Tuxford Academy Post 16 prospectus 2018/2019

POST 16 PROSPECTUS

2018/2019

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

BUSINESS, COMPUTING AND ICT

Pillars of success............................................. 4-7

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

Student presidents’ address............................ 8-9

Applied general business.............................. 40

Aspire and achieve.......................................... 10

Computer science......................................... 41

CREATIVE AND EXPRESSIVE ARTS

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

Drama and theatre........................................... 12

Travel and tourism......................................... 43

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

PHYSICAL EDUCATION

Art and design................................................. 14

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

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

Physical education........................................ 46

Digital media.................................................... 16

SCIENCE

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

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

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

DESIGN AND TECHNOLOGY

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

Applied science............................................. 50

Design technology – product design................ 20

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

Food science and nutrition............................... 21

SOCIAL SCIENCE

ENGLISH

Health and social care................................... 53

English language.............................................. 23

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

English literature............................................... 24

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

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

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

HUMANITIES

Public services.............................................. 57

Geography....................................................... 27

ENRICHMENT COURSES

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

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

Philosophy and ethics...................................... 29

DESTINATIONS

MODERN FOREIGN LANGUAGES

A selection of courses and universities

attended by graduates of 2017..................... 60

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

MATHEMATICS

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

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Further mathematics........................................ 35

Core mathematics............................................ 36

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

Past Tuxford post 16 students................. 61-62

Application form 2018............................. 63-64

Tuxford Academy’s aims

and expectations ......................................... 65

WELCOME

TO TUXFORD ACADEMY POST 16 CENTRE 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.

Our post 16 motto is Grit and Goodwill. 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.

Goodwill underlines the importance of teamwork, reflecting Tuxford Academy’s motto Excellence through Teamwork. Students’ successes 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.

• A programme of information, advice and guidance informs students about university, apprenticeship and college pathways.

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

There is a broad range of options to consider and the decisions that you make will guide your future choices in terms of university, apprenticeships or further education.

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

Our post 16 team is dedicated to ensuring an effective climate for learning and maximising student progress. The academy building provides excellent facilities for teaching and learning provision. Students can also access a range of support strategies. The learning mentor team can help to develop effective independent learning skills.

David Vernon Principal

• 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.

S U C C E S S

Grit

X-factor

Pathways

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Leadership

Welcome.........................................................

Qualifications

CONTENTS

Goodwill

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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 be available to you during our induction day, which takes place after your GCSE exams. There will also 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 if you need anything.

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 • students will benefit from outstanding guidance and pastoral support • students will develop grit through perseverance, passion and flexibility as they work to achieve their goals

• students’ goodwill will be enhanced as they contribute to, and benefit from, high levels of community cohesion Our high quality, engaging and stimulating lessons enable you to develop a deep understanding and enjoyment of your subjects. You will be supported as you make the transition to the demands of post 16. You will receive regular quality feedback on your progress towards achieving and exceeding your targets.

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

We are proud of our students’ achievements.

Our A Level results this year were above national outcomes, with a substantial increase in A*-A grades. More students than ever gained their first choice of university – of which 27% gained places at Russell Group universities.

The vocational route is becoming more popular and our links with local employers have helped students gain higher apprenticeships.

'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.'

'You can never be overdressed or overeducated' Oscar Wilde

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 own devices. These facilities are available before and after school, with advice available from the post 16 staff.

Post 16 students enjoy the use of a dedicated refectory which serves food and refreshments throughout the day. Students provide feedback to help develop the menu.

The post 16 forum is a self-governing body elected by the students for the students. It contributes to the organisation of numerous social events throughout the year, culminating in the year 13 prom. The forum also plans and carries out fundraising 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 plays a prominent role in the annual post 16 open evening for students and parents, and forum members act as mentors for our new students.

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

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

Students are encouraged to apply for a variety of positions, from faculty ambassador to LRC assistant. This also includes opportunities to work with and support other students, further developing their leadership qualities.

Leanne Murphy Associate principal, head of post 16

(Full academy review, 2016) *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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PAT H W AY S

ASPIRE AND ACHIEVE Throughout their time at Tuxford, post 16 students are kept well informed of potential pathways into further education, employment or training opportunities.

A weekly information, advice and guidance bulletin is emailed 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 and 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 whichever 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 – giving our students the edge over those with just academic qualifications.

To help with applications to employment, apprenticeships and university, Tuxford post 16 has subscribed to the Unifrog online

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service and will be encouraging its use. 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.

Many opportunities are given for students to complete outreach programmes with universities. These range from specialist residential support with applications for medicine and Oxbridge, to programmes designed for students who are undecided on whether they want to go to university. In addition, we 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, there will be plenty of support to aid you with the application process from form tutors, teachers and other students.

We are committed to ensuring that you are kept up to date with the opportunities that are out there and, most importantly, what you need to do to take them.

Chris Wray Post 16 transition leader

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

ENRICH AND EXCEL 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.

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. Students who complete four enrichment activities in different areas will receive the Tuxford Community Award to recognise their achievements.

Tom Atherton Post 16 enrichment leader '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

Sports leader

Young Enterprise

Teaching assistants at primary schools Volunteering in a local dementia support group

Duke of Edinburgh

X - FA C T O R

'Careers education, information, advice and guidance meets the needs of all learners' Full academy review October 2017

Faculty ambassador

X-factor

National Citizen Service

Charities committee First aid training

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STUDENT PRESIDENTS’ ADDRESS Tuxford Post 16 centre has fully achieved my expectations. The staff are friendly, the work is hard, but the outcome is worth it. During my time here I have achieved so much, as a wide range of enrichment activities have been available to me. The emphasis on work experience here has been of particular importance to me as it was included in my entry requirements for university. The opportunity of becoming post 16 president has also helped me not only to develop my leadership skills, but to voice opinions of other students to the forum and work with a team to find resolutions. Knowing that your efforts have made a difference to the post 16 community gives me a great sense of achievement. The staff are extremely kind and helpful and, as long as you put in the effort and show dedication, you will reach your goals. I would definitely evaluate your decision on courses carefully because you need to be prepared for a hard but very rewarding road ahead.

Daisy Haigh, president

Tuxford Academy post 16 is preparing me for everything and anything that life has to throw at me. Somewhere between stumbling into the wrong classroom in year 7 to stepping through the gates as a post 16 student, I have grown and changed into the person I will become. For the essential next step in the journey, what more could I ask for than for dedicated and friendly staff, enrichment opportunities to widen out my interests and a business-like and friendly atmosphere? This is post 16 all over. From the lessons to the study spaces, the library to the coffee machine, whether you wish to be a scholar, a comedian, a pilot or a marine biologist, Tuxford Academy post 16 has something for everyone to enjoy and benefit from.

Hannah Roe, vice president

Being an external student to any establishment often conjures up images of anxiousness or fear. However, after joining Tuxford post 16, I am happy to say that I have experienced none of the aforementioned issues. Taking on the role of vice president has only furthered this, and I now feel confident in my ability to give back to the post 16 student body. The skills I am building now will be invaluable in further life, as anyone might imagine. Leadership, responsibility, and the ability to direct a team are just a few of these attributes. I highly recommend any role of this nature, purely for its ability to help build on skills already developed or established.

Opportunities like these can only widen the scope of young individuals such as myself, and help to inspire the next generation of leaders and decision makers.

George Moncaster, vice president

Whilst studying at Tuxford Academy’s post 16 centre, I have been able to develop myself and my character. The post 16 team have opened up many opportunities to benefit myself and boost my confidence ready for the outside world. Being the president of my college in year 12 and now being forum chair in year 13, I feel like I’ve been integrated within the post 16 community and played my part in it. Tuxford – without a doubt – has given me a memorable experience and allowed me the chance to get one step closer to my lifetime goal. I’m proud to say that I am a student of Tuxford Academy post 16 and I couldn’t thank the team enough for all they have done for me.

At Tuxford Academy, the post 16 centre is an enjoyable, dedicated, nurturing environment to work in, where everyone comes together to work as a team. There are many opportunities to take part in enrichment activities that help build students into young adults ready for the life after post 16. During my time here, I have had many opportunities to achieve this – as has everyone else. I have become a PE faculty ambassador and this has allowed me to help out at open evenings with the PE faculty and to start my own after school rugby club for years 7-10.

Post 16 students all take part in a work experience of some sort as part of the curriculum. Through undertaking my work experience at several local primary schools, my passion for sport has been strengthened further through being able to teach and inspire others.

At one particular primary school, I was able to work with and support children with SEN, allowing me to see how those with a disability deal with sport in various different environments.

I have also been given the opportunity to become post 16 president. Within this role I attend the post 16 student voice forum meeting – where students have the opportunity to voice their opinions about the sixth form environment and how it could possibly be improved in any way. I also attend the governors’ meetings and contribute to the student voice for post 16 students. Another enrichment activity, which I have completed during my time at post 16, is the Duke of Edinburgh Award. I have achieved my bronze, silver and gold Duke of Edinburgh Awards, and I have been able to gain transferable teamwork skills, as well as the ability to take charge in difficult situations.

Tuxford’s post 16 team also encouraged me to apply for the post of Retford Lions’ Young Ambassador of 2016-17. There I proposed my idea of potentially gaining access to some funds to enable me to successfully run my own rugby after school club.

The Retford Lions liked the idea of this and how I was helping the school and the children, so they sent me to enter for Nottingham’s Young Ambassador of 2016-17, which I also achieved and was awarded £500 to purchase brand new rugby equipment for the after school club and Tuxford’s PE department to use, and £100 for Retford Lions’ club to spend on the wider community. Without the encouragement of Tuxford’s post 16 team, I would have never have put my name forward for this award and would not have had the great opportunity that I had.

Other enrichment opportunities for students are to work at Tuxford Primary Academy, at a local care home, as a teaching assistant in a class at the academy, and as sports leaders. I went to Tuxford Primary for several weeks and helped out in a year 4 class, teaching mathematics and was even able to stand up in front of the class and teach a mini lesson! This was a real insight for me, as I would like to be a teacher in the future. I am also a sports leader and have moved onto level 3 – a valued qualification which can be put forward for university, holds UCAS points, and is the equivalent of an AS Level.

I feel that Tuxford post 16 has a broad spectrum of opportunities available for all to get involved in. Students are able to partake in a wide range of activities both in and outside of the classroom environment. This will not only allow students to gain life experiences and something for them to carry on into the future, but also key qualities that can be put on their references and CVs and allow Tuxford post 16 students to stand out from the rest!

Will Ellison, president

Luke Smith, post 16 forum chair

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

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

Possible Destinations

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

Russell Group university

INDIGO

Med/vet/dent

Mostly As and 7s and above

PURPLE

3 A Levels over 2 years (possibly 4 in negotiation with the post 16 team)

Mostly Bs and 6s and above

3 A Levels over 2 years

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.

Cs and 5s and above

3 courses made up of a combination of A Levels and applied general courses over 2 years

TEAL

Pathway Programme

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

Ds/Cs and 3s/4s and above

Oxbridge

University degree Higher apprenticeship

University degree Russell Group university Higher apprenticeship

3 applied general courses

University degree Higher apprenticeship

University foundation degree Advanced apprenticeship

Average point score A*=8, A=7, B=6, C=5, D=4, E=3, F=2, G=1 Please visit www.tuxford-ac.org.uk/policies-and-forms to see the academy’s charges for examination entries for exam resits.

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CREATIVE AND EXPRESSIVE ARTS 11

DRAMA AND THEATRE

DANCE

'You use a glass mirror to see your face; you use works of art to see your soul' Laurence Olivier

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

Exam Board OCR

Qualification A Level drama and theatre studies H459

Subject Entry Requirements GCSE in drama/performing arts grade 6 or above, or BTEC level 2 equivalent

English 5

Mathematics 5

Exam Board Edexcel

Qualification Level 3 BTEC certificate and extended certificate

Subject Entry Requirements Some previous dance experience e.g. GCSE dance, dance school lessons.

Course content, structure and method of assessment

Course content, structure and method of assessment

Drama and 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 and design. If you have a passion for creating theatre, performing and/or the inner workings of theatre, then this is certainly the right course for you.

Dancers will gain professional experience in choreographing, performing and appreciating dance. Students explore a range of dance styles and technique as well as exploring 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 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 30 units that focus on different areas within the performing arts industry.

Unit 2 – analysing characters You will study two contrasting texts – Hamlet and Black Watch.

You will practically explore common themes between the two plays, characterisation and appropriate dramatic devices. As well as gaining an understanding of the text as a whole, you will focus your efforts on four specific extracts. You will also analyse a piece of professional live theatre, with a focus on style/genre, dramatic intentions and the use of semiotics (production values).

Assessment is through a written examination, in the form of structured essay responses.

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 strives 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.

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.

Unit 3 – exploring and performing texts This scripted performance unit allows you to stage a large extract from a contemporary play. During this unit you will deepen your understanding of the acting process whilst developing a well-crafted character. You will be responsible for making key decisions surrounding staging, style and dramatic devices. You will be assessed on your performance of the piece and through a written justification of your choice of style, setting and production elements.

Student comment:

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.

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Mathematics 4

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.

Unit 1 – practitioners in practice You will practically explore the theories of two renowned theatre practitioners – Brecht and Artaud. You will then work collaboratively to devise a piece of original theatre inspired by a stimulus. Your work must also be influenced by the two studied theatre practitioners. Assessment is based on your practical performance and a written portfolio.

Unit 4 – deconstructing texts for performance You will study a full scale play text, focusing on characters, structure, themes and the social, cultural, historical and political context. The exploration of the text will be both practical and research based. The work of an established theatre practitioner will be studied alongside the text. Assessment is in the form of a written examination, whereby you must outline your directorial vision for the set text.

English 4

'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?

What is it like to study dance at level 3 at Tuxford Academy?

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.'

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

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 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, media and history.

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Exam Board OCR

ART AND DESIGN

PHOTOGRAPHY

'Art is not what you see, but what you make others see' Edgar Degas

'There are always two people in every picture: the photographer and the viewer' Ansel Adams

Qualification A Level H601 (fine art)

Subject Entry Requirements Art GCSE grade 5 or above or BTEC level 2 art and design merit or above

English 5

Mathematics 5

Exam Board OCR

Qualification A Level H601

Subject Entry Requirements Art GCSE grade 5 or above, or BTEC level 2 art and design merit or above

Course content, structure and method of assessment

Course content, structure and 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 mediums 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.

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 students to research and to explore other photographers’ styles through outdoor photography, studio-based photography or using editing software. The course also includes workshops with professional photographers and visits to artistic places of interest.

Year 1 Unit 1: skills workshops and portfolio building Unit 2: externally set task (concluding in a 10 hour exam)

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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 selfdirected 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

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Mathematics 5

Year 1 Unit 1: skills workshops and portfolio building Unit 2: mock exam unit

Course structure

Year 2 Unit 3: personal investigation, 60% of grade, includes a 1,000+ word related study essay Unit 4: externally set task (concluding in a 10 hour exam), 40% of grade

English 5

media from 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, makeup artistry, interior design, landscape gardening, styling, illustration, tattooing, teaching, art therapy, forensic artistry, set design, marketing, conceptual artistry, and performance to name but a few.

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

Year 2 Unit 3: personal investigation, 60% of grade, includes a 1000+ word related study essay Unit 4: externally set task (concluding in a 10 hour exam), 40% of 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 A Level at Tuxford Academy?

You will receive six lessons per week, one of which is selfdirected 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 embrace the life of a photographer and regularly record ideas, 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!

Photography quotes: 'Wherever there is light, one can photograph.'

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, makeup artistry, interior design, landscape gardening, styling, illustration, tattooing, teaching, art therapy, forensic artistry, set design, marketing, conceptual artistry, and performance to name but a few. Typically, 100% of our A Level artists at Tuxford Academy go on to study art and related areas at college or university.

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Exam Board OCR

DIGITAL MEDIA

MUSIC

'The media is the most powerful entity on earth' Malcom X

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

Qualification Level 3 certificate and extended certificate

Subject Entry Requirements GCSE grade 5 or BTEC level 2 equivalent

English 4

Mathematics 4

Exam Board Edexcel

Qualification A Level H543

Subject Entry Requirements GCSE music grade B

Course content, structure and method of assessment

Course content, structure and method of assessment

This course has been developed to meet the changing needs of the sector, and prepare you for the challenges you’ll face in higher education or employment. Designed in collaboration with experts, it focuses 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.

The A Level music course aims to foster and develop a lifelong appreciation of music, one of the most personal forms of selfexpression. This is delivered through activities which combine the three main areas of performance, composition and appraisal.

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, postproduction 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 themselves and those they’re working with from injury or harm.

The answer to this question is yes if you identify music as an important part of your daily life. It’s not what you do – it’s what you are! Yes, if you are prepared to be open minded with regard to extending your studies beyond your usual listening and performance experiences. Yes, if you are willing to seek out, or continue with, high quality instrument-specific tuition, either privately or via the service provided by private music teachers at the academy. Yes, if you are already operating at a grade B or better standard at GCSE level. Yes, if you are keen to develop as a composer.

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’d like to follow.

Year 1 Unit 1: media products and audiences Unit 3: create a media product Unit 21: plan and deliver a pitch for a media product Year 2 Unit 2: pre-production and planning Unit 23: create a personal media profile 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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English 5

Mathematics 5

Is music suitable for me at A Level?

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 selfdirected 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 a digital media background is essential or relevant including advertising, publishing, web design, commercial photography, film and TV, animation, fashion, illustration, teaching, marketing, broadcasting, social media, journalism, performing arts, photography and so on. By studying digital media at Tuxford Academy you are giving yourself the opportunity to learn transferable skills and the processes of the media industry - as well as gaining experience of working with industry standard equipment, which will be attractive to employers in the creative industry sector.

Year 1 Performance: 30% A performance programme of 6 minutes on your chosen instrument or voice either solo or as an ensemble.

Composition 30% Students must compose two pieces; one composition to a brief set by the examination board and one self-determined brief.

Appraisal 40% This is a written exam of 90 minutes testing knowledge and understanding of musical elements, contexts and language.

The three units in year two are essentially a development of the work covered in year 1. The units are: Performance A public performance of 8 minutes either solo or as an ensemble Composition Two compositions of a combined length of 6 minutes Appraisal 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?

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 and musically through increased commitment to your chosen instrument and more frequent performances throughout the year.

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.'

What doors does this open up for me?

The creative industries are a huge part of the UK economy and an A level in music demonstrates the character of someone with self-discipline, good communication skills, strong work ethic and creativity. From performing, composing and event management to teaching, publishing and marketing, the opportunities for the budding musician are many and varied.

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

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ENGINEERING

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

'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

POST 16 STUDENT Exam Board AQA

Qualification Level 3 foundation technical level engineering

Subject Entry Requirements GCSE grade 5 in maths, grade 5 in science and grade 5 in a design and technology subject

English 4

Mathematics 5

Course content, structure and 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 they have necessary recognition and value. Students will study a range of engineering disciplines and processes.

The course is split into 4 units covering – materials technology and science, mechanical systems, engineering design and production and manufacturing.

Assessment is done both internally and externally with materials technology set as an exam in year 12 and the other 3 units set as coursework.

There is also the opportunity to resit the materials exam if students do not achieve their full potential on the first attempt.

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 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:

DESIGN AND TECHNOLOGY 18

'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

FOOD SCIENCE AND NUTRITION

'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

'Food is as important as energy, as security, as the environment. Everything is linked together' Louise Fresco

Exam Board AQA

Qualification A Level 7552

Subject Entry Requirements GCSE grade 5 in maths, grade 5 in science and grade 5 in a design and technology subject

English 5

Mathematics 5

Exam Board WJEC

Qualification Level 3 diploma 601/4552/3

Subject Entry Requirements GCSE grade 5 in science and grade 5 in food technology

Course content, structure and method of assessment

Course content, structure and method of assessment

The A Level product design course 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.

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.

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.

Mathematics 4

What is it like to study food science and nutrition at level 3 at Tuxford Academy?

A Level product design provides the opportunity for students to unleash their creativity based around a user centered, iterative design process.

Exam 80 marks: 50% of total marks Design and make coursework 80 marks: 50% of total marks

What doors does this open up for me?

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

The A Level 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.

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.

English 4

We have a long track record of successful students who take A Level product design at Tuxford Academy and go on to be successful at university and ultimately in an industrial context.

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 affecting 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

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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ENGLISH

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

Exam Board AQA

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

Qualification A Level 7702

Subject Entry Requirements GCSE grade 6 in English language and grade 6 in English literature

Mathematics 5

Course content, structure and method of assessment 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.

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.

Two pieces of coursework are produced. Firstly, students will create their own original text and reflect critically on their own processes of production, while analysing the texts produced by others. Secondly, students also have the opportunity to work independently to research and investigate an aspect of language in use which is of personal interest to them.

The ability to work independently to follow a student’s own avenue of interest in the field of linguistics is critical.

English language is assessed by two examinations: language the individual and society, and 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 A Level courses are taught by two teachers and you will be required to conduct additional independent

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English 6

research and enquiry along your own avenues of interest. This supports you in developing academic research and study skills required at higher education, 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

ENGLISH GCSE RESIT

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

'It’s hard to beat a person who never gives up' Babe Ruth

Exam Board AQA

Qualification A Level 7712

Subject Entry Requirements GCSE grade 6 in English language and English literature

English 6

Mathematics 5

Exam Board AQA

Qualification GCSE English language 8700

Subject Entry Requirements GCSE English grade 3 and below

Course content, structure and method of assessment

Course content, structure and 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

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.

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

Mathematics N/A

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

In year one, 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.

In year two, 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 in year one will be developed and reviewed, so as to meet the demands of A Level questions. Students also have the challenge of completing a non-exam assessment, an independent critical study based on novels – of their choice – across time. 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 3

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.

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.

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.

Student comment: 'Achieving a higher grade has opened up so many more opportunities for me in future employment and study. It’s a passport to anywhere I want to go!'

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

What doors does this open up for me?

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

English language is a core subject and a grade 4 is considered an essential requirement by employers, universities, colleges and apprenticeships.

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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GEOGRAPHY

‘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’

'Geography is the subject that holds the key to our future' Michael Palin

POST 16 STUDENT Exam Board AQA

Qualification A Level 7037

Subject Entry Requirements GCSE geography grade B

English 5

Mathematics 5

Course content, structure and 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:

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.'

physical geography (including water and carbon cycles, coastal systems and landscapes, hazards) human geography (including changing places, global systems and governance, population and the environment) geography fieldwork investigation, which will include 4 days of studies on location within the UK geographical skills using maps, graphs and statistics

The assessment comprises two terminal exams:

What doors does this open up for me?

• physical geography: 2hrs 30mins worth 40% of the A Level • human geography: 2hrs 30mins worth 40% of the A Level

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.

The independent geographical investigation (3,000-4,000 words) is also completed during year 13, worth 20% of the A Level.

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

HUMANITIES 26

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There are 5 weekly lessons which are 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.

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Exam Board Edexcel

Qualification A Level 9HI0

HISTORY

PHILOSOPHY AND ETHICS

'History will be kind to me, for I intend to write it' Winston Churchill

'Live as if you were to die tomorrow, learn as if you were to live forever' Gandhi

Subject Entry Requirements GCSE history grade B

English Language 5

Mathematics 5

Exam Board OCR

Qualification A Level H573

Subject Entry Requirements GCSE philosophy and ethics (full course or short course) grade B

Course content, structure and method of assessment

Course content, structure and 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 learn in history helps them achieve in other subjects like drama and English literature.

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 year 12 you will study a unit called ‘searching for rights and freedoms in the twentieth century’. This will include two fascinating modules. One module is called ‘in search of the American dream, c.1917-96’ and includes topics such as 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, Ghandi, the Muslim league, and partition.

In year 13 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 to 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!

In total you will take three external exams and complete one piece of coursework. One exam is 1hr 30 mins 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.

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

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English 5

Mathematics 5

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. willing to talk with you individually 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.

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?

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.

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.

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.

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.

'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.'

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.

Student comment:

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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SPANISH

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

'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

OFSTED Exam Board AQA

Qualification A Level 7692

Subject Entry Requirements GCSE Spanish grade B

English 5

Mathematics 5

Course content, structure and method of assessment During your two years studying A Level Spanish, you will cover a variety of themes, including modern and traditional values, immigration, cyberspace, racism, equal rights, integration, modern day idols, today’s youth, tomorrow’s citizens, Spanish regional identity, monarchies, republics and dictatorships, cultural heritage, popular movements, book and film studies and grammar.

Year 12 Mock exam You will do an internal exam in school as a mock at the end of year 1, this will be based on AS papers but it is not an external exam. It will cover half of the A Level course content.

Year 13 Paper 1 2 hours 30 minutes, 40% of A Level Listening: you will listen to spoken passages from a range of contexts and sources and based on the themes of study and you will answer a variety of different styles of questions on these passages.

Reading: you will read a range of stimulus texts adapted from authentic sources, including some online sources and answer a variety of different styles of questions on these passages.

Translating: you will translate one paragraph based on an A Level topic into Spanish and one paragraph based on an A Level topic from Spanish to English.

Paper 2 2 hours, 30% of A Level Writing: you will write two essays in Spanish, one on a book and one on a film, or on two books. You will write approximately 300 words per essay.

Paper 3 21 -23 minutes including preparation time, 30 % of the A Level Speaking: the test will be in two parts: • part 1 is a discussion of a subtheme, lasting 5-6 minutes with cards to prompt discussion • part 2 is the presentation (2 minutes) and discussion (9-10 minutes) of the individual research project

MODERN FOREIGN LANGUAGES 30

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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. 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.'

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

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

'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 A Level 7652

Subject Entry Requirements GCSE French grade B

English 5

POST 16 STUDENT Mathematics 5

Course content, structure and method of assessment During your two years studying A Level French, you will cover a variety of themes, including the changing nature of family, positive features of diverse society, the ‘cyber society’, life for the marginalised, the place of voluntary work, how criminals are treated, a culture proud of its heritage, teenagers, the right to vote & political commitment, contemporary French music, demonstrations, strikes, cinema, politics & immigration, book and film studies and grammar.

Year 12 Mock exam You will do an internal exam in school as a mock at the end of year 1, this will be based on AS papers but it is not an external exam. It will cover half of the A Level course content.

Year 13 Paper 1 2 hours 30 minutes, 40% of A Level Listening: you will listen to spoken passages from a range of contexts and sources and based on the themes of study and you will answer a variety of different styles of questions on these passages.

Reading: you will read a range of stimulus texts adapted from authentic sources, including some online sources and answer a variety of different styles of questions on these passages.

Translating: you will translate one paragraph based on an A Level topic into French and one paragraph based on an A Level topic from French to English.

Paper 2 2 hours, 30% of A Level Writing: you will write two essays in French, one on a book and one on a film, or on two books. You will write approximately 300 words per essay.

Paper 3 21 -23 minutes including preparation time, 30 % of the A Level Speaking: the test will be in two parts: • part 1 is a discussion of a subtheme, lasting 5-6 minutes with cards to prompt discussion • part 2 is the presentation (2 minutes) and discussion (9-10 minutes) of the individual research project

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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.'

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.

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Exam Board AQA

MATHEMATICS

FURTHER MATHEMATICS

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

'Universities are looking for further maths at A Level to help them decide which students to offer their places to' TES

Qualification A Level 7367

Subject Entry Requirements

GCSE maths grade 7. There’s also an entry test to pass in September and assessments throughout the two years.

English 5

Mathematics 7

Exam Board AQA

Qualification A Level 7357

Subject Entry Requirements

GCSE maths grade 8 and also studying A Level mathematics. Gain your target grade in assessments for A Level mathematics and further mathematics throughout the course.

Course content, structure and method of assessment

Course content, structure and method of assessment

A Level mathematics provides a framework within which a large number of young people continue the subject beyond GCSE. 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 A Level further mathematics.

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.

A level mathematics builds from GCSE mathematics and introduces calculus and its applications. It emphasises how mathematical ideas are interconnected and how mathematics can be applied to model situations 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.

This course is heavily dependent on strong knowledge and application of algebraic techniques. It requires students with a passion for the subject and a drive to acquire the skills to apply to various situations.

Assessment is by three equally weighted exams, 2 hours in duration taking place at the end of the second year of the course. There is no coursework element.

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

Paper 2 (100 marks two sections 50 marks each): may include any content 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): may include any content 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?

The qualification is deeper and broader than A Level mathematics. A Level further mathematics builds from GCSE 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 content 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.

Assessment is by three equally weighted exams, each 2 hours in duration, taking place at the end of the second year of study.

There is no coursework element.

Paper 1 (100 marks): proof, complex numbers, matrices, further algebra and functions, further calculus, further vectors, polar coordinates, hyperbolic functions, differential equations, trigonometry, numerical methods. Questions are a mix of styles, from short, single-mark questions to multi-step problems.

Paper 2: as above for paper 1.

Paper 3 (100 marks): statistics and mechanics - one question paper booklet on statistics and one question paper answer booklet on mechanics. Questions are a mix of styles, from short, single-mark questions to multi-step problems.

English 5

Mathematics 8

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

What doors does this open up for me?

You should study A Level further mathematics if you wish to follow: • an engineering course at university • a maths related degree • any medical course • any science related course • accountancy/economics

You should study A Level mathematics if you wish to follow: • an engineering course at university • a maths related degree • any medical course • any science related course • accountancy/economics

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.

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CORE MATHEMATICS

MATHEMATICS GCSE RESIT

'Mathematics is the key and door to the sciences' Galileo Galilei

'Do not worry about your difficulties in mathematics. I can assure you mine are still greater' Albert Einstein

Exam Board OCR

Qualification Level 3 core maths quantitative reasoning

Subject Entry Requirements GCSE maths grade 4

English 4

Mathematics 4

Exam Board AQA

Qualification GCSE mathematics 8300

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

Course content, structure and method of assessment

Course content, structure and 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 course seeks to lift students from a grade 3 to at least a grade 4 in GCSE in mathematics taking the foundation tier examination.

English N/A

Mathematics 3

Students will: The objectives of the course: • 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

• deepen competence in the selection and use of mathematical techniques used at GCSE and beyond • develop confidence in representing and analysing authentic situations mathematically and applying mathematics to address related questions and issues • build skills in mathematical thinking, reasoning and communication Assessment is by two exams, both 2 hours long (72 marks each, equal weighting to final mark).

Both exams will contain questions based on pre-released 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.

Assessment is by three 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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BUSINESS

‘The post 16 motto, Grit and Goodwill, speaks volumes’ FULL ACADEMY REVIEW

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

Exam Board AQA

Qualification A Level 7132

Subject Entry Requirements 5 GCSEs A* - C

English 5

Mathematics 5

Course content, structure and method of assessment There are 6 themes covered in the first year of the A Level business 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 & 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 full A Level comprises the above plus four additional themes: Theme 7: analysing the strategic position of a business Theme 8: choosing strategic decision Theme 9: strategic methods: how to pursue strategies Theme 10: managing strategic change How will I be assessed?

Paper 1: 2-hour exam, 33% of grade

BUSINESS, COMPUTING AND ICT 38

Paper 2: 2-hour exam, 33% of grade Paper 3: 2-hour exam, 33% of grade

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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

COMPUTER SCIENCE

'To dare is to do' Bill Gates

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

Exam Board AQA

Qualification Certificate (TVQ01206) and extended certificate (TVQ01027)

Subject Entry Requirements 5 GCSEs A* - C

English 4

Mathematics 4

Course content, structure and method of assessment

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

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

Unit 6: 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 applied general business.

5 GCSEs at 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

Year 1:

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 teachers.

There are three additional units studied in year two:

Subject Entry Requirements

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 ecommerce, has created a whole new area where the knowledge gained from this course can be applied.

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.

The units are graded pass, merit and distinction. Each unit is worth 33%, with 66% being externally graded.

Qualification A Level H446

Course content, structure and method of assessment

There are three units that are covered in year one:

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.

Exam Board OCR

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?

•

• • • • • • •

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

Year 2: • 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

What is it like to study computing 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.'

How will I be assessed?

Computer systems H446/01 - 40% exam Algorithms and programming H446/02 - 40% exam Programming project H446/03 - 20% coursework

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.

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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Exam Board OCR

IT

TRAVEL AND TOURISM

'Man is still the most extraordinary computer of all' John F. Kennedy

'Travel makes one modest. You see what a tiny place you occupy in the world' Gustave Flaubert

Qualification Certificate (05838) and extended certificate (05839)

Subject Entry Requirements GCSE IT grade C or BTEC level 2 equivalent

English 4

Mathematics 4

Exam Board WJEC

Qualification Certificate 603/0825/4 and diploma 603/0826/6

Subject Entry Requirements A keen interest in the travel and tourism industry

Course content, structure and method of assessment

Course content, structure and 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. This course 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 education and higher education studies 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.

The level 3 applied certificate is a two-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.

Course structure

• Unit 1:the United Kingdom tourism product • Unit 2: worldwide tourism destinations

Year 1 Unit 1: fundamentals of IT Unit 2: global information Year 2 Unit 3: pre-production and planning Unit 9: product development 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 and 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 IT at BTEC level at Tuxford Academy?

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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English 4

Mathematics 4

The level 3 applied certificate in travel and tourism consists of 2 units. These include the following units:

Student comment: 'The lessons are planned really well. It’s a really interesting subject so far.'

The level 3 applied diploma in travel and tourism consists of 2 further units. These include the following units: • Unit 3: the dynamic tourism industry • Unit 4: event and itinerary planning

What doors does this open up for me?

How will I be assessed?

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.

For the certificate, there will be one externally assessed examined unit which is the United Kingdom tourism product.

The other unit, worldwide tourism destinations will be internally assessed via academy-set tasks. For the diploma, unit 3 is externally assessed and unit 4 is internally assessed via academy-set tasks.

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

What is it like to study travel and tourism at level 3 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 WJEC qualification supports the practical nature of the delivery of this course which mirrors the industry itself. Students will be researching into 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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SPORT

PHYSICAL EDUCATION

'You’re never a loser until you quit trying' Mike Ditka

Exam Board Edexcel

Qualification BTEC level 3 extended certificate

Subject Entry Requirements GCSE grade C in PE and science

English 4

Mathematics 4

Course content, structure and 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-year course students will study 4 units consisting of 360 guided learning hours, equivalent to one A Level. Two of these units are mandatory, meaning students will study them during the first year of the course: • unit 1 anatomy & physiology (external exam) • unit 2 fitness training & programming (external exam) In addition to these units of work students must also complete two further units: • unit 3 professional development in the sports industry (internal assignment) • unit 4 sports leadership (internal assignment) There are four 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.

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

All students 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.

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.

Student comment: 'BTEC sport 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.'

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.

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PHYSICAL EDUCATION

SCIENCE

'It’s not whether you get knocked down; it’s whether you get up' Vince Lombardi

Exam Board OCR

Qualification A Level H555

Subject Entry Requirements GCSE grade B in physical education and grade 6 in science

English 5

Mathematics 5

Course content, structure and method of assessment

‘The overwhelming majority of students are set ambitious, challenging targets for level 3 qualifications’ FULL ACADEMY REVIEW

Studying 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 two year A Level physical education course is studied through a range of different contexts – students study three areas, all subjects in their own right, which further underpin the depth of the study of physical education and sport. 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.

A Level physical education is broken down into two components.

Section one consists of three theory units which include physiological factors affecting performance, including topics such as anatomy and physiology, exercise physiology and biomechanics; psychological factors affecting performance, including topics such as skill acquisition and sports psychology; sport and society and contemporary issues, including topics such as ethics, deviance, technology and global sporting events.

Section two consists of a practical assessment within physical education. This involves a physical sporting performance in one activity and an evaluation (EPI) of a sporting performance in the same or different activity.

Section one (theory) is worth 70% of the final mark and is assessed through two one hour examinations and one two hour examination. Section two is worth 30% of the final mark and is assessed through a moderated practical examination of the performance and a verbal discussion with an examiner.

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

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of teaching methods and styles and thus creating a rounded approach to the whole course.

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.'

'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.'

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.

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PHYSICS

BIOLOGY

'The important thing is to not stop questioning. Curiosity has its own reason for existence. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality.

It is enough if one tries merely to comprehend a little of this mystery each day' Albert Einstein

'Nothing in biology makes sense, except in the light of evolution' Theodosius Dobzhansky

Exam Board OCR

Qualification A Level H556

Subject Entry Requirements GCSE grade 6 in science or physics

English 5

Mathematics 6

Exam Board Edexcel

Qualification A Level 9BNO

Subject Entry Requirements GCSE combined science grade 6 or grade 6 in biology

Course content, structure and method of assessment

Course content, structure and method of assessment

The physics course is divided into 6 modules:

In biology 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.

• 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

• • • •

•

Students will be taught using a range of techniques that will aim to develop them 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.

• module 6: particles and medical physics – further investigation of electricity and investigation of x-rays, ultrasound, MRI and PET scanning Three written exams: modelling physics (2hrs 15 mins), exploring physics (2hrs 15 mins) and unified physics (1hr 30 mins). 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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Mathematics 6

The full list of topics is:

• 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

English 5

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 and accountants. The knowledge that physics is a high calibre A Level also makes students desirable to all areas of industry and commerce.

Unit 1: lifestyle, transport, genes and health Unit 2: development, plants and climate change Unit 3: environment and survival Unit 4: energy, exercise and coordination

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 course is assessed with three 2-hour exams. One exam includes a scientific article that is studied prior to the examination.

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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Exam Board Edexcel

APPLIED SCIENCE

CHEMISTRY

'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

'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

Qualification Level 3 certificate and extended certificate

Subject Entry Requirements GCSE science, two grade 5s

English 5

Mathematics 5

Exam Board AQA

Qualification A Level 7405

Subject Entry Requirements GCSE grade 6 in chemistry or combined science

Course content, structure and method of assessment

Course content, structure and method of assessment

This course uses a combination of assessment styles to give students confidence that 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 specification is arranged into the three traditional branches of chemistry – physical, inorganic and organic. In the first year of A Level, you will study the following topics:

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 certificate.

In the second year, new topics are introduced such as:

In year 13, students will complete a science investigation skills component as well as one optional unit. This will complete the extended certificate.

What doors does this open up for me?

What is it like to study applied science at level 3 at Tuxford Academy?

The BTEC 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.

• thermodynamics • electrochemical cells • properties of period 3 elements • transition metals • optical isomerism • polymers • proteins • DNA • organic synthesis • NMR

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.'

There are 12 core practical activities that must be carried out and lead to a practical skills accreditation.

What doors does this open up for me?

Student comment:

There will be three written papers:

'When I read about the applied science BTEC I knew this was for me and I was excited to take the course.'

• 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 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.

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Mathematics 6

• atomic structure • amount of substance • bonding • energetic • kinetics • equilibria • periodicity • an introduction to organic chemistry and some homologous series such as the alcohols

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.

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.

English 5

A qualification in 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

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

Exam Board Edexcel

‘Teachers nurture academic curiosity and promote excellence’ OFSTED

Qualification Level 3 national extended certificate

Subject Entry Requirements GCSE grade 4 in English language and grade 4 in English literature

English 4

Mathematics 4

Course content, structure and 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.

Year 1 Unit 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: 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. This includes values and principles, ethical issues, factors impacting professionals, challenges faced and how they can be overcome, methods used by professionals, including multi-agency working.

The unit is assessed through internal controlled assessment activities.

Year 2 Unit 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, including maintaining safety and safeguarding individuals with health and social care needs, handling personal information professionally and preventing discrimination. 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, including ill health, learning disabilities, physical and sensory disabilities, and the needs of people who occupy different age categories.

Unit 12: 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. It explores a range of additional needs and how services work together to assess and provide for these needs, investigating how challenges can be overcome. Finally it explores legislation, frameworks and politics that support the rights of individuals.

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.

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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 level 3 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 courses 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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Exam Board OCR

SOCIOLOGY

PSYCHOLOGY

'The function of sociology, as with every science, is to reveal that which is hidden' Pierre Bourdieu

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

Qualification A Level H580

Subject Entry Requirements GCSE grade 5 in English and in humanities

English 5

Mathematics 5

Exam Board Edexcel

Qualification A Level 9PS0

Subject Entry Requirements 5 GCSEs at grades A*-C including a 5 in maths, English and/or 5 in science

Course content, structure and method of assessment

Course content, structure and 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 peoples’ 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.

Psychology is the scientific study of behaviour and experience.

The A Level course covers a wide range of approaches to human behaviour in psychology, and investigates behaviours such as aggression, learning, memory, attention, language, culture and groups. The course specifically looks at criminal behaviour and mental health alongside well known debates in psychology such as ‘is psychology a science?’ and ‘nature versus nurture’.

Exploring socialisation, culture and identity (paper 1): 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.

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 to London Zoo to investigate phobias.

Researching and understanding social inequalities (paper 2): 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.

Debates in contemporary society (paper 3): 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 A Level qualification is made up of three exam papers – one for each component: • paper 1: exploring socialisation, culture and identity - 1 hr 30 mins, worth 30% • paper 2: researching and understanding social inequalities 2 hrs 15 mins, worth 35%

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.

English 5

Mathematics 5

In terms of exams, there will be three 2-hour exams:

Student comment:

• foundations in psychology (biological, social, cognitive and learning) • applications of psychology (clinical and criminal psychology) • psychological skills (methods, synoptic review, issues and debates)

'You want to do extended reading after a lesson because you’re so fascinated.'

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

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

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

'Clinical psychology and criminological psychology were really interesting.'

This course is 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!

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

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.

• paper 3: debates in contemporary society - 2 hrs 15 mins, worth 35%

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CRIMINOLOGY

PUBLIC SERVICES

'The deviant and the conformist...are creatures of the same culture, inventions of the same imagination' Kai Theodor Erikson

'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 WJEC

Qualification Level 3 certificate and extended certificate

Subject Entry Requirements 5 GCSEs at grades A*-C, including a grade 4 in English

English 4

Mathematics 4

Exam Board Edexcel

Qualification BTEC level 3 subsidiary diploma

Subject Entry Requirements Grade 3 or above in English, maths and science. Preferred GCSE is PE.

Course content, structure and method of assessment

Course content, structure and 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.

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:

The 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 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 level 3 at Tuxford Academy?

The course is very new and exciting for staff and students alike. It will offer an alternative to the more traditional 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 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.

English 3

Mathematics 3

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 proactive.'

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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EXTENDED PROJECT

ENRICHMENT COURSES

'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 and method of assessment The extended project qualification (EPQ) 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

What is it like to complete the extended project at Tuxford Academy?

Why take the extended project?

• You have the freedom of choice in 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.

‘The teachers are really helpful and really care.

It’s not all about grades!’

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.

POST 16 STUDENT 59

A SELECTION OF COURSES AND UNIVERSITIES ATTENDED BY THE POST 16 GRADUATES OF 2017 UNIVERSITY Liverpool John Moores University University of Leeds

Law Theatre and performance

University of Southampton

Aeronautics and astronautics

University of Hertfordshire

Diagnostic radiography and imaging

Newcastle University

Journalism, media and culture

University of Lincoln

History

Newcastle University

Medicine

Lancaster University

Mathematics

University of Hertfordshire University of Lincoln University of Reading Nottingham University University of Derby Teeside University University of Derby

David Newman Studied: psychology, drama, maths, history Went on to: study 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

English literature

Studied: physics, product design, geography and general studies

Nursing

Went on to: achieve a BA Hons in architecture, Lincoln University, 2:1 and an MSc in sustainable architecture, 1st Class Hons

Consumer behaviour and marketing with placement year Philosophy Criminal psychology

Now: working in Birmingham for Cundell, an international multi-disciplinary consultancy company providing engineering, design and sustainable solutions for the built environment

Daniel Shaw

Physiotherapy Electrical and electronic engineering with industrial year

Studied: biology, chemistry, history, music

University of Sheffield

Medicine

Went on to: volunteer with VSO ICS in Kenya, study medicine at the Hull York Medical School, ran the MedSoc student society

University of Cambridge

Medicine

Now: currently at the end of third year of medical school, taking a year out to study for an MSc in Clinical Anatomy and Education

Sheffield Hallam University

Midwifery

University of Newcastle

Chemistry

Manchester Metropolitan University

Education studies

Eve Rose Studied: biology, psychology, business, chemistry

Journalism

Went on to: study psychology BSc at Newcastle University

Nottingham University

Biochemistry

Now: working as a trainee research executive for MMR Research Worldwide carrying out consumer market research

University of Sheffield

Dentistry

University of Lincoln

University of Lancaster

Engineering

Nottingham University

Architecture

University of Leeds University of Manchester York St John University 60

COURSE

PAST TUXFORD POST 16 STUDENTS

Neuroscience Biology Music – composition

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

TUXFORD ACADEMY POST 16 CENTRE APPLICATION FORM 2018 PERSONAL DETAILS Surname: Middle name(s): DOB:

Beth Platford

First name:

/

/

Gender (circle):

ADDRESS TO WHICH CORRESPONDENCE SHOULD BE SENT

Studied: maths, biology, chemistry, physics

Male / Female

CONTACT NUMBERS Home:

Went on to: University of Sheffield medical school

Mobile:

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 5s in emergency settings

Email: Postcode:

Parent/carer:

Poppy Richards Studied: maths, physics and philosophy and ethics Went on to: gain a BA Hons in theology, Chester University

PERSONAL IDENTITY

ADDITIONAL NEEDS/EXTRA SUPPORT

How would you describe your ethnic origin or personal identity?

Please provide details here.

Now: studying MA in theology and 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

Is English your first language? (circle) Yes / No Thomas Mathers

CURRENT SCHOOL OR COLLEGE DETAILS

Studied: biology, chemistry, physics, drama

School/college:

Went on to: complete an undergraduate degree in biology at the University of Hull followed by PhD in evolutionary biology also at the University of Hull

Address:

Now: postdoctoral scientist at The Genome Analysis Centre, Norwich, working on aphid genome evolution and adaptation

School telephone number:

Attended from:

to:

Name of tutor supplying reference: Jake Cupit Studied: maths, physics and philosophy and 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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Email of tutor supplying reference: EXAMINATION DETAILS Subject

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, your interests outside school, and any future plans

Continue on a separate sheet if necessary.

Signature of applicant:

Print name:

TUXFORD ACADEMY’S AIMS AND EXPECTATIONS FOR POST 16 EDUCATION ARE:

Date:

• to enable students to shine in their achievements, through excellent teaching and learning of an inspiring curriculum

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

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

• to provide outstanding guidance and pastoral • to enhance students’ goodwill as they support contribute to and benefit from high levels of community cohesion 65

Marnham Road, Tuxford, Newark, Nottinghamshire NG22 0JH Executive principal: Mr D R Cotton Principal: Mr D C Vernon Tel: 01777 870001 Email: office@tuxford-ac.org.uk Website: www.tuxford-ac.org.uk/post-16 Diverse Academies Learning Partnership – a partnership between the Diverse Academies Trust (Marnham Road, Tuxford, Newark NG22 0JH; registered company number 07664012) and the National Church of England Academy Trust (Annesley Road, Hucknall, Nottingham NG15 7DB; registered company number 07708713). Not for profit charitable trusts with exempt charity status, registered in England and Wales.

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