students will gain an understanding of the issues that enterprises face in an ever-changing environment and this will be used to make business decisions. It is assessed as an external examination.

Unit 2: Business dynamics – Learners investigate factors contributing to the success of businesses, focusing on the role of managers, supervisors and employees. Structures of businesses are evaluated and analysed. It is assessed internally by the teachers.

Unit 3: Entrepreneurial opportunities – Learners develop an understanding of entrepreneurial opportunities and investigate how individuals can exploit these through personal enterprise. It will be assessed as an external assignment.

The units are graded Pass, Merit, Distinction, each unit is worth 33% with 66% being externally graded.

There are three additional units studied in year two: •

•

Unit 4: Managing people. This will be assessed as an external exam.

Unit 5: Developing a business proposal. This is internally assessed by teachers.

And one optional unit.

The overall qualification is graded Pass, Merit, Distinction and Distinction.* Please note: Students must pass all units in order to achieve a qualification in Level 3 General Applied business.

What is it like to study Applied Business at Level 3 at Tuxford Academy?

This is a new course to the Academy but will be like previous Business courses that we have taught. They are varied and interesting allowing students to develop skills that are transferable to many areas of the business world such as working in a team, communication skills and invaluable analysis and evaluation skills.

Student Comment: “The Level 3 Applied General Business course has allowed me to develop my understanding of the business world through the use of practical lessons and using real life scenarios and case studies. The course really brings business studies to life and has allowed me to develop my transferable skills such as teamwork and communication skills that I will utilise and implement in my future career.”

What doors does this open up for me?

The course supports entry into Higher Education or Employment such as management, finance, entrepreneurship, economics etc. when taken alongside other qualifications. The qualification carries UCAS points.

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COMPUTER SCIENCE “There are 10 kinds of people in the world: those who understand binary numerals, and those who don’t” Ian Stewart

Exam Board OCR

Qualification AS Level H046 A Level H446

Subject Entry Requirements

5 A*- C including grade 6 (or higher) in Maths and B in Computing. Students who have not taken GCSE Computing will be considered for the course if they can demonstrate that they are competent programmers.

English 5

Mathematics 6

Course Content, Structure & Method of Assessment Why study Computing?

Computing requires and develops logical thinking, especially when analysing, designing and implementing the practical coursework projects. It is a rapidly developing area that influences all aspects of life. The increasing use of computers in design, particularly for the Internet and e-commerce, has created a whole new area where the knowledge gained from this course can be applied.

What will I learn about?

During this course you will cover: AS: • Drawing and interpreting simple state transition diagrams and transition tables.

• Programming in a high level programming language.

• The binary number system.

• The stages of development of a hardware/software system.

• Logic gates and Boolean algebra.

• The internal components of a computer and Hardware devices.

• The fundamentals of computer systems.

• The structure of the internet, networking protocols and the consequences of uses of computing.

A2: • Problem solving and algorithmic complexity.

• Algorithms and data structures for problem solving.

• Programming paradigms and object oriented programming techniques.

• The role of an operating system and database design.

• Analysis, design, construction, testing, training and maintenance of a programmed solution.

How will I be assessed?

AS module – • Computing principles. H046/01 - 50% exam • Algorithms and problem solving. H046/02 - 50% exam

What is it like to study Computer Science at A Level at Tuxford Academy?

The course will be taught using a combination of theory based lessons and practical activities to reinforce learning. Students will be expected to adopt strong independent learning skills.

Student Comment: “It is a really exciting time to be studying Computer Science. The course has been really challenging but the content has been interesting. I have pushed myself with my learning and I am proud of what I have achieved.”

What doors does this open up for me?

In today’s workplace, those with knowledge and skills in computing have the opportunity to pursue new and exciting careers and to be instrumental in the conception of computer systems that increasingly shape work and leisure activities.

A2 module – • Computer systems. H446/01 - 40% exam • Algorithms and programming. H446/02 - 40% exam • Programming project. H446/03 - 20% coursework

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IT “Man is still the most extraordinary computer of all” John F. Kennedy

Exam Board OCR

Qualification Cambridge Technical IT Certificate (05838) and Extended Certificate (05839)

Subject Entry Requirements Grade C or above ICT GCSE or BTEC Level 2 equivalent

English 5

Mathematics 5

Course Content, Structure & Method of Assessment IT is at the heart of everyday life, at work, home and in our leisure time: from computer graphics and control systems, to communications and problem solving, IT has an ever-increasing role to play. The Cambridge Technical in IT draws this together through a wide range of units such as Information Systems, installing software, creating a website, computer systems, computer animation and developing computer games. This qualification is suitable for students studying in preparation for employment in IT and also students wishing to gain a Level 3 qualification to support further study in Further Education and Higher Education in IT or in any other sector or subject area. This new qualification is particularly attractive because of its real-world relevance and close alignment with industrial practice.

Course Structure • Year 1: Unit 1: Fundamentals of IT • Year 1: Unit 2: Global Information • Year 2: Unit 3: Pre Production and Planning • Year 2: Unit 9: Product Development • Year 2: Unit 17: Internet of Everything Units are assessed under their own specific learning objectives.

You are able to take this as a one year or two year course. Units 1,2 & 3 are externally assessed in a written exam, all other units are assessed internally and externally moderated by OCR; for these units you must provide a portfolio of evidence of how each objective in the respective assignment has been met.

What is it like to study ICT at BTEC Level at Tuxford Academy?

In the BTEC National units there are opportunities during the teaching and learning phase to give learners practice in developing employability skills such as cognitive and problem-solving skills; intrapersonal and interpersonal skills

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Student Comment: “The lessons are planned really well. It’s a really interesting subject so far.”

What doors does this open up for me?

The objective of this qualification is to give learners the opportunity to develop their knowledge and skills in data management and social media in business. This will enable learners to progress to further study in the IT sector, or other sectors.

This will allow progression to a variety of degrees when combined with other suitable Level 3 qualifications. *NB Please refer to page 5 as this course is subject to change

TRAVEL AND TOURISM “Travel makes one modest. You see what a tiny place you occupy in the world” Gustave Flaubert

Exam Board Edexcel

Qualification BTEC Extended Certificate in Travel and Tourism 609/9023/1

Subject Entry Requirements A keen interest in the Travel & Tourism industry

English 4

Mathematics 4

Course Content, Structure & Method of Assessment The BTEC National is a 2 year course designed to provide a specialist work related qualification. The travel and tourism industry continues to grow at a rapid pace with the last 10 years seeing a huge increase in the amount of travel undertaken by individuals for both leisure and business purposes. This course seeks to provide learners with the knowledge, understanding and skills to work in this sector. This is a great opportunity to open doors within this important worldwide industry which is continually looking for well qualified employees.

What will I learn about?

The BTEC Level 3 National Extended Certificate in Travel and Tourism is broadly equivalent to an A Level. It consists of 4 modules of which 3 are mandatory and 1 optional.

These include the following core units: • The World of Travel and Tourism • Global Destinations • Managing Customer Experience In addition to these units there will be one optional unit from • Visitor Attraction • Specialist Tourism How will I be assessed?

There will be one examined unit which is The World of Travel and Tourism and the Global Destinations unit is an externally set task.

All of the other units will be Academy set tasks and internally assessed.

NB. New qualification, subject to change What is it like to study Travel and tourism at BTEC Level at Tuxford Academy?

Student Comment: “I have really enjoyed finding out about different destinations. The course has inspired me to travel and given me many transferable skills. The role play elements were challenging but I felt a great sense of achievement when I completed these elements of the course.”

What doors does this open up for me?

The specification is designed to provide an all-round introduction to the travel and tourism industry for those who wish to develop their careers in one of its many connected occupational areas.

These include careers in retail travel, visitor attractions, accommodation, transport and tour operations.

The very nature of the BTEC qualification supports the practical nature of the delivery of this course which mirrors the industry itself.

Students will be researching the travel and tourism sectors by studying real life organisations. Teaching methods include video, role play, discussion, case studies and written tasks. Full interaction and participation is expected throughout the course.

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PHYSICAL EDUCATION

‘Students are encouraged to choose a course that fits their talents, interests and future aims’’ FAR 44

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SPORT “You’re never a loser until you quit trying” Mike Ditka

Exam Board Edexcel

Qualification BTEC Level 3 National Foundation Diploma in Sport

Subject Entry Requirements Physical Education C & Science C

English 6

Mathematics 5

Course Content, Structure & Method of Assessment BTEC Sport is the study of numerous units which link directly to the many areas which make up sport. The BTEC course offers students a different way of learning in a refreshing and stimulating environment. The course is delivered in such a manner that links are made directly to the working world of sport. The course embraces a wide range of disciplines and draws on links to sociology, psychology and biology.

Across the two years students will study 7 units consisting of 540 guided learning hours; equivalent to 1.5 A Levels. Four of these units are mandatory, meaning students will study them at some point during the two years, these are; • • • •

Unit 1 Anatomy & Physiology Unit 2 Fitness Training & Programming for Health Unit 3 Professional Development in the Sports Industry Unit 4 Sports Leadership.

In addition to these units of work students must also complete three further units from a series of optional units which will be decided by the Physical Education Faculty.

There are 4 levels of accreditation; Pass, Merit, Distinction and Distinction*. Failure to submit work in line with the ‘Pass’ criteria will result in students failing the course. In terms of assessment, both internal and external assessments are completed; this is in the form of written assignments and examinations structured by EDEXCEL. It is therefore essential students are aware of this as previously assignments have been the only assessed pieces of work.

What is it like to study BTEC Sport at Tuxford Academy?

Delivered over six lessons per week students are encouraged through a range of teaching techniques to develop responsibility for their own learning.

All students studying BTEC Sport are provided with specialist kit which enables them to access all practical lessons. The delivery of the course is split between staff from the Physical Education Faculty. This provides students with a range of teaching methods and styles and thus creating a rounded approach to the whole course.

Student Comment: “Sports Science is a really useful subject and can open many doors. It is not all about doing exercise either, it covers things like diet, coaching as well as lots of physiology and how the body works”.

Hollie Creasey (EDEXCEL BTEC Level 3 Diploma in Sport Development and Coaching 2016 old specification) What doors does this open up for me?

BTEC Sport is now recognised as a credible qualification. There are a number of courses at universities which students can go on to study following this qualification, these include; Physical Education, Sports and Exercise Science, Sports and Exercise Psychology, Sport Business Management, Physiotherapy, Sports Media, Sports Engineering and Sports Coaching. In addition the course also provides an ideal opportunity for all students to develop employability skills as it links very closely to the world of work and thus providing a stepping stone for employment in leisure centres, gymnasiums, schools and sports clubs.

Students are also given the opportunity to take part in extracurricular events and leadership courses which further enhance their standing within the Academy. It is expected that BTEC Sport students will flourish in such environments.

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PHYSICAL EDUCATION “It’s not whether you get knocked down; it’s whether you get up” Vince Lombardi

Exam Board OCR

Qualification AS Level H155 A Level H555

Subject Entry Requirements Physical Education B & Science B

English 6

Mathematics 5

Course Content, Structure & Method of Assessment Studying AS and A Level Physical Education will give you a fantastic insight into the amazing world of sports performance.

Not only will you have the chance to perform or coach a sport through the non-examination component, you will also develop a wide ranging knowledge into the how and why of physical activity and sport. The AS and A Level in Physical Education is studied through a range of different contexts and the impact it has on both ours and others’ everyday lives becomes clear. You will learn the reasons why we do things, why some people outperform others – mentally and physically. You will also delve into the ethical considerations behind the use of drugs and also the influence that modern technology is having on physical activity and sport.

AS – Section one consists of three theory units which include; Physiological Factors Affecting Performance, Psychological Factors in Sport and Socio-cultural Themes in PE. Section two consists of a Performance within Physical Education. This is a personal performance and evaluation (EPI) in one activity. Section one is worth 70% of the final mark and is assessed through two examinations and section two is assessed through a moderation of a practical performance and verbal discussion and is worth 30% of the final mark. A Level - Section one consists of three theory units which include; Physiological Factors Affecting Performance, Psychological Factors Affecting Performance and Socio-Cultural and Contemporary Issues. Section two consists of a Performance within Physical Education. This is a personal performance and evaluation (EPI) in one activity. Section one is worth 70% of the final mark and is assessed through three examinations and section two is assessed through a moderation of practical performance and verbal discussion and is worth 30% of the final mark.

What is it like to study Physical Education at A Level at Tuxford Academy?

Delivered over five lessons per week, of which at least one will be devoted to the practical component of the course. Students are encouraged through a range of teaching techniques to develop responsibility for their own learning.

All students studying A Level Physical Education are provided with specialist kit which enables them to access all practical lessons.

The delivery of the course is split between staff from the Physical Education Faculty. This provides students with a range of teaching methods and styles and thus creating a rounded approach to the whole course.

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Students are also given the opportunity to take part in extracurricular events and leadership courses which further enhance their standing within the Academy. It is expected that A Level Physical Education students will flourish in such environments.

Student Comment: “Through a mixture of theory and practical lessons I have found Physical Education engaging and due to the teachers support thoroughly enjoyable.”

Faith Hinitt (A Level Physical Education 2016) “Physical Education is an enjoyable subject with interesting lessons and prospects in terms of practical opportunities. It enables you to improve and develop your sporting knowledge.”

JJ Grimwood (A Level Physical Education 2016) What doors does this open up for me?

Physical Education at A Level is recognised as a strong academic qualification which is now highly respected by universities, colleges and employers. Subsequently there are now a number of courses at prestigious Universities which students can go on to study following A Level PE, these include; Physical Education, Sports and Exercise Science, Sports and Exercise Psychology, Sport Business Management, Physiotherapy, Sports Media, Sports Engineering and Sports Coaching.

SCIENCE ‘The overwhelming majority of students are set ambitious, challenging targets for Level 3 qualifications’ FAR

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PHYSICS “Nothing happens until something moves” Albert Einstein

Exam Board OCR

Qualification AS Level H156 A Level H556

Subject Entry Requirements Science BB or Physics B

English 6

Mathematics 6

Course Content, Structure & Method of Assessment The Physics course is divided into 6 modules: • Module 1 – Development of practical skills in physics.

• Module 2 – Foundations of physics – the building blocks of physics looking at quantities and measurements.

• Module 3 – Forces and motion – Exploring the movement of objects and the behaviour of materials.

• Module 4 – Electrons, waves and photons – Looking at electricity and the movement of energy as waves. An introduction to the fascinating quantum world.

•

Module 5 – Newtonian world and astrophysics - Orbits and circular motion are investigated. Momentum and Newton’s laws are tested for different objects. Gravitational fields, SHM and thermal physics are also considered. The structure of the universe, astronomical distances, modern cosmology, the evolution and future of the universe are explored.

• Module 6 – Particles and medical physics – Further investigation of electricity and investigation of X rays, ultrasound, MRI and PET scanning.

• AS – 2 written exams; Breadth in Physics (1hr 30) and Depth in Physics (1hr 30). Both exams assess content from topics 1-4.

• A2 – 3 written exams; Modelling Physics (2h 15), Exploring Physics (2h 15) and Unified Physics (1h 30). Each exam covers work from a variety of modules, including the practical element.

An additional endorsement of Practical Skills will be reported separately.

What is it like to study Physics at A Level at Tuxford Academy?

Practical investigations, group discussions and mathematical work led by an enthusiastic team of staff will teach you analytical and problem solving skills through exciting and challenging learning experiences.

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Student Comment: “I like that Physics has always been highly regarded by universities.”

What doors does this open up for me?

Physics results are used to differentiate between high calibre students by top universities, medical and veterinary colleges. It is an ideal subject for the Armed Forces, engineering, chemists, mathematics, airline pilots & accountants. The knowledge that physics is a high calibre A level also makes students desirable to all areas of industry and commerce.

BIOLOGY “Nothing in Biology makes sense, except in the light of evolution” Theodosius Dobzhansky

Exam Board Edexcel

Qualification AS Level 8BNO A Level 9BNO

Subject Entry Requirements GCSE Science – B in Core Science and Additional Science, or B in Biology

English 6

Mathematics 6

Course Content, Structure & Method of Assessment In Year 12 you will study the causes of strokes and heart attacks by studying two case studies of the disease. This will then be linked to the circulatory system and how it functions. You will also learn about the disease cystic fibrosis and how a genetic mutation can cause the disease. This will then be used to show how genes are inherited.

The full list of topics is listed below.

AS Biology • Unit 1: Lifestyle, Transport, Genes and Health • Unit 2: Development, Plants and Climate Change A2 Biology • Unit 3: Environment and Survival • Unit 4: Energy, Exercise and coordination Students will be taught using a range of teaching techniques that will aim to develop students so they are capable of learning effectively on their own as well as in the classroom. There are a number of core experiments that need to be completed by students to aid their understanding and develop their practical skills.

The AS is assessed with two 1 hour 30 minute exams that cover unit 1 and unit 2. There is no coursework for Biology A Level, but students will be asked questions about the core experiments they have studied in the course. The A2 is assessed with three 2 hour exams. One for each of the A2 units and the final exam will cover all of the topics. These will also include questions on the core experiments.

What is it like to study Biology at A Level at Tuxford Academy?

The new Biology A Level course is taught through eight contemporary topics to help motivate students. These are context orientated and link many of the concepts studied to real life examples to try and ensure a high level of interest for the students.

The course also has an exclusive dedicated website that students can log into and download resources to inform their learning.

Student Comment: “I loved Biology at GCSE and couldn’t wait to learn more at A Level.”

What doors does this open up for me?

Biology is a subject that leads on to many different careers including: medicine, veterinary science, genetics, biotechnology, nursing, marine biology, microbiology, pathology, forensic science, law and teaching.

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APPLIED SCIENCE “To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance in science” Albert Einstein

Exam Board Edexcel

Qualification Level 3 Qualification

Subject Entry Requirements C in Core Science and Additional Science

English 5

Mathematics 5

Course Content, Structure & Method of Assessment The new BTEC Nationals in Applied Science use a combination of assessment styles to give your students confidence they can apply their knowledge to succeed in the workplace – and have the study skills to continue learning on higher education courses and throughout their career. The range of vocational assessments – both practical and written – means students can showcase their learning and achievements to best effect when they take their next step, whether that’s supporting applications to higher education courses or potential employers.

In Year 12 students will be assessed on two components of the course. The first is an internally assessed assignment, the second is an externally assessed written exam. This will complete the BTEC National in Applied Science certificate.

In Year 13 students will complete a science investigation skills component as well as one optional unit. This will complete the BTEC National in Applied Science extended certificate.

What is it like to study Applied Science at Level 3 at Tuxford Academy?

The new course includes a solid foundation of mandatory content.

That means employers and higher education providers can be confident BTEC qualified students demonstrate the same skills and understanding and still have the opportunity to gain specialist knowledge through studying optional units.

Student Comment: “When I read about the Applied Science BTEC I knew this was for me and I was excited to take the course.”

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What doors does this open up for me?

The new BTEC National in Applied Science is designed to meet the needs of employers and higher education, so learners have the option of progressing straight into the work environment or choosing to continue their studies in higher education.

CHEMISTRY “Chemistry begins in the stars. The stars are the source of chemical elements which are the building blocks of matter and the core of our subject” Peter Atkins

Exam Board AQA

Qualification AS Level 7404 A Level 7405

Subject Entry Requirements Chemistry B or a B in Core and Additional Science with a B in both Chemistry units

English 6

Mathematics 6

Course Content, Structure & Method of Assessment The specification is arranged into the three traditional branches of Chemistry; Physical, Inorganic and Organic. In AS and the first year of A Level you will study the following topics; atomic structure, amount of substance, bonding, energetics, kinetics equilibria, periodicity and an introduction to organic chemistry and some homologous series such as the alcohols. In the second year of A2 new topics are introduced such as thermodynamics, electrochemical cells, and the properties of period 3, transition metals, optical isomerism, polymers, proteins, DNA, organic synthesis and NMR. There are 12 core practical activities that must be carried out and lead to a practical skills accreditation.

Assessment AS Level there will be two written papers: • Paper 1 50% 1 hour 30 mins 80 marks • Paper 2 50% 1 hour 30 mins 80 marks A Level there will be three written papers: • Paper 1 35% 2 hours 105 marks • Paper 2 35% 2 hours 105 marks • Paper 3 30% 2 hours 90 marks What is it like to study Chemistry at A Level at Tuxford Academy?

Students will be taught using a wide range of teaching techniques that aim to ensure they are capable of learning effectively in the classroom or independently. Practical work is an integral part of the course and practical lessons are incorporated whenever possible to further cement understanding and application. Students will need to be well organised, complete tasks on time and motivated to read around the subject and review work on a regular basis.

Student Comment: “I thoroughly enjoy the subject as it always presents new challenges and problems to solve. The sense of achievement I feel when a solution is found is one of the reasons I love chemistry.”

Year 12 student What doors does this open up for me?

A qualification in AS/A2 Chemistry demonstrates that you have good analytical skills the ability to learn high level information and an organised and logical approach to problem solving and practical situations. These skills are transferable to a number of careers which is why it is highly valued by universities and employers. Chemistry can lead to university courses in chemistry, biochemistry, chemical engineering, dentistry, forensic science, food science, pharmacy, medicine, nursing, veterinary science and many other specialised courses.

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SOCIAL SCIENCE ‘Teachers nurture academic curiosity and promote excellence’ OFSTED

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HEALTH AND SOCIAL CARE “They may forget your name, but they will never forget how you made them feel” Maya Angelou

Exam Board Edexcel

Qualification Level 3 National Extended Certificate

Subject Entry Requirements Grade 4 English Language and English Literature

English 4

Mathematics N/A

Course Content, Structure & Method of Assessment The Health and Social Care course is designed to give students a practical insight into a range of health and social care environments, exploring how they function, the care provided and the expectations placed on service providers.

•

Unit 1 (Year 1) Human Lifespan and Development Learners cover physical, intellectual, emotional and social development across the human lifespan, and the factors affecting development and the effects of ageing. This unit is assessed with an external exam sat at the end of Year 1.

•

Unit 5 (Year 1) Meeting Individual Care and Support Needs.

This unit looks at the principles behind providing quality care and support. It introduces the values and issues that need to be considered when planning care and support that meet the needs of an individual in a health and social care environment. The unit is assessed through internal controlled assessment activities.

•

Unit 2 (Year 2) Working in Health and Social Care.

This unit explores what it is like to work in the health and social care sector and the responsibilities held by staff. You will learn about the services provided and the barriers that can prevent people accessing services. You will also learn about working with people with specific needs.

• Unit 12 (Year 2) Supporting Individuals with Additional Needs.

This unit aims to give you specialist knowledge crucial to ensuring that those with additional needs meet their full potential, including how equal opportunities are ensured, diversity is respected and suitable environments for all are created.

The two year course provides students with the opportunity to achieve a Level 3 National Extended Certificate in Health and Social Care, this is equivalent to a full A Level qualification.

If students were to complete only the first year of the course, they would receive a Level 3 National Certificate, equivalent to an AS Level qualification.

What is it like to study Health and Social Care at Tuxford Academy?

Students will be encouraged to learn through a range of different techniques including role play, group work and discussions. The course encourages students to look into the areas of Health and Social Care that are most appealing to them, tailoring the assignments to suit their own interests and future needs. The assignments also encourage independence and organisation, preparing students for further study.

Student Comment: “I enjoyed studying health and social care because it lets you look at the areas that interest you the most, so you can make the course suit you and your future plans.”

What doors does this open up for me?

The course promotes understanding, empathy, communication and professionalism, skills valued in any work place. More specifically, progression through the health and social care course will allow students to apply for further education course and vocations in a range of Health and Social Care professions and settings, including careers in; a range of health care roles, nursing, social care, childcare, teaching and therapy.

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SOCIOLOGY “The function of Sociology, as with every science, is to reveal that which is hidden” Pierre Bourdieu

Exam Board OCR Level

Qualification AS Level H180 A Level H580

Subject Entry Requirements Grade B in GCSE Humanities

English 6

Mathematics N/A

Course Content, Structure & Method of Assessment A sociologist is someone concerned with understanding society in a disciplined way. They will naturally be interested in the events that engage people’s ultimate beliefs, their moments of tragedy, grandeur and ecstasy, but they will also be fascinated by the commonplace, the everyday. It can be said that the first wisdom of sociology is this – things are not always as they seem. Social reality turns out to have many layers of meaning. The discovery of each new layer changes the perception of the whole.

•

Component 1: Exploring Socialisation, Culture and Identity (AS and A2) explores why we are the way we are and investigates the key factors which influence and create both society and us as individuals; analysing the formation of culture, the process of socialisation and the creation of identities.

This unit includes Youth Culture, giving students the opportunity to discover the origins and purpose of Teddy Boys, Hippies, Skinheads and Punks alongside modern subcultures.

•

Component 2: Researching and Understanding Social Inequalities (AS and A2) introduces and explores the methods of sociological enquiry when exploring patterns in inequality within social class, gender, race and age, and looks at whether certain social groups are at an advantage or disadvantage, not just economically but also in education, crime, the work place and the mass media.

• Component 3: Debates in Contemporary Society (A2 only) engages students in theoretical debates: Section A – Globalisation and the Digital Social World explores the modern world, examining the impact of globalisation and the advancement in digital technology and forms of communication.

Section B – Crime and Deviance explores issues of power and control. The social construction of crime and deviance are emphasised and the role of agencies of social control and the law are explored.

The AS qualification consists of two exam papers – both 90 minutes in length and each worth 50% of the AS grade.

The A2 qualification is made up of three exam papers – one for each component.

• Component 1 paper: 1 hour 30 minutes, worth 30% • Component 2 paper: 2 hours 15 minutes, worth 35% • Component 3 paper: 2 hours 15 minutes, worth 35%

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What is it like to study Sociology at A Level at Tuxford Academy?

Sociology is an insightful and thought provoking subject. The topics covered allow for debate and encourage critical thinking. On the whole it provides students with a broader perspective on the world around them and encourages them to question and analyse what they find themselves presented with. Your ability to work independently and form your own understanding and interpretations will be constantly promoted alongside the ability to work in groups, as part of a team, and build the confidence to share your own ideas.

Student Comment: “An enjoyable and fun subject, that really gets you thinking. It opens you up to different views and opinions and helps you to make sense of the society in which you live.”

What doors does this open up for me?

A Level Sociology can lead to a wide range of Higher Education studies where analytical and research skills are required, including the various Social Sciences and Humanities subjects.

Sociology prepares you for a wide variety of career paths where an understanding of social issues is required, including Social Welfare, Healthcare, Education, Politics and the Media.

PSYCHOLOGY “The purpose of psychology is to give us a completely different idea of the things we know best” Paul Valéry

Exam Board Edexcel

Qualification AS Level 8PS0 A Level 9PS0

Subject Entry Requirements 5 A*-C including a 6 in Maths, English and/or B in Science

English 6

Mathematics 6

Course Content, Structure & Method of Assessment Psychology is the scientific study of behaviour and experience. The AS and A Level courses both cover a wide range of approaches to human behaviour in psychology, and investigate behaviours such as aggression, learning, memory, attention, language, culture, groups. The A Level course specifically looks at criminal behaviour and mental health alongside well-known debates in psychology such as ‘Is Psychology a Science’, and ‘Nature vs. Nurture’.

Students are encouraged through a range of teaching techniques to develop responsibility for their own learning. In lessons you will encounter discussions, debates, presentations, videos, lectures, research and experiments to create a varied and interesting learning environment. We also offer extracurricular trips to The Magistrates Court in Nottingham, and London Zoo to investigate phobias.

On the AS Course: there will be two 90 minute exams: Social and Cognitive Psychology, and Biological Psychology and Learning Theories.

On the A Level Course: There will be three 2 hour exams: Foundations in Psychology (Biological, Social, Cognitive and Learning), Applications of Psychology (Clinical and Criminal Psychology), Psychological Skills (Methods, Synoptic Review, Issues and Debates).

Around 10% of the course requires mathematical skills. Please ask a teacher for more information on this.

What is it like to study Psychology at AS and A Level at Tuxford Academy?

The AS and A Level courses, are a refreshing and stimulating alternative to the traditional A Level subjects. We find that students enjoy the demands of this challenging and engaging course.

Now one of the more popular choices of degree at university, it embraces a wide range of disciplines, complementing both science and art based subjects. What will I learn about? The simple answer to this is: studying behaviour!

Student Comment: “You want to do extended reading after a lesson because you’re so fascinated.”

“Good insight into ‘real life’ topics and it’s relevant to what’s going on in everyday life!”

“As long as I put the work and effort into the subject it wasn’t hard to understand.”

“Clinical psychology and criminological psychology were really interesting.”

What doors does this open up for me?

An A Level in Psychology is taken as seriously as an A Level in other subjects when applying to universities. It is also considered a science subject by a number of top universities.

This is a popular course which students enjoy but it is also a serious subject. Employers like students with a qualification in psychology because it demonstrates a high level of analytical thinking along with a good knowledge of people skills.

Psychology graduates are valued for their strong communication skills. It is a subject which is useful in just about all fields of work so by choosing to study psychology you do not limit your future options, but can actually broaden them.

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CRIMINOLOGY “The deviant and the conformist...are creatures of the same culture, inventions of the same imagination.”

Kai Theodor Erikson

Exam Board WJEC

Qualification Level 3 Certificate in Criminology (Y12 only) Level 3 Diploma in Criminology (Y12 and Y13 combined)

Subject Entry Requirements 5 A*-C including a 4 in English

English 4

Mathematics N/A

Course Content, Structure & Method of Assessment An understanding of criminology is relevant to many job roles within the criminal justice sector, including police officers, probation and prison officers, and social workers. With their critical thinking, analytical and communication skills, criminology graduates are also attractive to employers outside the criminal justice sector in areas such as social research and politics.

The WJEC Level 3 Diploma in Criminology has been designed to provide learners with underpinning knowledge, understanding and skills to progress to further study and training. It offers exciting and interesting experiences that focus learning for 16-19 year-old learners and adult learners through applied learning, i.e. through the acquisition of knowledge and understanding in purposeful contexts linked to the criminal justice system.

In Year 12, students cover Changing Awareness of Crime in a piece of controlled assessment looking at types of crime, reasons for crime, and the media’s input to crime. They will also learn about Criminological Theories, sitting a 90 minute exam at the end of the year on this.

In Year 13 students will complete a second piece of controlled assessment focusing on The Crime Scene to the Courtroom. This piece of work will consider who is involved in criminal investigations, what are the techniques used, trials and evidence in court and the rights of the witnesses, suspects and victims.

Students will also sit a 90 minute exam on Crime and Punishment, which investigates the criminal justice system, the types of punishment and allows students the opportunity to consider whether different types of punishment can really have a positive effect on an offender.

What is it like to study Criminology at Tuxford Academy?

The course is very new and exciting for staff and students alike. It will offer an alternative to the more traditional AS and A Level subjects, giving students a really focused view into the world of criminology and the criminal justice system. It ties in nicely with other Social Sciences subjects such as Sociology and Psychology, and will complement a wide range of subjects in other faculty areas such as Science.

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Student Comment: “I’m really excited to start studying Criminology, I want to get into the police so I’m hoping it will give me lots of helpful information.”

“I can’t wait to learn about how they process crime scenes to use the evidence in a court case.”

“I’m interested in studying Criminology at University so I’m really pleased they offer it here for Post 16.”

What doors does this open up for me?

The WJEC Level 3 Diploma in Criminology has elements of Psychology, Law and Sociology that complement studies in Humanities. The main purpose is for the subject to support applications to universities in Criminology or similar subjects such as Law, Psychology or Sociology. It is well recognised by universities as giving a good base knowledge of Criminology to support a number of subjects, with universities praising students who study Criminology for their good communication skills, ability to think critically with a good knowledge of people skills.

PUBLIC SERVICES “My son completed Public Services with a Merit. He is up to date with current affairs.

Now he is going through selection for the police’’ Tuxford Academy Parent

Exam Board Edexcel

Qualification BTEC Level 3 Subsidiary Diploma

Subject Entry Requirements Grade 3 or above in English, Maths & a D or above in Science Preferred GCSE: Sports PE

English 3

Mathematics 3

Course Content, Structure & Method of Assessment This course, which is the equivalent to one A Level if you achieve a distinction grade, mixes classroom work with practical tasks and challenges. You will also get the opportunity to take part in organised outdoor activities to test your endurance levels, how you operate under pressure, as well as helping you to develop practical skills such as map reading and navigation. The course covers the following subjects: • • • • •

Government and Policies Leadership and Teamwork in Public Services Citizenship, Diversity and the Public Services Discipline within the Public Services Health and Fitness

You will deliver written assignments throughout the course - using a combination of essays and group presentation tasks. You will also be observed and appraised by your tutor and peers particularly in relation to practical tasks. As part of the course you will be taught how to reference and how to present your work.

There is no final exam at the end of this course. You can achieve a pass, merit or distinction.

What is it like to study BTEC Level 3 Subsidiary Diploma in Public Services at Tuxford Academy?

If you believe you have the skills, qualities and attributes needed to choose a career in either one of the armed forces or one of the emergency services, then this course will prepare you for the discipline and hard work needed in these demanding careers. You will also get the opportunity to take part in discussions with people employed in various roles within the Public Services. Some of the skills and qualities you will develop are:

Student Comment: “I found the course very useful and joined the Royal Navy. The training did not come as quite a shock. I was up to date with current affairs and my level of fitness had improved. The course also made me more pro-active.”

What doors does this open up for me?

This course will prepare you for the discipline and hard work needed in demanding careers in either one of the armed forces or one of the emergency services.

• Team Work • Current Affairs • Presentation Skills • Self-Discipline • Confidence • Lifestyle

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ENRICHMENT COURSES

‘The teachers are really helpful and really care.

It’s not all about grades!’

POST 16 STUDENT 58

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EXTENDED PROJECT “Research is to see what everybody else has seen and to think what nobody else has thought” Albert Szent-Gyorgyi

Exam Board Edexcel

Qualification AS Level Equivalent – with the opportunity to achieve A*

Subject Entry Requirements An enthusiasm for independent research in your chosen area

English 5

Mathematics N/A

Course Content, Structure & Method of Assessment The Extended Project provides you with an opportunity to carry out an in-depth study into an area of interest to you. In doing this you could write a dissertation, write a report, or create an artefact and accompanying essay.

The course allows you a number of options – you are able to decide on a topic area of your own choosing and you are able to choose the format that your project will take from the following: •

•

•

•

A Dissertation – a 6,000 word project responding to a question you have developed An Artefact – where you will produce an item in response to a brief, along with a 3,000 word development A Performance – where you will produce a piece in response to a brief, along with a 3,000 word development An Investigation – a 6,000 word research project, responding to a hypothesis, using 80% primary research

Why take the Extended Project?

• You have the freedom of choice to selecting your Project topic, which can relate to an area of study or an area of wider personal interest.

•

The Project offers students a new method of study, allowing you to demonstrate your abilities using the approach you prefer.

There are no exams, so it will appeal to you if you are better suited to coursework.

•

The Project encourages you to develop a broad spectrum of skills, such as independent learning; initiative; project management; planning; research; problem-solving; and presentation skills. These skills will be used over and over again in the worlds of work and higher education.

• It will challenge you as it will probably be the longest project you have ever done. The best projects are considered to be as good as a university dissertation.

• University-style teaching gives you the chance to experience one-to-one tutorials and seminar teaching.

What is it like to study Extended Project at Tuxford Academy?

Students are encouraged to develop independent research skills whilst looking into an area of interest specific to them. With only one lesson a week, used as a mentoring session, students will have to organise their time and take responsibility for the completion of each section of their work with limited guidance.

Each student will have a different experience of EPQ depending on the type of project they produce and the topic area they choose to cover, making it unique to them.

Student Comment: “Extended project let me look at something different from my other subjects, that I would never have got the opportunity to explore in any other A Level before university.”

What doors does this open up for me?

Top universities have been very supportive of the Extended Project, with many stating how much they value the skills it develops. Students who have already completed it report that it proves very valuable and is a contributing factor towards university offers being made. Students not only can talk in their personal statements and at interviews about their own original research, they are far better prepared for the demands made on them when they eventually enter university.

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A SELECTION OF COURSES AND UNIVERSITIES ATTENDED BY GRADUATES OF 2016 UNIVERSITY Lancaster UCL Loughborough

Mathematics English English and Business Studies

Derby

Primary Education

Sheffield Hallam

Building Surveying

York Liverpool Northampton

Philosophy Chemistry Psychology/Law

Keele

Midwifery

Sheffield

Dentistry

Cardiff Nottingham Leeds Trinity Manchester Edge Hill Newcastle UEA Leeds

French/Spanish Pharmacy Sports Journalism Politics and Sociology Musical Theatre Modern Languages English Literature (with a Foundation Year) Nursing (Mental Health)

Goldsmiths

Anthropology

Nottingham

Chemistry with a Year in Industry

Sheffield

Computer Science

Lincoln

Games Computing

Aston

Biomedical Science

Coventry Wolverhampton

COMPANY Edmond Shipway Robert Woodhead

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COURSE

Law Business Management

DEGREE APPRENTICESHIP Quantity Surveying & Construction Management Quantity Surveying

PAST TUXFORD POST 16 STUDENTS David Newman Studied: Psychology, Drama, Maths, History Went on to: History at University of Manchester and University of Illinois before working for Barclays Wealth and UBS Now: Runs a financial technology business across London, Cardiff and Brussels

Ian Keeling Studied: Physics, Product Design, Geography and General Studies Went on to: BA Hons in Architecture, Lincoln University 2:1 Hons. MSc in Sustainable Architecture – 1st Class Hons Now: Working in Birmingham for Cundell, an international multi-disciplinary consultancy company providing engineering, design and sustainable solutions for the built environment

Daniel Shaw Studied: Biology, Chemistry, History, Music Went on to: Volunteer with VSO ICS in Kenya, study Medicine at the Hull York Medical School, ran the MedSoc student society Now: Currently at the end of 3rd year of medical school, taking a year out to study for an MSc in Clinical Anatomy and Education

Eve Rose Studied: Biology, Psychology, Business, Chemistry Went on to: Psychology BSc at Newcastle University Now: Working as a Trainee Research Executive for MMR Research Worldwide carrying out FMCG (fast moving consumer goods) consumer market research

Richard Grant Studied: English Literature, Business Studies, General Studies Went on to: Study a part-time degree in Quantity Surveying with Construction Management Now: Acting as Quantity Surveyor and Assistant Project Manager for Edmond Shipway in the Leisure and Hotel Sector

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Edward Cook Studied: Spanish, French, Business Studies and History Went on to: Teach English at Det Udom Technical College (Thailand), before studying International Business Management with Spanish BA at Northumbria University, and Operations Management, Logistics and Accounting MSc. at Newcastle University Now: Offshore Bid Manager for Siemens Power Generation Services, Newcastle-upon-Tyne

Beth Platford Studied: Maths, Biology, Chemistry, Physics at Tuxford Academy Went on to: University of Sheffield Medical School Now: Completing her second year of Medical School; currently working on publishing some of her research; scoping literature review on factors that affect treatment outcomes for acute malnutrition in under 5’s in emergency settings

Poppy Richards Studied: Maths, Physics and Philosophy & Ethics Went on to: BA Hons in Theology, Chester University – 2:1 Hons Now: Studying MA in Theology & Ministry, University of Durham. Whilst in Durham, Poppy will begin her training for ministry in the Church of England. She plans on finishing in 2017 when she will become a ‘curate’ (trainee vicar), living and working in a Parish

Thomas Mathers Studied: Biology, Chemistry, Physics, Drama Went on to: Undergraduate degree in Biology at the University of Hull followed by Ph.D. in Evolutionary Biology also at the University of Hull Now: Postdoctoral Scientist at The Genome Analysis Centre, Norwich, working on aphid genome evolution and adaptation

Jake Cupit Studied: Maths, Physics and Philosophy & Ethics Went on to: Newark College to study BTEC, National Diploma Media Production, BSc Hons in Film and Media, Production at Sheffield Hallam University, Media co-ordinator for Interski in their Italian and UK office, BASI level 2 skiing instructor Now: Year out to travel around the world – camera in backpack

Alexander MacDonald Studied: Maths, Physics, History, Spanish and General Studies Went on to: Oxford Aviation Academy to undertake commercial flight training in Oxford and Phoenix, Arizona Now: Flying as a First Officer for easyJet around its European and North African network from its base in Lyon, France

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TUXFORD POST 16 TEAM

Paul Simpson Assistant Principal Post 16

Leanne Murphy Associate Principal Post 16

Tom Atherton Post 16 Enrichment Leader

Chris Wray Post 16 Transition Leader HE and VE

Gillian Cupit Post 16 Student Services

Toni Shelton Post 16 Refectory Catering

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TUXFORD ACADEMY POST 16 CENTRE APPLICATION FORM 2017 PERSONAL DETAILS Surname:

First Name:

Middle Name(s): DOB:

/

/

Gender (circle):

ADDRESS TO WHICH CORRESPONDENCE SHOULD BE SENT

Male / Female

CONTACT NUMBERS Home: Mobile: Email:

Postcode:

Parent/carer:

PERSONAL IDENTITY

ADDITIONAL NEEDS/EXTRA SUPPORT

How would you describe your ethnic origin or personal identity?

Please provide details here.

Is English your first language? (circle) Yes / No CURRENT SCHOOL OR COLLEGE DETAILS School/College:

Attended from:

to:

Address: School telephone number: Name of Tutor supplying reference: Email of Tutor supplying reference: EXAMINATION DETAILS Subject

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Type of qualification

EXAMINATION DETAILS Predicted or achieved grade

Subject

Type of qualification

Predicted or achieved grade

PROVISIONAL POST 16 SUBJECT CHOICES 1:

4:

2:

5:

3: WHAT ARE YOUR FUTURE INTENTIONS? University

Further Education

Unsure

Professional Training/Job

Apprenticeship

PERSONAL STATEMENT In no more than 400 words tell us about yourself and interests outside school, and any future plans

Continue on a separate sheet if necessary.

Signature of applicant:

Print name:

Date:

FOR OFFICE USE ONLY Received

Reference

Provisional place offered

Provisional offer accepted

ADMISSIONS OFFICE Tel: 01777 874207 Email: gcupit@tuxford-ac.org.uk Tuxford Academy, Post 16 Office, Marnham Road, Tuxford, Newark, NG22 0JH

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TUXFORD ACADEMY’S AIMS AND EXPECTATIONS FOR POST 16 EDUCATION ARE: • To enable students to shine in their achievements, through excellent teaching and learning of an inspiring curriculum.

• To enable students to develop grit through perseverance, passion and flexibility as they work to achieve their goals.

• To provide outstanding guidance and pastoral support.

• To enhance student’s goodwill as they contribute to and benefit from high levels of community cohesion.

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Marnham Road, Tuxford, Newark, Nottinghamshire NG22 0JH Executive Principal: Mr D R Cotton Academy Director: Mr D C Vernon Tel: 01777 870001 Fax: 01777 872155 Email: office@tuxford-ac.org.uk Website: www.tuxford-ac.org.uk/Post-16 Constituent member of The Diverse Academies Trust and of The Diverse Academies Learning Partnership. Chief Executive Officer: Mr C B Pickering

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