Graveney Sixth Form Prospectus by PPL Limited

Sixth Form Prospectus 2012 Entry

Dear Parent/Guardian During the next few weeks you and your son or daughter will have to begin to make decisions about the best course of action for next year. A few may feel it is time to leave school for employment; others may look for further education in some other institution; most will be going on into the Sixth Form here, but need to choose the most appropriate course for their abilities, interests and future careers. The majority of students who apply to the Sixth Form will already be studying here, but we also welcome students from other schools. Over 140 such students joined us in 2011 and all found Graveney to be a warm and welcoming school. We try to provide as much information and advice as possible in order to enable sensible decisions to be made, and there are various stages in this process: 1 This booklet has been compiled to give you an introduction to courses available here and to enable you to understand what is involved in the subjects which your son or daughter may be wanting to continue, or take up, next year. 2 Each student, including external applicants*, will have a meeting at school with senior staff to which you will be invited, so that the options are fully known and understood by all. Those firmly committed to leaving have had specialist help from the careers education department. 3 Students are encouraged to talk to careers education and guidance teachers, subject teachers, form tutors and heads of year on an informal basis, as well as about problems they may have. The careers room and all the literature and information it contains is, of course, available to all students. The result should be that all students will end this year knowing both what they would like to do and what they are in a position to do, given appropriate examination results. Yours faithfully

G E Stapleton Principal

K Barbrook Headteacher

*external applicants should check entry requirements against their GCSE predicted grades before completing the application form. We do not guarantee a meeting if predicted grades are significantly below course entry requirements.

Dear Student This booklet contains important information about courses available in the Sixth Form at Graveney. It also outlines our expectations of you as Sixth Form students, as well as what you can expect to gain if you remain at Graveney or join us from another school. The decisions you make at this stage may have major implications for the choices available to you in the future. It is vital that you make full use of all the information available. Read this booklet carefully, consult the resources available in the careers library and ask a member of the Sixth Form team for advice if you are unsure about the courses you should choose. All prospective Sixth Form students whose predicted grades indicate that they are likely to meet entry requirements will be invited to a Course Selection and Guidance meeting. During the meeting you will be asked to indicate your intended courses. On the basis of this information we will provide a timetable structure which enables as many students as possible to pursue their chosen combination of courses. Requests for course changes can be made, but priority will be given to placing students who stated their choice at the CSG meeting. Please note that all courses are provisional and subject to viability in terms of numbers of students wishing to take them. Yours faithfully

T Cronin Assistant Headteacher Head of Sixth Form

N Akharware Senior Teacher Deputy Head of Sixth Form

Mr G E Stapleton MA (CANTAB) Principal Mr K Barbrook Headteacher/First Vice-Principal Mrs T Cronin Assistant Headteacher, Head of Sixth Form Ms N Akharware Senior Teacher, Deputy Head of Sixth Form Mr P Akroyd Head of Year 13 Mr F Forder Deputy Head of Year 13

Mr D Rees Senior Assistant Headteacher, Head of Key Stage 4 Mr R Parkin Senior Teacher Key Stage 4 Mr P Reddy Head of Year 11 Mr J Smith Deputy Head of Year 11 Dr N Magreola KS4 Co-ordinator Ms L Collier Sixth Form Administrative Assistant

Mr R Trimble Acting Head of Year 12 Mr H Bhurruth Acting Deputy Head of Year 12

General Information

Contents General Information Why join the Sixth Form at Graveney? Safeguarding Children Life in the Sixth Form

6 6 7 7

Information for Parents Joining Graveneyâ&#x20AC;&#x2122;s Sixth Form: A Guide to Routines and Procedures Higher Education Support in the Sixth Form

9 9

Two-Year Courses Changes to Advanced Level Qualifications Archaeology Art & Design Biology Business Studies Chemistry Computing Drama Economics English Literature Film Studies French Geography German Government & Politics History ICT Latin Mathematics Further Mathematics Media Studies Music Philosophy

11 15 15 16 16 17 18 18 19 19 20 21 21 22 22 23 24 25 25 26 27 27 28 29 30

Photography Physical Education and Sports Studies Physics Psychology Religious Studies Sociology Spanish Technology BTEC Level 3 Diploma in Applied Science BTEC Level 3 Subsidiary Diploma in ICT Extended Project Qualification

31 31 32 33 34 35 36 36 39 40 41

One-Year Courses General Certificate of Secondary Education English GCSE - Foundation and Higher Tiers Mathematics GCSE OCR First Award/Award/First National Certificate in ICT

41 41

Enrichment Courses

41 42 42

General Information Why join the Sixth Form at Graveney? Learning for a lifetime As you approach your GCSE examinations you are faced with a range of choices including employment, training, or continuing your studies elsewhere. The decision to remain in education has many advantages. You will need higher qualifications if you want to progress into higher education. In the workplace graduates command considerably higher salaries than non-graduates. They also have greater opportunities for further training and for promotion to senior levels of the organisations in which they work. Remaining in education is therefore an investment which will pay dividends throughout your life. “The curriculum is very broad and flexible; it is responsive to students’ needs and provides an excellent range of academic courses and activities.” OFSTED 2011

An excellent range of courses We offer an exceptionally wide range of A level subjects and we are responsive to demand for new subjects. Our A level range matches that of any local college.

A challenging and rewarding learning environment

“Strong progress is achieved by good teaching, together with excellent support. Students praise the help they receive.” OFSTED 2011

In the Sixth Form your relationships with teachers will change significantly. We expect you to enter into a learning partnership with your teachers in which you will be challenged to be responsible for your own learning and to respond with commitment to the demands made on you, so that you reach your potential as a student. If you enter wholeheartedly into this learning partnership, you will make rapid progress in your academic development, and the results you achieve will reflect this. Teachers will continue to have high expectations of your attendance and punctuality, and of the quality and regularity of your work. These expectations, far from regarding you as a child, represent the view that you are young adults who have made a positive choice to study. Our commitment to you requires us to do everything in our power to ensure that you meet these expectations, without which you cannot be a successful student. There will be regular individual discussions of your work with your form tutor and subject teachers and assessment, reports and parents’ evenings will continue to support your progress.

A strong tradition of progression to higher education “Students make outstanding progress in the sixth form. Almost all of them go onto higher education, with many entering prestigious universities.” OFSTED 2011

In 2010, over 90% of our upper Sixth entered university. You will receive expert help and advice so that you make well-informed choices which help you to achieve your goals. We provide guidance on doing justice to your abilities on the application form and in interviews. We have formed links with many universities, and we organise events at which university admissions tutors give invaluable advice. Visits to universities, including Oxford and Cambridge, take place every year.

Opportunities for leadership and responsibility As Sixth Form students you will have opportunities to exercise leadership in a range of situations. You will be the senior members of the school, looked

General Information

up to by the younger pupils. You will have the chance to lead the charitable fundraising efforts of the school, organise sporting fixtures, act as a mentor to younger pupils, assist members of staff as prefects, and put yourself forward for election as a senior prefect. In taking such responsibilities, you will discover the depth of your own resources and, at the same time, serve the school in many valuable ways.

A dynamic community Each new group of students arriving in September brings its own unique character to the Sixth Form. Despite this, there is continuity in the things we consider important, and which students continue to bring – energy, commitment, enthusiasm, generosity and aspiration.

A warm welcome If you are considering applying to Graveney for your sixth form studies from another school you will find the atmosphere friendly and open. We admit a large number of external applicants each year, and you will soon feel very much a part of the Sixth Form. We pride ourselves on the good relationships that exist within the student body.

Safeguarding children We believe that all children should be able to grow and develop in circumstances where they feel safe and supported, thereby enabling them to reach their full potential. In order to achieve this aim, Graveney School is committed to working with pupils, parents and outside agencies to promote the welfare of children and safeguard them from harm.

“Behaviour is exemplary and students are very supportive of each other in lessons. Many come from other schools but they all get on very well.” OFSTED 2011

“Care, guidance and support are very strong features and permeate all sixth-form work.” OFSTED 2011

The school has a qualified team of teachers and support staff whose role is to ensure pupil safety and well-being so that the principles of “Every Child Matters” can be upheld. We work closely with other agencies including the health service, education welfare, the police and social services to enable our young people to look forward with confidence to life after school.

Life in the Sixth Form In the Sixth Form you will have the opportunity to choose the subjects in which you are most likely to succeed. Consider your own interests and abilities and read carefully through the course descriptions in this booklet before making your choices. If you have a definite career plan in mind this will, to some extent, determine your choices, and you should inform yourself fully of the subject requirements for your chosen career. If you are unsure about your plans opt for subjects which you enjoy and are good at. Some subjects place considerable emphasis on coursework. Many subjects require a high level of language and essay writing skills. If you are well informed about assessment requirements, you will be better prepared to manage your time effectively, and to anticipate and cope with the pressure of study.

“Close tracking of students’ progress informs intervention that is planned carefully for any student who falls behind.” OFSTED 2011

A tutor who will care for your academic and personal welfare Each student is placed in a tutor group, and you will meet your tutor on a daily basis, for registration and tutor periods. Your tutor will have regular individual discussions with you, to ensure that you are achieving your

potential, and to provide advice and support in the case of any difficulties. You can always approach your tutor with any personal problems, and, if you wish, you can be referred to experts outside the school. Your tutor will also work with you in preparing for higher education applications, or for employment. Tutors also communicate essential daily information. Their role is vital to your success in the Sixth Form, so it is important that you have a good relationship with them, that you are open and communicative about your work, and that you always attend registrations and form periods. Sixth Form students also attend regular assemblies.

Study facilities to enable you to use your time effectively The Sixth Form has the main use of the library in College House. A separate Study Centre, equipped with laptops and textbooks, is also provided for Sixth Form students. The Common Room in Red House is a space for relaxation and Sixth Form students have their own cafeteria in it. The demands of Sixth Form study are such that you will need to use your free time productively. After school study facilities are also available.

High expectations lead to high achievement When you attend a CSGM we will outline our expectations of students. These expectations are not arbitrary. They are carefully considered and their purpose is to ensure that you are successful students in a happy and secure community. When you join the Sixth Form you, your tutor and your parents/ guardians, will be asked to sign a contract indicating that you agree to meet our expectations. These can be summarised as follows: Regular and punctual attendance Work submitted by deadlines, to the highest possible standard Respect for other students, for staff, and for the school environment Co-operation regarding communications home (letters, reports, etc.) Adherence to the school’s policies on drugs and bullying Promoting the security of all by wearing your ID badge visibly You should be aware that persistent breaches of your contract will result in your being withdrawn from public examinations and, in extreme cases, being asked to leave the Sixth Form.

A new challenge “There are high expectations which foster the strong and successful drive to improve student outcomes.” OFSTED 2011

As any Sixth Former will tell you, Sixth Form study is different from anything you have experienced before. Regardless of whether you are studying A Levels or GCSEs, greater demands will be placed on your self motivation and personal organisation. You will have to be prepared to match the time spent in lessons with private study and research. If you want to achieve the highest grades you will have to do more than this, in terms of hours. You will also have to study and reflect on issues beyond the confines of the syllabus. A Level study, in particular, involves dealing with more demanding concepts, and writing in greater depth and detail. You will also find that there is greater emphasis on your own critical analysis of the material you are covering. It takes time to adjust to the higher level of intellectual challenge involved in A Level study. Do not expect, in the early stages of the course, to achieve high grades with ease. You should not allow initial difficulties with the work to undermine your confidence. You will find that teachers are very happy to offer extra help when approached. If you are persistent, responsive to the

Information for parents

advice of your teachers, and willing to work hard you will succeed, and by the second year of the course, you will be a mature, confident, and independent thinker, intellectually capable of dialogue with your teachers.

Life beyond the classroom Graveney Sixth Form is a friendly, dynamic community. Educational visits occur on a frequent basis in all subject areas. You can take part in debating competitions, and in many other extra-curricular activities, including music and sport, work experience, helping younger pupils, fundraising for charity, guiding parents around the school, acting as a prefect...all of these activities will help you to develop confidence and good communication skills.

“Sixth-form students make an extensive contribution to the school and wider community. A student said, ‘there is so much more to the school than lessons.” OFSTED 2011

Your experience of life in the Sixth Form will be as positive as you are. The more you participate in your studies and in the social aspects of Sixth Form life, the more you will enjoy, and benefit from, what we have to offer.

A student’s view “Coming from a different school, I was nervous about starting at Graveney. However, I was warmly welcomed by Graveney students and staff. There is a positive working atmosphere and a safe environment for learning. Lessons are well structured, teachers are aware of students’ needs, and Sixth Form students have their own areas for study.”

Information for parents Joining Graveney’s Sixth Form: a guide to routines and procedures What is the pattern of the school day? All students start school at 8.30 AM. There are six lessons on a Monday, five on every other day. All lessons are an hour long. Students are permitted to leave the school site during free periods as long as they are not late for time-tabled sessions as a result. The day begins with tutor time.

Do students belong to tutor groups? Tutor groups are composed of students studying similar subjects. Where possible, the form tutor is a specialist in the same subject area. Generally, students remain in the same tutor group for two years and the form tutor accompanies them into Year 13. The form tutor is responsible for overseeing their students’ academic progress and welfare and is usually the first point of contact in the event of a difficulty arising.

What happens if students are absent, or late? All students are required to arrive promptly at 8.30 AM to attend daily registration. Please be aware that good attendance and punctuality are crucial: universities and employers will request attendance data when dealing with applications. Parents should telephone the Attendance Hotline on 020 8682 7063 in the event that students are absent. If we do not receive notification in the morning of a student’s absence that day (or earlier

notification where absences are known in advance), then parents will receive an automated Truancy Call. A student who is late after registration has closed should report to the Sixth Form Attendance Office in the Sixth Form Study Centre to collect a late slip, and their presence in school will be recorded.

Is there a uniform? Students are not expected to wear uniform, but must wear their school ID, and should wear clothing suitable for a school environment. Hats and hoods are not permitted anywhere on the school site (with the exception of head coverings which are worn for religious reasons). A student who needs to wear a form of head covering for medical or practical reasons must bring a letter from their parent to be signed by a member of the Sixth Form Team. Any such head covering must not obscure the face. A temporary ID is kept by the Sixth Form Administrator which may be borrowed for a day if the student has forgotten to bring their permanent ID. If a student has left both of their IDs at home then s/he will be sent home to get them. The ID card also functions as a smartcard for the issue of library books. These measures are taken in order to promote the security of the school site and safeguard all its members by allowing us to quickly identify intruders to the site. Sanctions are applied to students who repeatedly fail to comply.

What should I do if there is a problem? “Leadership and management of the Sixth Form are outstanding.” OFSTED 2011

Sixth Form staff have an open door policy, and students experiencing difficulties may approach their form tutor, in the first instance, or any member of the Sixth Form Team. If the difficulty relates to a particular subject it is often advisable for the student to approach the subject teacher for help or advice. Parents with queries may telephone the form tutor or their son’s/daughter’s Deputy Head of Year or Head of Year, who are normally the first points of contact. Students will write down the names of these key figures in their organiser at the start of Year 12. Parents wishing to speak to a senior member of staff should ask for Ms Cronin or Ms Akharware. The school switchboard number is 020 8682 7000.

How is information communicated between home and school, and vice versa? We ask parents to write, or to telephone, as above. Students are given an organiser at the beginning of the academic year and this can be a quick and convenient way for information to be passed back and forth. The school communicates with parents via the school website, email and by letter. We are aware that students sometimes forget to pass letters on to their parents so group mailings are always placed on the website too.

How is a student’s progress reported on? There are a number of formal, scheduled points in Year 12 and 13 when parents are advised of student progress.

Year 12

The Progress Report checklist designed to provide you with an interim indication of their current progress in early November. Year 12 Parents’ Evening, which will take place in December. Year 12 Reports which will be issued to parents following mock exams in the Spring Term.

Information for parents

Year 13 The Progress Report checklist designed to provide you with an interim indication of their current progress in early November. Year 13 Parents’ Evening, which will take place in November. Year 13 Progress Reports which will be issued to parents in the early Spring Term, following mock exams in December. Precise dates will be available by consulting the Sixth Form Calendar which will be available in September. Parents are welcome to discuss their son/daughter’s progress at other points in the year should the need arise. Should there be concerns arising in school about a student’s progress, the issue will be addressed with the student first, and if the issue is not resolved, or in another way warrants the parents being informed, we will make contact by telephone or by letter. The school applies a range of strategies to support students who are struggling or underachieving.

Higher Education Support in the Sixth Form 1. What is UCAS? The University and College Admission System. It is the only way to apply to a university.

2. How does it work? Students complete the UCAS form on line. It contains four vital pieces of information: - Personal details (DOB, address, GCSE results, etc) - Five choices of universities and courses - Four choices for medicine - A personal statement - An academic school reference Some students will be invited for interview From the offers made, students accept a firm offer and an insurance offer When results come out in August universities will decide if students have met the offer or not.

3. What are the deadlines? The official deadline is in January. However, universities process forms as soon as they arrive. There is a distinct advantage to applying early.

4. Who writes the references? Tutors consult subject staff and write a reference. We also include relevant information about extracurricular activities which would strengthen the student’s chances of acceptance on their chosen courses. The reference is checked by the Sixth Form Team.

5. What support is available to students? There is a well-established programme of support in the Sixth Form. This begins early in Year 12 with a number of opportunities being made available or publicised. These include: Visits to HE conventions

Visits to Oxford and Cambridge University of London Summer taster courses LSE student shadowing scheme Plus a range of open days, seminars and lectures. Tutors and students have access to a comprehensive range of resources and materials for use during form times and PM Monitoring. At key points in the year there are special tutor sessions on selecting courses and preparing applications. In the summer of Year 12 we hold a Higher Education day, inviting speakers from a number of institutions to discuss the application process, supplemented by a UCAS assembly which explains the web based application system. Students are allocated referees who work with them on their application. In the Autumn term a parentsâ&#x20AC;&#x2122; information evening is held to explain the application process and to deal with any particular queries parents have.

6. How can parents help? By visiting the UCAS website: www.ucas.com and exploring course and institution profiles. By referring to the Graveney Higher Education Guide on Fronter (the schoolâ&#x20AC;&#x2122;s Managed Learning Environment), and using the other resources in this room. By nagging students to complete the UCAS form early! By encouraging visits to universities By proof reading personal statements By emphasising the crucial importance of attendance at registration and form times.

Two-Year Courses

Two-Year Courses Changes to Advanced Level Qualifications Changes to the post-16 advanced curriculum have been made to allow students to study a broader range of subjects, if they have the ability to cope with an increased workload. All A level subjects are now divided into two parts, AS and A2, of equal value in terms of UCAS points. Each part is made up of two units which will be assessed by examination and/or coursework (see individual subject descriptions for details). All students taking A Levels will take the AS qualification at the end of Year 12. Their performance in this examination will determine whether or not they proceed to complete the A2 in Year 13. Students will be expected to pass the AS at A to E in order to continue with the subject. We also offer Advanced Vocational qualifications (BTEC Level 3). Students are expected to pass the units set in Year 12 in order to continue with the subject in Year 13. A student taking four (or in exceptional cases five) AS/BTEC Level 3 subjects in Year 12 may drop one (or two) subjects in Year 13. This will be determined, to a large extent, by performance at AS and by university requirements. Each case will be considered individually and students will be advised according to their particular situation. Many universities will accept students with two A Level passes, but the more competitive institutions/courses normally require three. Entry to advanced courses will depend on performance at GCSE. Please refer to the loose insert for entry requirements and oversubscription criteria. In order to maintain high standards of achievement students will have to develop a routine of regular hours of home study â&#x20AC;&#x201C; a minimum of five hours a week in each subject. Students who have part-time work must consider the impact of this on their academic achievement and we strongly recommend that students spend no more than ten hours a week in part-time work. Extensive research has shown that exceeding this limit is seriously detrimental to good final A Level grades.

Please note: all courses are provisional and subject to change in terms of viable numbers and staff availability

The following combinations are forbidden: Economics with Business Studies Film Studies with Media Studies Product Design: Resistant Materials with Product Design: Graphic Product or with Product Design: Textiles

Archaeology Examination board: AQA Course content AS (Year 12) Unit 1: The Archaeology of Religion and Ritual Unit 2: Archaeological skills and methods

A2 (Year 13) Unit 3: World Archaeology Unit 4: Archaeological Investigation Students will be expected to participate in field work. As no prior knowledge of archaeology is expected, this course teaches students the basics of archaeology theory, methods and practice, both theoretical and practical. Students will learn how sites are formed and found, and how excavation and scientific analysis is carried out. Some of the major topics studied will include the religion and ritual of Ancient Egypt, Mesoamerican and Native American Indian archaeology, the Neolithic Revolution and the beginnings of civilization in the Near East and pre-historic and ancient Britain along with investigating broader topics in archaeology such as reconstructing past cultures, settlement patterns and economics. The course takes a close look at contemporary issues in modern archaeology such as the ethical treatment of human remains and the repatriation of artefacts. Students will also carry out an archaeological investigation of their choosing in the form of a 3500-4000 word piece of coursework.

Other skills developed They will learn a wide range of fieldwork, laboratory and classroom techniques to organise, record, analyse and present data, ideas and arguments. They will compare what they discover with the theories of historians and other archaeologists to draw their own conclusions. Students will learn to develop their own arguments, both orally and in writing.

Career value The ability to analyse and synthesize information from a variety of sources and present it clearly and convincingly is a key skill in many professions. Anthropology, history, education (including postgraduate research and teaching), geography, forensic science and museum work all require the kinds of skills developed in A Level archaeology.

Assessment AS (Year 12)

Unit 1: 1Âź hour written exam (AS 40%/A2 20%) Unit 2: 1Âž hour written exam (AS 60%/A2 30%)

A2 (Year 13) Unit 3: 2 hour written exam (30% A Level) Unit 4: Personal Study, teacher-marked, externally moderated (20% A Level)

Art & Design Examination board: Edexcel Course content The main purpose of any course in art, craft and design is to develop your ability to appreciate the visual world, respond in a personal and creative way and perhaps even contribute for the benefit of everyone. The skills you will develop will be varied. Among them you will develop a working knowledge of materials, practices and technology within art. You will develop the skills to interpret and convey your ideas and feelings using art, craft and design. You will develop your imaginative and creative powers and your experimental, analytical and documenting skills. You will also develop a specialist vocabulary and the knowledge and understanding of the place of art, craft and design in history and in contemporary society. What kind of student is this course suitable for? Students who wish to undertake further studies in art, craft and design, usually at art college or further education. Students who are looking to take up careers for which an art background is relevant. These might include advertising, publishing, architecture, museum work, theatre or art gallery work. Students who have an interest in and aptitude for the subject, but who do not intend to take the subject beyond the AS or A Level.

Two-Year Courses

Other skills developed Students will develop skills to enable project based thematic enquiry and response, sequential development of ideas, expressive response offering unrestricted exploration and development. Visual research, analysis, observation and recording offering opportunities to work in a range of media. Critical appraisal and analysis.

Career value There are many careers in art, craft and design. Most of these require further study at an art school, further education college or university. If you are unsure about whether to make a career of the subject, the best thing to do is to speak to your art teacher who will know about the courses on offer in your area or elsewhere. At present most students wishing to take art, craft or design further will go on to do a one year foundation course at an art college or college of further education before applying to degree courses in more specialist areas of art and design.

Assessment AS (Year 12) Unit 1: Art and Design Coursework (60% of AS/30% of Advanced GCE) Internally set, Internally marked, Externally moderated Unit 2: Art and Design Externally Set Assignment (40% of AS/20% of Advanced GCE) Externally set, Internally marked, Externally moderated

A2 (Year 13) Unit 3: Art and Design Coursework, Practical work, Personal study (30% of Advanced GCE) Internally set, Internally marked, Externally moderated Unit 4: Art and Design, Externally Set Assignment (20% of Advanced GCE) Externally set, Internally marked, Externally moderated

Students’ views “I have been studying A Level art & design over the past two years. I have enjoyed this course immensely and feel that my skills and interest have developed greatly…” “I have had the opportunity to experiment in a range of different disciplines that I had not previously used.” “My base for research has broadened greatly to the extent that I have included my cultural influences in my own work, which allowed me to make new discoveries, and clarify my ideas.” “I am now able to interpret the work of others in greater depth, and I have become interested in the links between language and visual art.”

Biology Examination board: OCR Course content AS (Year 12) F211: Cells, exchange and transport F212: Molecules, biodiversity, food and health F213: Practical skills in biology 1

A2 (Year 13) F214: Communication and homeostasis F215: Control, Genomes and environment

Other skills developed As part of the practical skills assessment candidates are required to complete three tasks chosen from a selection provided. The qualitative and quantitative tasks will test skills of observation and measurement. The evaluative tasks will test skills of analysis and evaluation. All three tasks address the “How Science Works” aspects of the course. Candidates are also invited to participate fully in the opportunities for learning outside the laboratory including visiting lectures, visits and field trips.

Career value The course provides a suitable foundation for the study of biological science or related courses in higher education. Studying Biology can lead to many different career opportunities including research biology, agriculture, horticulture, conservation, veterinary science, pharmacy, health care and medicine.

Assessment AS (Year 12) Unit F211: 1 hour written paper – 60 marks (30%) Unit F212: 1¾ hour written paper – 100 marks (50%) Unit F213: Internally assessed coursework – 40 marks (20%)

A2 (Year 13) Unit F214*: 1 hour written paper – 60 marks (15%) Unit F215*: 1¾ hour written paper – 100 marks (25%) Unit F216*: Internally assessed coursework – 40 marks (10%) * These units are synoptic

A student’s view “The biology department is its own community and makes biology enjoyable and accessible. It helps us to understand more deeply the mechanisms of life and what a miracle it is that we exist.”

Business Studies

Chemistry

Examination board: AQA

Examination board: OCR

Course content

AS (Year 12)

Unit 1, Buss1: Planning & Financing a Business. Unit 2, Buss2: Managing Business.

A2 (Year 13) Unit 3, Buss3: Strategies for Success Unit 4, Buss4: The Business Environment & Managing Change.

Other skills developed Essay-writing Data analysis and interpretation Management styles

A2 (Year 13) Unit 4: Rings, Polymers and Analysis Unit 5: Equilibria, Energetics and Elements Unit 6: Practical Skills in Chemistry 2

Other skills developed Analytical and evaluative skills, numeracy, how to solve and explain complex problems and ideas.

Career value

Business Studies Advanced level is a respected qualification that provides students with a comprehensive understanding of key business issues. It includes starting and growing small businesses as well as analysing performance of large businesses. Students will study Accounting and Finance, Management, Marketing and other interesting functional areas of business.

Chemistry is a necessity for those wishing to study medicine, veterinary science, pharmacy and many biological subjects at university. It is an excellent subject to complement Physics and Mathematics or works well as a lone Science A Level.

Assessment AS (Year 12) Buss1: 1¼ hour exam – 60 marks (40% of AS/20% of A Level) Short answer questions and extended responses based on mini case study 1½ hour exam – 80 marks (60% of AS/30% of A Level) Compulsory, multi-part data response questions

A2 (Year 13) Buss3: 1¾ hour exam – 80 marks (25% of A Level) Unseen case study requiring extended answers drawing on knowledge from AS units Buss4: 1¾ hour exam – 80 marks (25% of A Level) Pre-release research tasks leading to first section of a two-section exam. Second section consists of a choice of essays. All questions will be essay style and synoptic, drawing upon knowledge of all 4 units.

A student’s view

Unit 1: Atoms, Bonds and Groups Unit 2: Chains, Energy and Resources Unit 3: Practical Skills in Chemistry 1

“There are many sections within the business studies course, one of them being marketing which involves market research using many graphs and tables. This is easy to understand even though I have no prior knowledge of the subject.”

Assessment AS (Year 12) 2 modules are assessed by examination in June 1 coursework module is assessed throughout Year 12

A2 (Year 13) 1 module will be assessed in January 1 module will be assessed in June 1 coursework module will be assessed throughout Year 13

Two-Year Courses

A student’s view “I have thoroughly enjoyed studying Chemistry. The teachers are enthusiastic and very helpful and we have done lots of fun practicals. The course is hard work but it is very satisfying at the end of AS and A2 to see how much you have improved during the course.”

Computing Examination board: AQA Course content This exciting, new GCE Computing specification has been developed in response to demands from the universities to shift the emphasis back in the direction of Computer Science and Computational thinking and, at the same time, create a clear distinction between itself and the ICT and Applied ICT specifications. Many great challenges lie in the future for Computer Scientists to solve. Computing is about designing new algorithms to solve new problems and this course, with its emphasis on abstract thinking, general problem solving, algorithmic and mathematical reasoning, scientific and engineering-based thinking, is a good foundation for understanding these future challenges.

AS (Year 12)

Design, implement and document an effective solution using appropriate hardware and software including the use of a programming language.

Career value An important aspect of the new specification is that a pass grade is likely to be required for students wishing to study for a Computer Science degree at university. As the course content section illustrates, the course will have even stronger links to mathematics and science based subjects but lends itself quite naturally to careers as varied as medicine, law, business or any type of science.

Assessment AS (Year 12) Unit 1, Comp1: Problem Solving, Programming, Data Representation, Practical Exercise – 2 hour onscreen exam – 100 marks (60% of AS/30% of A Level) Unit 2, Comp2: Computer Components, Stored Program Concept, Internet – 1 hour written exam – 60 marks (40% of AS/20% of A Level)

A2 (Year 13) Unit 3, Comp3: Problem Solving, Programming, Operating Systems, Databases and Networking – 2½ hour written exam – 100 marks (30% of A Level) Unit 4, Comp4: The Computing Practical Project – Coursework, internally assessed, moderated by AQA – 75 marks (20% of A Level)

Problem solving, programming, data representation, systems development, computer systems, computer components, machine level architecture, internet and networking protocols, web page construction.

Drama

A2 (Year 13)

Examination board: Edexcel

Problem solving, programming concepts, data representation, operating systems, databases, communications and networking. Practical project.

Other skills developed The course has an emphasis on computational thinking – a kind of reasoning used by both humans and machines. Thinking computationally is an important life skill and means using abstraction and decomposition and discovering what can be computed and how to compute it. The course will also encourage students to: Analyse a problem and identify the parts which are appropriate for a computer solution. Select, justify and apply appropriate techniques and principles to develop data structures and algorithms for the solutions to problems.

Course content Candidates will study drama from exploration of text from the point of view of an actor, then director, through to full-scale performances. The focus at all times will be on depth within the work. This comes from the complete integration of reflection within the practice of creating drama.

Other skills developed This course will bring together personal experience and the framework of knowledge and skills needed to develop an understanding of drama and theatre arts.

Career value This AS and Advanced GCE can lead to further study in Drama, Theatre Studies and Performing Arts in higher education at degree or HND level. It can be used as part of a course to broaden your studies and may lead to a career in the performing arts and leisure industries. Drama and Theatre Studies AS and Advanced GCE complements a range of subjects such as English Lit, Psychology, Media Studies, History, Philosophy, Art and Music and is useful in building confidence and improving presentation skills in a range of careers.

Assessment AS (Year 12) Unit 1: Exploration of Drama and Theatre – Terms 1 and 2 (2 texts studied). Unit 2: Theatre Text in Performance – Terms 1 and 2 (Monologues and duologues. Performance of a published play directed by teacher).

A2 (Year 13) Unit 3: Devising – Terms 1 and 2. Unit 4: Theatre Text in Context – Terms 1 and 2. (Historical context and direction and interpretation of a chosen text).

Economics Examination board: AQA Course content AS (Year 12) Unit 1, ECON1: Markets and Market Failure Unit 2, ECON2: The National Economy

A2 (Year 13) Unit 3, ECON3: Business Economics and the Distribution of Income Unit 4, ECON4: The National and International Economy

Other skills developed The skills developed on the course include essay writing, data analysis and interpretation, the ability to evaluate information and the application of economic principles and theories to given problems.

Career value Economics is a thriving and respected qualification. Economists can be found in a wide range of organisations and the subject complements many other A Levels.

A student’s view

Assessment

“Drama offers a positive working environment. It encourages creative and imaginative work. This subject is highly suitable for students with creative imagination. Many issues are explored through improvisation. Drama has increased my self-confidence and developed my ability to relate to other people.”

AS (Year 12) ECON1: 1¼ hour exam – 75 marks (25% of total A Level) Section A – 25 compulsory objective test questions Section B – 2 data response questions. Candidates choose one. ECON2: 1¼ hour exam – 75 marks (25% of total A Level) Section A – 25 compulsory objective test questions Section B – 2 data response questions. Candidates choose one.

A2 (Year 13) ECON3 (Synoptic): 2 hour exam – 80 marks (25% of total A Level) Section A – 2 data response questions. Candidates choose one. Section B – 3 essay titles set. Candidates choose one. ECON4 (Synoptic): 2 hour exam – 80 marks (25% of total A Level) Section A – 2 data response questions. Candidates choose one. Section B – 3 essay titles set. Candidates choose one.

Two-Year Courses

English Literature

Film Studies

Examination board: OCR

Examination board: WJEC

Course content

English Literature is a challenging and rewarding course. You will experience the broad range of English Literature, including modern literature, drama and poetry. You will discover the historical background, the cultural context and the key influences on the period of the texts you study. You will learn to evaluate the different and conflicting interpretations of a text and become confident about expressing your own independent judgement.

If you love film and would like to study cinema as both an art-form and as a social and economic institution, this course will offer many challenges and rewards.

Other skills developed Clear communication, orally and on paper, of knowledge, understanding and insight concerning literary texts. Understanding of how writers’ choices of form and language contribute to and shape meaning. Independence of judgement. Appreciation and evaluation of social, cultural, historical context of literary texts.

At AS Level the syllabus consists of a coursework module and an exam module. In preparation for the analytical part of the coursework you will be taught how different elements of film such as cinematography, sound, editing and performance contribute to the meaning of the film. You will then need to prove this understanding through analytical essay writing. In the practical creative section of the coursework you will have the opportunity to further demonstrate your understanding through making a short film of your own, or by writing a short screenplay. For the exam element of the syllabus you will learn about the British and American film industries including close study of specific films and institutions within each.

An English A Level can lead to many career or study opportunities. It is a recognised academic qualification with many transferable skills. Universities and employers in a wide variety of fields place great value on English students’ abilities to analyse, to persuade, to think laterally and creatively and to construct powerful arguments.

At A2 Level you will extend your understanding of how films make meaning by presenting a portfolio of research on a focus film of your choice. You may choose to focus on a director’s style or an actor’s technique, or you may choose to look at an issue such as racism in film, or a technical aspect of film. You will also be creating work of your own such as a short film itself. The A2 examinations will cover three different areas: World Cinema, Spectatorship topics and Critical Study of a single film such as Fight Club or Talk to Her.

Assessment

Other skills developed

Career value

Assessment by examination and coursework. Closed text examinations. Study of a minimum of 12 texts in all.

A student’s view “English at ‘A’ Level is fantastic. It is a perfect blend of creativity and analysis. English is an exciting subject because it encourages independent thought and individuality of response. An answer cannot be wrong, as long as it is well expressed and backed up by textual evidence. English teaches you that your opinion really does count.”

Clear communication, orally and on paper, of knowledge, understanding and insight into the way films communicate meaning and represent aspects of society and culture. Personal creativity in devising short films and review of films. (Practical work such as film-making is an optional component in both AS and A2.) Skills of interpretation and debate on topical issues within the cinema business.

Career value This course provides a solid base for an arts or humanities degree course, or a practical or vocational training in film/television.

Some aspects of the course overlap with Media Studies, which has a component of film study within it. Taking both is not permitted.

A2 (Year 13)

Assessment

A student’s view

AS (Year 12)

“Basically, the course concentrates on improving your listening, reading, writing and speaking skills to a higher level, as well as teaching you to become more aware of the cultural background of the country. This can include outings such as visits to France, French exchanges, French lectures and outings to restaurants to introduce you to new kinds of food. I’d recommend you to take this A Level if you already enjoy French and want to improve your skills in the subject. I have been studying it for just under four months and am enjoying it immensely.”

FM1: Exploring Film Form – Coursework (40% AS/20% A2) FM2: British and American Film – 2½ hour exam (60% AS/30% A2)

A2 (Year 13) FM3: Film Research and Creative projects – Coursework (25% A2) FM4: Varieties of Film Experience: Issues and Debates – 2¾ hour exam (25% A2)

French Examination board: OCR Course content The course is topic based and deals with leisure, current affairs, the media, contemporary society and environmental issues. A lot of authentic material is used – news bulletins, newspapers, magazine articles, interviews, discussions, videos and film. Oral work is very important and there will be many opportunities to develop the ability to speak with confidence and accuracy. AS and A2 students regularly use the languages multimedia room.

Other skills developed The aim of the course is to develop language and study skills. The emphasis is on the practical use of French, the ability to communicate effectively in the spoken and written language and to exchange information, ideas and opinions. The course develops an awareness of French culture and society. This is achieved through watching films through the press, radio and television. There is also an opportunity to do a one week work experience in France.

Career value Language skills are increasingly required by employers in a whole range of different sectors.

Assessment AS (Year 12) an oral (15 mins) listening, reading and writing 1 (2½ hours)

an oral (15 mins) listening, reading and writing 2 (2½ hours)

Geography Examination board: Edexcel Course content AS (Year 12) Unit 1: Looks at two key topics – The World at Risk, which studies the challenges posed by Hazards (cyclones, droughts, earthquakes, volcanoes, floods, avalanches) and Climate Change. The second key topic, Going Global, investigates the social, economic and environmental impacts of globalisation, migration and the growth of megacities. Unit 2: Geographical Investigations gives you the opportunity to undertake geographical research (including 4 days residential fieldwork in Dorset). You will investigate Crowded Coasts and Rebranding Places.

A2 (Year 13) Unit 3: Contested Planet involves the study of six key world issues – Energy Security, Water Conflicts, Biodiversity Under Threat, Superpowers, Bridging the Development Gap, and the Technological fix. Unit 4: Geographical Research allows you to develop further your research skills. You will choose one topic to investigate from either, Life on the Margins – Food Supply or Pollution and Human Health.

Other skills developed Students will develop the ability to: identify geographical questions and issues select appropriate routes to enquiry organise, record and present information, ideas and arguments

Two-Year Courses

use a wide range of fieldwork techniques describe, analyse, evaluate and interpret evidence, draw conclusions.

Career value Geography can be used for a wide range of jobs including advertising, agriculture, banking, cartography, commerce, education, engineering, environmental management, estate agency, finance, horticulture, journalism, law, local government marketing, meteorology, planning, public relations, radio, retailing, sales, social and health services, surveying, transport, travel, tourism, TV.

Assessment AS (Year 12) Unit 1: Global Challenges – 1½ hour exam (30% of A Level) Unit 2: Geographical Investigations – 1 hour exam (20% of A Level)

A2 (Year 13) Unit 3: Contested Planet – 2½ hour exam (30% of A Level) Unit 4: Geographical Research – 1½ hour exam (20% of A Level)

A student’s view “I have found A Level Geography fascinating – it has opened my eyes as to the way in which people interact with their environment. I have gained a clear understanding of many of the issues facing the world today such as- the impact of globalisation, climate change, peak oil, environmental degradation and conflicts over water. The topics that I have covered in lessons are very much in the news on a daily basis. I now see why sustainable development has to be the way forward if the planet is to survive. Unit 4 in the A2 course allowed me to use knowledge gained in my other A Level subjects in a geographical context. I have learnt many skills, including data collection, decision making and research techniques.”

German Examination board: Edexcel Course content The course is topic based and deals with the following broad issues: Youth Culture and Concerns Lifestyle: Health and fitness The world around us: travel, tourism and environmental issues Education and Employment

In addition, at A2 Level, you will have the opportunity to research customs, traditions, literature and the arts. Authentic material is used, including articles from newspapers and magazines, German films and extracts from literature. Oral work is very important – you will attend one lesson a week with the German assistant. Grammar is also an integral part of the course, to allow you to become more independent when communicating. Classes are in German as much as possible, so you will have plenty of opportunity to express yourself with confidence and accuracy.

Other skills developed The course will develop your language and study skills and emphasises the practical use of German and the ability to communicate effectively in the spoken and written language. You will also develop your awareness of German speaking culture and society through the use of films, Press and television extracts and the internet.

Career value Germany is our largest and most important business partner in Europe and language skills are increasingly required by employers in a range of different sectors. Some university courses in a variety of subjects offer the chance to continue the study of a language.

Assessment AS (Year 12) Unit 1: Spoken Expressions and Response in German – 10 minutes (30% of AS/15% of A2) Unit 2: Understanding and Written Response in German – 2½ hour exam (70% of AS/35% of A2)

A2 (Year 13) Unit 3: Understanding and Spoken Response in German – 12 minutes (35% of A2/17.5% of GCE qualification) Unit 4: Research, Understanding and Written Response in German – 2½ hour exam (65% of A2/32.5% of GCE qualification)

A student’s view “Studying German at A Level gave me a chance to understand the language beyond verb conjugations and adjectival endings; the rich culture and deep history of Germany was fascinating to learn about, and I can’t wait to carry on studying German at university in September!”

“Studying German at A Level has been a highly enjoyable and rewarding experience. The language assistants have helped me develop a natural affinity for the language, and the teachers always present us with a wide variety of challenges, as well as the resources to meet them. Germany is a massive industrial power nowadays, and its history and language have strong ties with ours, making the study of German highly relevant.”

AS (Year 12) 2 exams: 2 x 1½ hour

A2 (Year 13) 2 exams: 2 x 1½ hour

A student’s view

Government & Politics

“An eye-opening and inspiring course that gives you great knowledge and understanding of the political system.”

Examination board: AQA

“Studying Government & Politics has allowed me to

Course content

fully understand the political system in which we live. I have developed my written skills and have learnt how to put my views across in an effective way.”

AS (Year 12) Unit 1: People, Politics and Participation This module explores political participation and voting behaviour, electoral systems, political parties, pressure groups and protest movements. Unit 2: Governing Modern Britain This module explores the British constitution, Parliament, the core Executive and multi-level governance (local, devolved and EU).

A2 (Year 13) Unit 3a: The Government of the USA This module explores the constitutional framework of US Government, the legislative branch (Congress), the executive branch (the Presidency), and judicial branch (Supreme Court). Unit 4a: The Politics of the USA This module explores the US electoral process and direct democracy, political parties, voting behaviour and pressure groups.

Other skills developed The skills of knowledge, interpretation and evaluation are all examined. The course will develop the capacity of students to deal with complex data from a variety of sources and to organise structured arguments. It offers students the opportunity of dealing in an informed way with the important issues of our time.

Career value Careers in politics, law, management, finance, PR, advertising, research, journalism, civil service, broadcasting, working for pressure groups and voluntary organisations. It is an important academic interest in every university.

Assessment

Two-Year Courses

History Examination board: AQA Course content AS (Year 12) Unit 1: An understanding of change and development over time. - Tsarist and Revolutionary Russia, 1855-1917 Unit 2: An understanding of change over a short period studied in depth. - British Society 1959-1975

A2 (Year 13) Unit 3: The relationship between the State and the People. - The making of Modern Britain 1951-2007 Unit 4: An Historical Enquiry based on an investigation over 100 years into the way Russian Society has been controlled 1905 - 2005

Other skills developed History develops a wide range of transferable skills. Students must learn to discover information using books, periodicals, the press, databases and the internet. They learn to read for meaning, to take useful notes, to memorise relevant details, to construct complex arguments and to illustrate them by referring to specific historical situations. They learn to examine and evaluate the evidence of documents and images. They compare the evidence of historians of conflicting views and try to arrive at their own conclusions as to their reliability. Students learn to present arguments convincingly, both orally and in writing.

Career value The ability to analyse and synthesize information from a variety of sources and present it clearly and convincingly is a key skill in many professions. Education (including postgraduate research and teaching), journalism, media, publishing, politics, law, administration, personnel management and sales and promotion all require the kinds of skills developed in A Level history. It combines very well with law and economics, English and modern languages.

Assessment AS (Year 12) Unit 1: Written paper – 1¼ hours (50% of the total AS marks/25% of the total A Level marks) 2 questions to be answered from a choice of 3 two-part questions. Tests: understanding of change over time.

Unit 2: Written paper – 1½ hours (50% of the total AS marks/25% of the total A Level marks) 1 compulsory two-part, source-based question plus 1 structured two-part question from a choice of 2. Tests: understanding of a significant period of history in depth.

A2 (Year 13) Unit 3: Written paper – 1½ hours (30% of the total A Level marks) 2 essay questions to be answered from a choice of 3. Tests: understanding both in depth and breadth. Unit 4: Historical Enquiry – A personal study of approximately 3500 words along with a critical evaluation of the sources used of 500 words (20% of the A Level marks)

A student’s view “History allows us to look closely at the historical events that have taken place in the world. We are also given the opportunity to empathise with people who are faced with problems (such as war), making our problems appear almost trivial. We are also given the chance to go on numerous visits to places like the University of London, where famous historians give lectures. In addition to this, the lessons also involve us watching videos, which give us a vital insight into the topics we study. We are often given the opportunity to prepare speeches and debates, which I believe helps to develop our understanding of the work. I have found the enthusiasm of the teachers, coupled with the high standards of teaching, have motivated and made me even more keen to learn.”

ICT Examination board: OCR Course content In today’s world, where ICT is constantly changing, individuals will increasingly need technological and information literacy skills that include the ability to gather, process and manipulate data. These skills are now as essential as the traditional skills of numeracy and literacy. The impact of ICT on society is enormous and as the percentage of businesses and households connected to communication networks such as the internet grows, so does the need for individuals who can master and manipulate these new technologies.

GCE ICT encourages you to become discerning users of ICT. It allows you to develop a broad range of ICT skills, knowledge and understanding. This could form a basis for progression into further learning, including progression from AS to A2, and/or employment.

ICT Systems, Applications and Implications – externally assessed ICT Project – internally assessed The internally assessed units are worth 40% of the grade and the externally assessed units are worth 60%.

AS (Year 12) Problem solving, programming, data representation, systems development, computer systems, computer components, machine level architecture, internet and networking protocols, web page construction.

A2 (Year 13) Problem solving, programming concepts, data representation, operating systems, databases, communications and networking. Practical project.

Other skills developed Students will learn the following skills as part of this course: The capacity to think creatively, innovatively, analytically, logically and critically The skills to work collaboratively The ability to apply skills, knowledge and understanding of ICT in range of contexts to solve problems An understanding of the consequences of using ICT on individuals, organizations and society and of social, legal, ethical and other considerations on the use of ICT An awareness of emerging technologies and an appreciation of the potential impact these may have on individuals, organisations and society.

Career value A Level ICT will enable you to either carry on into higher education or to gain employment. Typical degrees that students would follow are: information systems, business and ICT, multimedia development and software development. This course will provide you with a sound ICT background enabling you to be an IT professional and therefore suitable for a variety of roles.

Assessment

Latin Examination board: OCR Course content Latin at AS level continues work on Language, and with a focus on harder prose unseens. The texts are treated with a more literary slant than at GCSE, while greater familiarity with the language increases confidence in the students. At A2 the unseen requirement is more sophisticated and the literary understanding required is broader and more wide ranging. Some sessions may be taught out of school hours. The rewards are great for independent and ambitious students.

Other skills developed Latin is a useful subject for an student of Humanities or Modern Linguist. The Language is the origin of many European languages and helps with a broader understanding of the structure and origins of English. The technical criticism of Classical texts assists other subjects that involve practical criticism. The understanding of an ancient society gives a sense of perspective on modern values that is hard to achieve elsewhere in the curriculum.

AS (Year 12) At AS Level you will study 2 mandatory units which are: Information, Systems and Applications – externally assessed Structured ICT Tasks – internally assessed.

A2 (Year 13) At A2 you will study a further 2 mandatory units which are:

Career value The logical nature of the subject makes Classics graduates highly employable in many areas of business, banking and the Law. Universities look favourably on Latinists from the maintained sector.

Two-Year Courses

Assessment AS (Year 12) Paper 1 Language - Unseen translation of a passage of Latin adapted from the original and a short passage of Cicero with words not in the word list glossed. Paper 2 Latin Prose and Verse. Questions on the two set texts; Ovid Metamorphoses and Cicero Catiline.

A2 (Year 13) Paper 1 Questions on a verse set text (Catullus or Virgil) with a verse unseen from Ovid Elegiacs Paper 2 Questions on a prose set text (Tacitus or Livy) and a harder prose unseen from Caesar. At A2 the unseen requirement is more sophisticated and the literary understanding required is broader and more wide ranging.

Mathematics

Further Mathematics Examination board: OCR Course content At A Level, all students take Further Concepts for Advanced Mathematics (FP1), Further Methods for Advanced Mathematics (FP2), Statistics (S2), Mechanics (M2), Decision Mathematics (D1), and Differential Equations. FP1 and FP2 consider complex numbers, matrices, geometry, calculus and algebra at a higher level than that required by A Level mathematics. Statistics 2 develops the understanding of probability distributions and Mechanics 2 looks at force, work, energy, power, and momentum. Decision Mathematics is based on the use of the modelling cycle in solving problems. Differential Equations extends the work in C4 on the formulation and solution of differential equations.

Examination board: OCR

At AS Level, candidates will take FP1, D1 and S2.

Course content

At AS Level, candidates take C1, C2 and Statistics.

At A Level, all students take Introduction to Advanced Mathematics (C1), Concepts for Advanced Mathematics (C2), Methods for Advanced Mathematics (C3) and Applications of Advanced Mathematics (C4). These modules involve the study of algebra, geometry, trigonometry and calculus. Students also study Statistics (S1) and Mechanics (M1). The Mechanics module considers the mathematics of motion whilst the Statistics module looks at data analysis, probability and the testing of hypotheses. At AS Level, candidates take C1, C2 and Statistics.

Other skills developed This course extends the range of mathematical skills and techniques and provides a foundation for further study in mathematics and related disciplines.

Career value An A Level in mathematics is a highly valued qualification. Many disciplines and careers require a good understanding of mathematics and an ability to apply mathematical skills to solve problems.

Other skills developed This course extends students’ mathematical skills beyond those required at A level and deepens students’ understanding of the essential nature of the subject.

Career value This course is of value to students planning to study mathematics, physics or engineering at degree level. It is also a highly respected qualification in its own right.

Assessment Six modules, each examined by a written paper of 1 hour and 30 minutes and some also require coursework, accounting for 20% of the marks.

A student’s view “Although seen by many as a subject only for the mathematical genius, further maths is really for those who like maths and enjoy a challenge. The extra knowledge and understanding which is gained into the world of mathematics is well worth the hard work.”

Assessment 6 modules, each examined by a written paper of 1½ hours and some also require coursework, accounting for 20% of the marks.

Media Studies Examination board: OCR Course content AS/A2 Media Studies offers students the opportunity to combine a theoretical understanding of the mass media in society and methods for analysing media texts (e.g. television programmes, films, advertising and the press) with the development of practical skills for media production. The balance of theory and practical work means that students will learn about how media industries operate, research and investigate issues and debates about the role of the media in society, analyse texts from a variety of media and produce texts of their own.

Other skills developed The skills of knowledge, interpretation and evaluation are all examined. The course will develop the capacity for students to think and write in a highly critical fashion with a clear understanding for the need for referencing of theoretical ideas and commentary. Throughout the course students will have an opportunity to draw on a range of other academic disciplines including psychology, sociology and business studies. Furthermore, students will become critical consumers of all media text and the various media institutions which produce them.

Career value Many media students go on to do a range of degrees which allow them to eventually go into areas such as teaching, archiving, social and community work, management, or the civil service. For those who do choose to go into one of the media industries it means a great deal more than training for a specific job. Media studies, and related subjects, are of most value in developing a range of abilities, that enable you to understand the most dynamic sectors of the modern economy, offer skills in research, presentation, communication and team-working, plus the ability to think critically and creatively and so become one of the innovators of the future.

Assessment At AS Level, you will be assessed on your media textual analysis skills, your understanding of the concept of representation (using a short unseen moving image extract) and your knowledge and understanding of media institutions and their production processes, distribution strategies, use of technologies and related issues concerning audience reception and consumption of media texts. The examination is two hours (including 30 minutes for viewing and making notes). A coursework unit undertake, apply and present appropriate research. The unit requires candidates to engage with contemporary media technologies, giving them the opportunity for development of skills in these technologies. At A2 Level, students will be assessed on their knowledge and understanding of media concepts, contexts and critical debates, through their understanding of one contemporary media issue and their ability to evaluate their own practical work in reflective and theoretical ways. The examination is two hours. Candidates are required to answer two compulsory questions on their own production work and one question from a choice of six topic areas. Building on practical skills and theoretical knowledge acquired at AS Level, all students will undertake an advanced coursework production.

AS (Year 12) G321: Foundation Portfolio in Media Candidates produce two paired media artefacts from a series of briefs. G322: Key Media Concepts (TV Drama) Candidates gain an understanding of textual analysis, representation, institutions and audiences. or G323: Key Media Concepts (Radio Drama) Candidates gain an understanding of textual analysis, representation, institutions and audiences.

A2 (Year 13) G324: Advanced Portfolio in Media Candidates engage with contemporary media technologies to produce a media portfolio. G325: Critical Perspectives Candidates cover Theoretical Evaluation of Production alongside a study of contemporary media issues.

A studentâ&#x20AC;&#x2122;s view â&#x20AC;&#x153;The course allows students to gain a wide knowledge of the media through a variety of different approaches. It can be through theoretical work enabling you to criticise and analyse different theories in the media or a more hands-on approach by using cameras and other equipment.â&#x20AC;?

Two-Year Courses

standard of performance is Grade 6. Performances may be recorded at any time before May in the A2 year. Unit 5: Composition and Technical Study (15%) Students complete two tasks – either two compositions, two technical studies or one of each. Both compositions and technical studies are completed under controlled conditions. Students have 14 hours maximum to complete their composition and a maximum of 3 hours to complete the technical study. Unit 6: Further Musical Understanding (20%) Students study repertoire from 2 areas of study, Applied Music and, continuing from their AS studies, Instrumental Music. Students are tested on 3 components; aural analysis (listening), music in context (written responses) and continuity and change in Instrumental Music (essay). This component is assessed by a two-hour exam in June.

Music Examination board: Edexcel A strong recommendation is that all students understand theoretical concepts up to Grade 5 Associated Board level.

Course content / Assessment AS (Year 12) Unit 1: Performing Music (15%) Students have the opportunity to develop their skills as a soloist and/or part of an ensemble and submit a 5-6 minute recording of their performances in any musical style. The expected standard of performance is Grade 5. Performances may be recorded at any time before May in the AS year. Unit 2: Composing (15%) Students submit a 3 minute composition according to a brief chosen from a selection of four different topics. Students also write a sleeve note to describe aspects of their final composition and explain how other pieces of music have influenced it. Both the composition and sleeve-note are completed under controlled conditions (16 hours in total) Unit 3: Developing Musical Understanding (20%) Students study repertoire from 2 Areas of Study, Instrumental Music and Vocal Music. Students are tested on 3 components; aural analysis (listening), investigating musical styles (written response) and understanding chords and lines (analysis and harmonisation). This unit is assessed by a two-hour exam in June.

A2 (Year 13) Unit 4: Extended Performance (15%) Students extend their skills as a soloist and/or part of an ensemble and submit a 12-15 minute recording of their performances in any musical style. The expected

Other skills developed Aural perception (listening) Practical (performance) Creative (composing) Interpretative Analytical Factual Conceptual Evaluative Aesthetic and cultural development Social (ensemble performance)

Career value These courses would be of value if you were considering one of the following careers: professional musician (performer), working with sound/music technology, composer/arranger, conductor, career embracing the expressive arts, e.g. musical theatre, music teacher, primary school teacher, music librarian, arts administrator.

A student’s view “Music is a valuable and enjoyable subject for any instrumentalist or vocalist to take. The syllabus helps develop skills in many areas. The A Level is more theory based than the AS Level and requires a higher performance standard. The AS Level, however, is a useful qualification and a good experience. The Music Department has a friendly and hard-working atmosphere.” “I chose to do A Level Music at Graveney as all the teachers are very friendly and all the extra-curricular activities are great!”

Philosophy Examination board: AQA Course content The philosophy course incorporates an in-depth exploration of philosophical questions and themes as well as a detailed study of a choice of key texts. The first year of the course introduces students to a number of key philosophical themes which provide a broad introduction to the study of philosophy. Topics will be chosen from the list below. The AS specification has 2 units:

Unit 1: An Introduction to Philosophy 1 Topic list Knowledge of the External World Why should I be Governed? Why should I be Moral? The Idea of God Persons

Unit 2: An Introduction to Philosophy 2 Topic list Reason, Experience and Justification Tolerance The Value of Art God and The World The Debate over Free Will and Determinism At A2, the specification enables candidates to further develop their understanding of key philosophical concepts, themes, texts and techniques. Candidates will be given the opportunity to specialise further, selecting two themes to study in depth and focusing on philosophical problems through the study of a key text. Problem areas relate directly to other areas of the specification and candidates will be able to draw on, develop and apply material from both the AS and A2 modules. The A2 specification has 2 units:

Unit 3: Key Themes in Philosophy Topic list Philosophy of Mind Political Philosophy Epistemology and Metaphysics Moral Philosophy Philosophy and Religion

Unit 4: Philosophical Problems Topic list Hume Plato Mill Descartes Nietzsche

Other skills developed This course will provide students with a wide range of knowledge and understanding of key ideas which

continue to influence modern society. The ability to develop and sustain a coherent argument and to examine ideas critically and logically are integral to the course.

Career value The study of philosophy is an excellent preparation for any degree course in the sense that it examines the foundations of human knowledge and develops critical thinking skills. Coherent argument and logical thought are also highly valued by employers.

Assessment AS (Year 12) Unit 1: Written paper – 1½ hours – 90 marks (50% of AS marks/25% of A Level marks) The question paper consists of 5 questions: 1 question on each theme. Each question consists of 2 parts worth 15 and 30 marks. Candidates must answer 2 questions. Unit 2: Written paper – 1½ hours – 90 marks (50% of AS marks/25% of A Level marks) The question paper consists of 5 questions: 1 question on each theme. Each question consists of 2 parts worth 15 and 30 marks. Candidates must answer 2 questions.

A2 (Year 13) Unit 3 Written paper – 2 hours – 100 marks (60% of A2 marks/30% of A Level marks) The question paper consists of 5 sections: 1 on each theme. Each section contains 2 questions. Each question is worth 50 marks. Unit 4: Written paper – 1½ hours – 60 marks (40% of A2 marks/20% of A Level marks) The question paper consists of 5 sections: 1 on each text. Each section contains 1 compulsory question worth 15 marks followed by 2 essay questions. Candidates must choose 1 section and answer the compulsory question and 1 essay question. The compulsory question is worth 15 marks and the essay questions are worth 45 marks.

A student’s view “Philosophy is probably the most thought provoking course I have ever done. Not for the faint-hearted, it is a subject which challenges your intellect, your prejudices and your ideas about everything conceivable, with vigour and flair.”

Two-Year Courses

Photography Examination board: Edexcel Course content The main purpose of any course in photography is to develop your ability to appreciate the visual world, respond in a personal and creative way and perhaps even contribute for the benefit of everyone. The skills you will develop will be varied. Among them, you will develop a working knowledge of materials, practices and technology within photography. You will develop the skills to interpret and convey your ideas and feelings using photography. You will develop your imaginative and creative powers and your experimental, analytical and documenting skills. You will also develop a specialist vocabulary and the knowledge and understanding of the place of photography in history and in contemporary society. What kind of student is this course suitable for? Students who wish to undertake further studies in photography, usually at art college or further education. Students who are looking to take up careers for which a photography background is relevant. These might include advertising and publishing. Students who have an interest in and aptitude for the subject, but who do not intend to take the subject beyond the AS or A Level.

Career value There are many careers in photography. Most of these require further study at an art school, further education college or university. If you are unsure about whether to make a career of the subject, the best thing to do is to speak to your art teacher who will know about the courses on offer in your area or elsewhere. At present most students wishing to take photography further will go on to do a one year foundation course at an art college or college of further education before applying to degree courses in more specialist areas of photography.

Assessment AS (Year 12) Unit 1: Photography Coursework (60% of AS/30% of Advanced GCE) Internally set, Internally marked, Externally moderated Unit 2: Photography, Externally set assignment (40% of AS/20% of Advanced GCE) Externally set, Internally marked, Externally moderated

A2 (Year 13) Unit 3: Photography Coursework: Practical work, Personal study (30% of Advanced GCE) Internally set, Internally marked, Externally moderated Unit 4: Photography, Externally set assignment (20% of Advanced GCE) Externally set, Internally marked, Externally moderated

Physical Education and Sports Studies Examination board: AQA Course content AS (Year 12) Unit 1, PHED1: Theory â&#x20AC;&#x201C; Opportunities for and the effects of leading a healthy and active lifestyle In this unit, students will learn about applied exercise physiology, skill acquisition and opportunities for participation. Unit 2, PHED2: Practical â&#x20AC;&#x201C; Analysis and evaluation of physical activity as a performer and/or in adopted role/s. Candidates will be expected to perform, analyse and evaluate the execution of core skills/techniques in isolation and in structured practice as either a player/ performer and in an adopted role or two adopted roles as coach and/or official.

A2 (Year 13) Unit 3, PHED3: Theory – Optimising performance and evaluating contemporary issues within sport Students will explore how exercise physiology can optimize performance; how application of psychological knowledge can optimize performance and how contemporary issues impact on sport and the performer Unit 4, PHED4: Practical – Candidates perform, analyse and evaluate their own performance, identify weaknesses, and suggest causes for appropriate corrective measures.

Other skills developed Physiological, biomechanical and psychological factors which improve and optimise performance Socio-cultural effects on participation in physical activity and their influence on performance Analysis and evaluation of factors which improve and optimise performance Factors affecting the nature and development of elite performance Synoptic evaluations

Career value A physical education qualification can lead to further and higher education, careers in the leisure industry, journalism, sponsorship, media, coaching and teaching. Examples of university courses pursued this September by those who have undertaken AS/AL PE include: Physiotherapy Sports Science and Physiology (Leeds University) Physical Education (teaching) (Chichester University) Engineering (Imperial College London)

Assessment AS (Year 12) Unit 1: 2 hour exam (60% of AS/30% of A2) Unit 2: Internal assessment with external moderation (40% of AS/20% of A2)

A2 (Year 13) Unit 3: 2 hour exam (60% of AS/30% of A2) Unit 4: Internal assessment with external moderation (40% of AS/20% of A2)

A student’s view

“The new A level physical education course provides students with the opportunity to study sport and exercise in a much more academic, scientific way. It is also great that I can be accredited for both my practical abilities and my passion for all things to do with sport!”

Physics Examination board: AQA Course content AS (Year 12) Unit 1, PHYAI: Particles, quantum phenomena and electricity – June examination Unit 2, PHYA2: Mechanics, materials and waves – June examination Unit 3, PHA3X: Investigative and Practical skills AS

A2 (Year 13) Unit 4, PHYA4: Fields and further mechanics – January examination Unit 5, Turning Point in Physics – June examination Unit 6, PHA6X: Investigative and practical skills A2

Other skills developed By studying physics you will learn to think in an analytical way, learn how to structure logical arguments, develop your powers of expression, both orally and on paper, develop your manipulative skills, experience dealing with unfamiliar instrumentation and develop your mathematical and IT skills.

Career value People with physics qualifications are found in a wide variety of occupations. Physics is used in engineering (aeronautical, civil, electronic, electrical, mechanical), medical areas such as optics and medical physics, meteorology, geo-physics, computing, aerospace, power and transport industries, the development of new materials, alternative energy, noise control and many more. The career value of physics is exceptional, and is highly regarded by most, if not all, institutions.

Two-Year Courses

Assessment

Career value

AS (Year 12)

Professional training in psychology, teaching, social work, nursing, business, advertising/market research and sport consultancy.

Two examination modules and practical examination.

A2 (Year 13) Two examination modules and practical examination.

Assessment

A student’s view

AS (Year 12)

“Physics is an exciting, fast-moving subject. It involves learning about the physics of the tiniest particles to the physics of the universe itself. At Graveney, physics is taught in a stimulating way using experimental evidence and mathematical methods. The department has a friendly atmosphere and, above all, excellent teachers.”

Unit 1 (PSYA1): Cognitive Psychology, Developmental Psychology and Research Methods 1½ hours (50% of the total AS marks/25% of the total A2 marks) Structured compulsory questions based on Cognitive Psychology (Memory Models), Developmental Psychology (Attachments) and Research Methods. Questions include short answer, stimulus materials and one 12 mark question requiring extended writing in which QWC will be assessed. Unit 2 (PSYA2): Biological Psychology, Social Psychology and Individual Differences - 1½ hours (50% of the total AS marks/25% of the total A2 marks) Three compulsory structured questions one based on the Biological Psychology (Stress) content, one based on Social Psychology (Social Influence) content and based on the Individual Differences (Abnormality) content. Questions include short answer, stimulus material and one 12 mark question requiring extended writing in which QWC will be assessed.

Psychology Examination board: AQA Specification A Course content AS Cognitive Psychology - Memory Models of memory and memory in everyday life Development Psychology - Early Social Development Attachment and attachment in everyday life Research Methods and techniques Biological Psychology - Stress Stress as a bodily response and stress in everyday life Social Psychology - Social Influence Social influence, obedience and conformity and social influence in everyday life Individual Differences - Psychopathology (Abnormality) Defining and explaining and treating psychological abnormality

A2 January Relationship, Agression and Eating behaviour

A2 June The psychology of addictive behaviour, Psychological Research & Scientific Method & Psychopathology

Other skills developed Psychology produces students who have developed sophisticated analytical skills, are computer literate and have a deep understanding of individual, cultural and social issues. The nature of the subject encourages students to develop their own interpersonal and communication skills – all essential for the modern world.

A2 (Year 13) Unit 3 (PSYA3): Topics in Psychology - 1½ hour (25% of the total A Level mark) Three essay-style questions chosen from eight topics (Teachers will select three topics to teach from the option list below): (a) Relationships (b) Aggression (c) Eating behaviour Unit 4 (PSYA4): Psychopathology, Psychology in Action and Research Methods 2 hours (25% of the total A Level mark) Three sections Psychopathology: 1 essay-style question chosen from 3. QWC will be assessed in this essay. Psychology in Action: 1 question chosen from 3. Research Methods: One compulsory structured question.

A student’s view This course will interest scientists as well as humanities orientated students. It will interest students who enjoy the challenge of dealing with complex data in the light of fascinating insights into the human mind. Psychology is a real cross-disciplinary challenge.

Religious Studies Examination board: Edexcel Course content AS (Year 12) Unit 1: Foundations Students study the foundations of Philosophy of Religion and Ethics Students can answer with reference to any religious or non-religious stance provided the material is relevant. - Philosophy of Religion A study of philosophical arguments about the existence of God The argument from design The cosmological argument A study of the selected problems in philosophy of religion A study of evil of suffering A study of the philosophical debates about miracles - Ethics A study of ethical concepts The relationship between religion and morality Utilitarianism Situation ethics - A study of ethical dilemmas Issues of war and peace Sexual ethics Unit 2: Investigations This unit has an enquiry-based approach to teaching and learning, and is made up of seven areas of study. This unit provides for a balance of teacher-directed and more independent student enquiry. It offers a choice between these methods of teaching and learning by giving students the opportunity to undertake individual research into a topic in which they are particularly interested. This will enable students to study independently and to use, and evaluate, a wide range of source material.

A2 (Year 13)

Unit 3: Developments This unit has been designed to build on the knowledge, understanding and skills developed in Unit 1: Foundations. - Philosophy of Religion Candidates may answer with reference to any religious or non-religious stance, provided the material is relevant to the question. 1. A study of philosophical arguments about the existence of God: Religious experience – key concepts, strengths and weaknesses Ontological – key concepts, strengths and weaknesses Non-existence of God and critiques of religious belief

2. A study of selected problems in the philosophy of religion: Beliefs about life after death: reincarnation; rebirth; resurrection; immortality of the soul. A study of religious language: analogy; language names; myth and symbol; verification and falsification debate. - Ethics 1. A study of ethical concepts Critiques of the relationship between religion and morality Deontology, natural moral law, virtue ethics – key concepts, strengths and weaknesses 2. A study of selected problems in ethics Meaning and definition of ethical terms with reference to ‘is/ought’ and debates about ‘good’, emotivism Objectivity, relativism, subjectivism Justice, law and punishment

Assessment AS (Year 12) Unit 1: Foundations. 1¾ hour exam. Students must complete 3 essays Unit 2: Investigations 1¼ hour exam. Students must answer 1 question on a topic that they have researched as part of the course

A2 (Year 13) Unit 3: 1¾ hour exam. Students must answer 3 essays. Unit 4: Implications Students will consider, examine or discuss: - consequences of holding certain opinions, views or beliefs, including their own - how a particular belief or value could affect other people, either for good or ill - how other people’s lives might be affected if a certain belief were widely held or if a certain value were widely applied Within the context of the specification, students will consider implications in terms of how far particular beliefs and values might affect people’s understanding or awareness, including their own, of - Religion - Human experience 1¼ hour exam. Students must answer 1 question

Other skills developed The AS and A2 in Religious Studies encourages students to: Develop an interest in and enthusiasm for a rigorous study of religion. Treat the subject as an academic discipline by developing knowledge and understanding appropriate to the study of religion.

Two-Year Courses

Use an enquiring, critical and empathetic approach to the study of religion.

Career value The subject is good preparation for a career in education (including post-graduate research and teaching), journalism, media, religious vocations. Religious Studies produces students who have an enquiring mind, an appreciation of different viewpoints, an ability to come to clear, balanced decisions. These skills are highly valued by employers.

A student’s view “Religious Studies at A Level has a very positive atmosphere, as the class is on a very one-to-one basis. The teachers treat you as though you are an individual, which makes it very easy to go to them and ask for help. This year at A Level, we have been studying philosophy as well as ethics and morals, both of which are very well taught and allow you to think properly for yourself. Religious Studies allows you to open your mind to possibilities and opinions which you may never had looked at or thought of before. Religious Studies also ties in with other subjects that you might be taking, for example it has a very strong link with the English literature text that I am studying, and it also links well with psychology. In this way, Religious Studies enables you to look at all of your other lessons in a different light.”

Sociology Examination board: AQA Course content AS (Year 12) Unit 1, (SCLY1): Families and households Students will explore areas such as changes patterns of marriage, cohabitation, separation; changes in the status of children in the family and society. Unit 2 (SCLY2): Education with research methods Students will explore areas such as differential educational achievement of social groups by social class, gender and ethnicity; teacher/pupil relationships, pupil subcultures; the application of sociological research methods to the study of education. Unit 3 (SCLY3): Beliefs in society Students will explore areas as the relationship between religious beliefs and social change and stability; religious organisations, including cults, sects, denominations, churches and New Age movements; the significance of

religion and religiosity in the contemporary world, including the nature and extent of secularisation in a global context. Unit 4 (SCLY4): Stratification & differentiation with Theory & methods Students will explore areas such as stratification by social class, gender, ethnicity and age; dimensions of inequality: class, status & power; differences in life-changes by social class, gender ethnicity, age & disability; the nature, extent & significance of patterns of social; the connections between sociological theory & methods and the study of stratification and differentiation.

Assessment AS (Year 12) Unit 1: Written paper - 1 hour (40% of the total AS marks, 20% of the total A Level marks) Unit 2: Written paper - 2 hours (60% of the total AS marks, 30% of the total A Level marks)

A2 (Year 13) Unit 3: Written paper - 1 hour 30 minutes (20% of the total A Level marks) Unit 4: Written paper - 2 hours (30% of the total A Level marks)

Other skills developed The broad and multi-disciplinary nature of sociology and its application to a wide range of current issues call upon candidates’ abilities to demonstrate the transferability of their knowledge and understanding.

Career value Teaching, Social Services, local and central government administration, NHS management, the voluntary sector, general management, especially human resources, and, increasingly, Medicine and Law.

A student’s view “I decided to do Sociology as an A Level because it offers me a greater understanding of society around me and through this I can learn and appreciate other views in order to obtain and respect other opinions. It helps you to stand back from society and to try to understand what is really going on.”

Assessment AS (Year 12) Unit 1: Spoken Expressions and Response in Spanish – 10 minutes (30% AS/15% A2) Unit 2: Understanding and Written Response in Spanish – 2½ hour exam (70% AS/35% A2)

A2 (Year 13) Unit 3: Understanding and Spoken Response in Spanish: 12 minutes (35% A2/17.5% of GCE qualification) Unit 4: Research, Understanding and Written Response in Spanish – 2½ hour exam (65% of A2/32.5% of GCE qualification)

A student’s view

Spanish Examination board: Edexcel Course content The course is topic based and deals with the following broad issues: Youth Culture and Concerns Lifestyle: Health and fitness The world around us: travel, tourism, environmental issues and the Spanish speaking world Education and employment In addition, at A2 Level, you will have the opportunity to research customs, traditions, literature and the arts. A lot of authentic material is used, including newspapers, magazines, film and regular access to the Internet. Oral work is very important – you will attend one lesson a week with the Spanish assistant. Grammar is also an integral part of the course, to allow you to become more independent when communicating. Classes are in Spanish as much as possible, so you will have plenty of opportunity to express yourself with confidence and accuracy. You will also be encouraged to attend plays and films in Spanish, as well as conferences based on the topics we cover.

Other skills developed The skills of listening, reading, writing and oral work (conversation and discussion) and the development of knowledge of Spanish and Latin American issues.

Career value Spanish is now almost as widely spoken as English in the world. As companies are looking to recruit young people with language skills, Spanish is the obvious first choice!

“Although AS Level Spanish is a big step from GCSE, you will soon adapt. The course is designed to build on the skills you’ve already acquired for speaking, listening, reading and writing, but also to introduce new aspects such as using the internet and learning about the cultural lifestyles in Spain and Latin America, giving you a taste of the country, and plays and lectures. I strongly urge you to take this subject if you enjoy Spanish and are interested in broadening your awareness of the culture. It’s exciting, fun and full of flavour!”

Technology The following two routes are offered, of which students may study ONE.

(a) Product Design: Resistant Materials Technology or Graphic Product Examination board: Edexcel Course content AS (Year 12) Unit 1: Portfolio of Creative Skills (60% of total AS mark) Students are given the opportunity to develop their creative, technical and practical skills. Students will produce one portfolio with three distinct sections which will demonstrate their creativity and flair when investigating, designing and making product(s). Unit 2: Design and Technology in Practice In this unit students will develop a knowledge and understanding of a wide range of materials and processes used in the field of design and technology.

Two-Year Courses

A2 (Year 13) Unit 3: Designing for the Future In this unit students will develop their knowledge and understanding of a range of modern design and manufacturing practices and contemporary design issues. The modern designer must have a good working knowledge of the use of ICT and systems and control technology in the design and manufacture of products. They must also be aware of the important contributions of designers from the past which may provide inspiration for the future Unit 4: Commercial Design (60% of total A2 mark) In this unit students are given the opportunity to apply the skills they have acquired and developed throughout this course of study, to design and make a product of their choice that complies with the requirements of either a resistant materials technology product or a graphic product, depending on the route they are studying. In order to reach high attainment levels, students must adopt a commercial design approach to their work, reflecting how a professional designer might deal with a design problem and its resolution. A key feature of this unit is that students consider issues related to sustainability and the impact their product may have on the environment. A student may choose to design and make a sustainable product, but if they do not, they should still consider the issues of sustainability at relevant points in their designing and making activities. Sustainable issues include materials production and selection, manufacturing processes, use of the product and its disposal/recycling.

Other skills developed The course is essentially practical in nature, hence knowledge and understanding is acquired in order to apply it to the solution of practical problems, which arise from everyday life and commercial contexts. Students develop and sustain their own innovation, creativity and technology capability to produce high quality products. They develop an awareness and understanding of product design and technological activity for a historical perspective and in current practice. Pupils gain essential knowledge of production and industrial practices by studying those who work in the world of design.

Students use ICT to enhance their design and technology capability. They develop evaluation skills in order to become informed and discerning consumers.

Career value The course provides skills and knowledge relevant to those who are interested in working in the field of design, particularly product design, graphic design, three dimensional design, industrial design, furniture design, architecture and many more. It provides a sound basis for further study in Design and Technology. Students develop skills that contribute to an excellent portfolio of work. Many students have used their portfolios to successfully get on to Art Foundations.

Assessment AS (Year 12) Unit 1: Portfolio of Creative Skills (60% of the total AS marks) This unit is internally set and marked by the centre and externally moderated by Edexcel. Unit 2: Design and Technology in Practice 1Â˝ hour exam â&#x20AC;&#x201C; set and marked by Edexcel (40% of the total AS marks) The paper will be a question and answer booklet, consisting of short answer and extended writing type questions, all of which are compulsory

A2 (Year 13) Unit 3: Designing for the Future 2 hour exam paper set and marked by Edexcel. The paper will be a question and answer booklet, consisting of short answer and extended writing type questions, all of which are compulsory. Unit 4: Commercial Design (60% of total A2 mark) The unit is internally set and marked by the centre and externally moderated by Edexcel. Students are given the opportunity to design and make a product of their choice. This unit results in the development of an appropriate product supported by a design folder.

(b) Product Design: Textiles Examination board: AQA Course content At AS, students will have the opportunity to study and work with a wide variety of fabrics and components

A2 (Year 13)

used in the design and making of textile products. Candidates will work in both two and three dimensional forms. They will gain an understanding of industrial and commercial practices within the area of design and manufacture.

AS (Year 12) Unit 1: Materials, Components and Application - Source and classification of the main fibre groups - Yarn types and properties and the blending and mixing of fibres - Fabric manufacture: woven, knitted, nonwovens and smart materials created to provide specific properties - Fabric finishes and surface decoration - Product components - Industrial and commercial practice, manufacturing systems, ICT application, pattern drafting, product manufacture and environmental concerns - Development of design, design in practice, communication methods and design in the human context Unit 2: Coursework â&#x20AC;&#x201C; Learning Through Designing and Making - Written (or electronic) design portfolio - Manufactured outcome(s) - A revised Candidate Record Form - Coursework may take a number of forms; a single design-and-make product, two smaller projects and/or a portfolio of work

At A2, the specification offers candidates the opportunity to further develop the knowledge and practical skills from AS. Candidates will continue to design and manufacture exciting textile products alongside an understanding of the processes and procedures of commercial textile manufacture. The A2 specification has 2 units: Unit 3: Design and Manufacture Candidates will cover a number of areas: - testing and comparing the relative merits of fabrics in relation to their intended use - manipulating and combining fabrics - major developments in textiles technology - product life cycles and fashion cycles - design in the human context - industrial and commercial practice, fabric manufacture and product manufacture Unit 4: Coursework â&#x20AC;&#x201C; Design and Making Practice In this unit students are given the opportunity to select a problem/situation before setting their own objectives related to the design issues and manufacture of a product. Candidates will be expected to research and investigate the problem and a total of approximately 60 hours should be allocated to the complete design and make activity. The coursework task is synoptic in nature and should consider all aspects of the specification. The final design folder and manufactured outcome is assessed against six assessment criteria and submitted, with a revised Candidate Record Form, indicating where the various assessment criteria have been addressed, for moderation. In order to reach high attainment levels, students must adopt a commercial design approach to their work, reflecting how a professional designer might deal with a design problem and its resolution.

Two-Year Courses

Pupils gain essential knowledge of production and industrial practices by studying those who work in the world of textile and fashion design. Students use ICT, Speedstep to enhance their design and technology capability. They develop evaluation skills in order to become informed and discerning consumers.

Career value The course provides skills and knowledge relevant to those who are interested in working in the field of design, particularly textile design, graphic design, interior design, fashion merchandising and buying and many more. It provides a sound basis for further study in Design and Technology. Students develop skills that contribute to an excellent portfolio of work. Many of the students continue into higher education and study Fashion Foundation courses, degrees in fashion promotion and marketing and primary school teaching.

Assessment AS (Year 12) Unit 1: Materials, Components and Application Written paper – 2 hours (50% of the total AS marks/25% of the total A Level marks) This paper is based primarily on Materials and Components Consisting of 3 sections Section 1 contains compulsory limited response questions Section 2 offers a choice of 1 question from 2 Section 3 contains 1 compulsory question There are 80 marks for Unit 1 This unit is externally set and marked by the AQA centre Unit 2: Coursework – Learning Through Designing and Making Coursework – approx. 50 hours (50% of the total AS marks /25% of the total A Level marks). There are 80 marks for Unit 2.

A2 (Year 13) Unit 3: Design and Manufacture Written paper – 2 hours (25% of the total A Level marks) This paper is based primarily on Design and Manufacture. It is the Synoptic paper. Consisting of 2 sections (with 3 questions in each section) with a choice of 3 questions from 6. Candidates are required to answer 1 question from each section and also a final question from either section. This written paper will include sufficient synoptic assessment to test the candidates’ understanding of the connections between the different elements of the subject

and their holistic understanding of the subject. There are 84 marks for Unit 3. Unit 4: Commercial Design Coursework – Design and Making Practice The unit is internally set and marked by the centre and externally moderated by AQA. Coursework – approx. 60 hours (25% of the total A Level marks) Written (or electronic) design folder Manufactured Outcome A revised Candidate Record Form Candidates submit evidence of a single, substantial designing and making activity There are 85 marks for Unit 4

BTEC Level 3 Diploma in Applied Science Examination board: Edexcel Course content BTEC Nationals are qualifications that are designed to develop and extend specialist work-related knowledge and practical skills qualifications in a range of sectors. BTEC Level 3 Applied Science offers a stimulating and engaging programme for students who would like to pursue a career in science-based industries and organisations. The course will provide students with the opportunity to gain an understanding of the basic principles of science, learning how to undertake a scientific investigation and develop the skills necessary to work in a science laboratory. This course is broadly equivalent to two GCE A levels.

Career value The course is a nationally recognised qualification that can lead to career opportunities in employment for which science is important. Upon completion students could follow a degree course in applied Sciences, Biomedical Sciences or other related disciplines or take up employment in laboratory work, industry, health care or other jobs offering further training.

Assessment All units are 100% assignment based, with no formal examinations. Clear objective criteria are used to assess competency in all the key science areas and students will be able to see how their achievements build up as the course proceeds. There will be plenty of opportunity to show progress.

The first year of the course comprises 6 mandatory units, as follows: Fundamentals of Science Working in the Science Industry Scientific Investigations Scientific Practical techniques Perceptions of Science Using Mathematical Tools in Science

In the second year students will study a number of specialist optional units which could include the following: Mathematics for Science Technicians Statistics for Science Technicians Medical Physics Techniques Physiology of Human Body Systems Physiology of Human Regulation and Reproduction Biochemical Techniques Informatics for Science

A further four optional units must be covered to make up the remaining 40 credits. These are available from a range of choices and some of the possibilities are: 1. Managing Networks 2. Software Design & Development 3. E-commerce 4. Communication Technologies 5. Event Driven Programming 6. Website Production 7. Web Server Scripting 8. Human Computer Interaction 9. Project Planning with ICT 10. Digital Graphics 11. Multimedia Design 12. Computer Game Design 13. ...and much much more Units are assessed through creating a portfolio of work, which is internally marked and then moderated.

BTEC Level 3 Subsidiary Diploma in ICT

Extended Project Qualification (EPQ)

Examination board: Edexcel

Course content

This BTEC course develops and extends existing specialist work-related key knowledge and practical skills required in the ICT sector. The BTEC Level 3 Subsidiary Diploma offers an engaging programme for those who are clear about entering the ICT sector as a possible area of employment. The course gives students the opportunty to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life. It is broadly equivalent to one GCE A Level.

Extended Project is an exciting new qualification that puts you in control, giving you the chance to explore something that really interests you. It is worth half an A ‘level and like the A ‘level, the grades awarded go up to A*. It will earn you extra UCAS points and teach you skills that are valued by universities and employers.

Career value The course can lead to career opportunities in ICT related jobs or related degrees in this area, such as Multimedia Systems, Web Design, Information Systems, Project Development etc.

Assessment The course comprises ‘units’ of work. Each unit is equivalent to a number of credits. In order to achieve the award, you must obtain 60 credits; twenty of those will come from the mandatory units which are:

1. Communication & Empolyability skills for IT 2. Computer System

The Extended Project has no exams, so if you are self-motivated and organised, and enjoy working independently, whether in a practical way, like designing or performing, or researching, investigating and writing, and achieved mainly A’s or A*’s in your GCSE’s - then the Extended Project may be for you. You can learn more about something that interests you; investigate a controversial topic; expand your knowledge of one of your advanced subjects; gain practical skills that will help you in Higher Education and the workplace. However, you are not allowed to submit work which has or will be assessed for any other exam for your Extended Project.

One-Year Courses

For the Extended Project, there are four types of Project to pick from:

One-Year Courses

Write a dissertation Produce an artefact, like a sculpture, model or DVD Develop and showcase a performance (sport, drama or music) Conduct an investigation/field study

General Certificate of Secondary Education

Skills developed The Extended Project aims to support you with the transition to Higher Education or into the world of work. It provides opportunities for the development of critical, reflective, problem-solving and independent learning skills through the planning, research and evaluation of a selfselected project. There will also be some technical skills developed specific to the type of project chosen.

Career value The skills you learn to complete your Project will be useful whether you want to go into higher education, or get a job. Extended Project earns you UCAS points so if the university offer stipulates the points total you need, rather than A level grades, then this extra qualification could help.

Assessment The Extended Project is assessed through coursework. You will be assessed on: How well you can plan and manage your work How you conduct and used research The range of skills you develop and use to achieve what you set out to do How effectively you can present your own findings and review your own work

A student’s view “The best thing about it is the way we can learn and work at what interests us.” “I’ve learnt a lot about self-motivation through this work.” “I feel proud that my project is totally my own research and work.” “No other course gives such scope for individuality and originality.”

Students who achieved below grade C in English and/or Maths may need to improve their grade in order to fulfil their higher education and career aspirations.

English GCSE Foundation and Higher Tiers Examination board: AQA Course content There is a range of prescribed reading including poetry, Shakespeare, non-fiction and media texts. Students will write in different styles and for different purposes. There will be varied opportunities for different kinds of oral work.

Skills developed The course will further develop students’ skills of speaking and listening, reading and writing. As well as continuing to develop a range of writing styles, students are encouraged to improve their technical accuracy and grasp of standard English.

Career value A pass at GCSE English is a requirement for the vast majority of jobs and further courses of study. Many employers and colleges require a pass at C or above. Many students following this course aim to improve on grades previously gained.

Assessment Students will sit 2 examinations and produce a portfolio of coursework which will include speaking and listening. Coursework is teacher assessed and externally moderated.

Examination entry Students’ chances of improving on their previous GCSE grade will be assessed at the end of the first term and entry advice given accordingly.

A student’s view “GCSE English retake is fast paced and informative. A high level of reading, writing and speech is attainable from this subject. The environment is friendly and the

work is compelling...the department here are very helpful and highly experienced. I’m improving on my skills each lesson, and I think I have achieved a lot this year. English has given me a broad view and a more mature look on life.”

Mathematics GCSE Examination board: Edexcel Course content

The awarding structure is as follows: First Award = 1/2 GCSE Award = 1 GCSE First National Certificate = 2 GCSEs The optional units studied are divided into 20 hour units. The units chosen will depend on the resources available and the areas of expertise of staff delivering the course and possibly students’ prior experience.

The course covers the content of the national curriculum in mathematics, including number, algebra, shape, space and measure, and data-handling.

Unit topics include Web Page Design, Digital Imaging, Multimedia Products, Spreadsheets, Databases and Creating computer graphics.

Skills developed

The whole course is portfolio based and is internally assessed with an external moderator overseeing the quality of moderation.

The course aims to develop students’ knowledge and understanding of mathematical concepts, together with their ability to apply this knowledge in a variety of contexts.

Career value

The final qualification awarded is dependent on the number of units completed.

A GCSE in mathematics is seen as a valuable qualification for all courses in further education and for employment, and is often an essential requirement.

This course is designed to help students interested in ICT gain access to higher qualifications at FE college once they complete this course and achieve satisfactory grades in their core GCSEs.

Assessment

Enrichment Courses

There are 2 examinations. One of the papers is ‘no calculator allowed’.

Employability Skills

Examination entry Students will sit the Foundation Tier exam.

A student’s view “The teaching of the course is very focused, with plenty of opportunity to talk to teachers outside lessons, and the after-school sessions can be very helpful if we need help between lessons.”

OCR First Award/Award/ First National Certificate in ICT Examination board: OCR Course content

processing, desk top publishing, spreadsheets and databases.

This modular course is a one year intensive ICT modular qualification at level 2. There is a core module that all candidates must complete – ICT Skills for Business – which covers using basic ICT software such as word

The basic skills (communication, literacy, application of number and information technology) may be acquired through students’ main areas of study. The wider employability skills (team working, selfmanagement and problem solving) are considered by higher education institutions and by employers to be of considerable value. Students who involve themselves fully in their studies and who make use of other opportunities available to them in the Sixth Form (e.g. acting as a prefect, target setting, involvement in extra curricular activities) will develop these skills to a high level. Out of school activities such as volunteering in the community, part time work, sport, music, etc. will provide further opportunities to develop these worthwhile skills. Many universities have stated explicitly in their admissions policies that they place great importance on the higher employability skills. The Sixth Form team will support students fully to enable them to identify, develop and provide evidence of these skills. Tutorial time will be set aside to enable you to document the skills you have gained. This will enhance the quality of your University application.

Enrichment Courses

The CAS Programme – Creativity, Action, Service The Sixth Form has an extra curricular programme of activities designed to encourage and support you in developing skills and experience beyond the academic curriculum. This is an inclusive and proactive programme developed to allow you to participate in a range of experiences that will help you develop the confidence, skills and experience looked for by future employers and university admissions tutors. You will engage in a number of experiences related to involvement in the community, physical activities and social interaction. The programme is divided into two modules, one in the Autumn Term and one in the Spring Term. There will be opportunities to develop skills such as basic life saving techniques, for eating well on a student budget, or to gain experience as a mentor. There are many opportunities to improve your physical and mental well-being through a wide range of physical activities. There is the opportunity, if you are prepared to invest some extra time, to achieve coaching awards in several sporting areas. The formal CAS period takes place on one afternoon a week. If you do not have academic lessons during this period it is a requirement of your Sixth Form contract that you take part in one of these activities. Many students use this merely as a starting point and get involved in the community volunteering and taking part in cultural activities to a much greater extent, and these opportunities are also open to those who are not able to benefit from the formal period due to academic commitments. The value of this type of experience lies in developing the wider employability skills and personal qualities, such as problem solving, team working, self-management and communication skills, which are looked for by employers and university admission officers. You will have the chance to record and monitor your activities and so take credit for the huge contribution many of the Sixth Form make to the school and local community.

Student’s comments Food Challenge “This activity has helped me in time-keeping and organisation. It was also nice to hear other points of view/assessments to my work… Useful practical life skills, very enjoyable, learned a lot.” Drama “Useful… been able to mix with new people and learn new skills”…“confidence, in presenting myself and leadership skills are some of the skills that I took away.”

Welham Road, London SW17 9BU T: 020 8682 7000 F: 020 8682 7075 E: info@graveney.wandsworth.sch.uk www.graveney.org

Design and print by Tigermarque 020 8773 5979