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Moulsham High School Sixth Form Courses 2022-2023

MOULSHAM HIGH SCHOOL Statement Of Curriculum Intent This school aims to provide opportunities for learners which will enable them all to make their next steps post-16 or post-18 successfully. We place equal importance on teaching all learners how to: keep themselves safe; achieve relevant qualifications; acquire employability skills and develop character so that they are well-rounded, well-prepared for life in the modern world and can contribute positively to their local and wider communities. We offer all learners a broad, taught curriculum. Throughout Years 7-9 all learners experience the full range of National Curriculum subjects, Religious Studies, and drama. This enables them to develop linguistically, mathematically, technologically, physically, and creatively before they begin to build mastery in specific areas in Years 10-11. In Years 10 and 11, all learners work towards qualifications in nine subjects. Our taught curriculum is balanced. Across Years 7-13 each subject has time to deliver its distinctive contribution. Our pathway system ensures that all learners have the best possible chance of success with the opportunities it presents to stretch and challenge the most able and to provide additional support for those with barriers to learning. Our taught curriculum is knowledge engaged. All learners learn skills hand in hand with knowledge so that the two are explicitly developed. There is a strong focus on coverage and progression. This provides learners with a wide range of rich, diverse experiences which are designed to instil a love of learning, make questioning the norm and foster a willingness to listen to and act on advice. They also develop the skills required for effective collaboration, problem solving and leadership. We highlight the relevance of the taught curriculum to the workplace and what the local and national workforce are like. Literacy, numeracy, and oracy are embedded throughout. All learners are encouraged to become active readers who also enjoy reading for pleasure. Our taught curriculum provides all learners with opportunities to make high rates of progress from their different starting points. A strong element of personal challenge promotes the development of resilience, selfmanagement, and self-belief. We want our learners to have pride on their achievements and for a culture of excellence to exist from Year 7 to Year 13. It is also important for our taught curriculum to be enjoyable. Enjoyment fosters positive well-being and selfconfidence as well as achievement. As learners feel safe to try new things, behaviour for learning is a strength of the school. Enrichment takes place both within and outside the taught curriculum. ‘Enrich is a core value of our school, with participation enhancing students’ personal growth and development. An extensive range of extra-curricular activities is provided before school, at lunch time and after school. There are also opportunities for students to work with the local community and charities and to participate in a variety of trips and visits. This school also aims for its learners to learn from the positive, fair, and honest way in which they are treated and the expectation that they behave safely and responsibly, showing tolerance and respect for others and their lifestyles, regardless of culture, faith, or tradition. Therefore, the ‘hidden curriculum’ is also an integral part of our programme of education. November 2021

Welcome from the Head Teacher – Julia Mead and the Head of Sixth Form – Faye Engelbrecht Moulsham Sixth Form is a place of opportunity and has a breadth of courses to engage, excite and develop our young adults. Students have the choice to continue subjects they may already have a passion for, but also have an opportunity to take new and exciting subjects. The Sixth Form offers continuity for current Moulsham students, who can be confident in the outstanding provision and teaching the school offers. At the same time we embrace and welcome all new students. The teaching of all subjects in the Sixth Form is ‘outstanding’ as supported by our Ofsted rating in 2020. Teachers are specialists in their field and take learning far beyond the taught curriculum. Opportunities for academic reading, enrichment and extra-curricular trips and visits make for a stimulating and engaging environment. This is directly shown in our consistent high-quality outcomes and outstanding results. At Moulsham students enjoy learning and are successful. Students receive welfare support and guidance throughout the two years. I am proud to say that the sixth form team know every student and know them well. This is an integral part of our work to allow us to meet the needs of each student and to support them in enjoying their education and reaching their full potential. Our personalised, tailored provision supports students through this two-year journey and beyond. Every student has one-to-one support to ensure that their desired onward destination is achieved, whether that be University and the UCAS process, high level apprenticeships, or the world of work. Please take the time to read about our subject offers in this course booklet. If you are new to Moulsham and would like a tour of the school, please contact us. For further information please visit the Sixth Form area on the school website or contact us by e-mail sixthform@moulshamhigh.org “Moulsham Sixth Form – Outstanding Ofsted 2020”

CONTENTS Subjects in alphabetical order

Page

Biology

Business and Economics A

Chemistry

Computer Science

Design & Technology: Product Design

Drama & Theatre Studies

English Literature

Extended Project Qualification (Pathway One students only)

Film Studies

9/10

Fine Art

French

Geography

German

Government & Politics

History

Mathematics/Certificate in Mathematical Studies/Further Maths

Media Studies

Music

Photography (Art and Design)

Physical Education

Physics

Psychology

Philosophy, Ethics and Development of Christian Thought

Sociology

Spanish

BTEC Level 3 National Diploma in Business

BTEC Level 3 National Foundation Diploma in Sport

Chelmsford City Football Academy Programme

Moulsham High School Sixth Form Entry Requirements 2022-2023 Entry Requirement 56 points +

Year 12 4 A Levels Plus, the Extended Project Qualification-EPQ 3 A Levels Plus Maths Certificate Or Student Support Either: 2 A Levels 1 BTEC Or 2 BTEC’s Plus – Maths Cert Or Student Support

42 -55 Points 38-41 Points

Please note: • • •

A student’s points score is calculated from his/her best 8 GCSE grades A student who does not achieve a GCSE grade 4 in English or maths (or both) will be required to re-sit the subject/s in year 12 Once the timetable has been completed on July 1st, 2022, it will not be possible to add any additional classes to those that have already been offered. If, following GCSE results in August a subject becomes oversubscribed, entry to the subject will be by date of submission. GCSE Point Scores GCSE Grade 1 2 3 4 5 6 7 8 9

Point Score 1 2 3 4 5 6 7 8 9

For BTEC First awards Level 2 the points are as follows Grade Points D*2

8.50

7.00

5.50

4.00

1.75

A Level subjects offering an AS qualification at the end of year 12 Column A Subjects Offering AS

Column B Subjects Not Offering AS

French

Art

Spanish

Photography

Chemistry

Sociology

Physics

English Literature

Biology

Media

History

Film

Government/Politics

Geography

Maths

Psychology

Further Maths Business Studies Economics Music Product Design RS Computer Science

If you are a pathway 1 student and are expecting to take four subjects in Year 12, reducing to three in Year 13, please check that you are able to gain a qualification in all of these i.e., an AS at the end of Year 12 and/or an A level at the end of Year 13. If your choice of subjects are all in column A, for example; French, History, Geography and Psychology, you would gain an AS qualification in all of your subjects at the end of year 12. If your subject choices are all in Column B, please see a member of the Sixth Form team about the possibility of just doing three subjects from the start of Year 12. For example, if you were to take Maths, Further Maths, Economics and Media, you would not gain a qualification in the subject you drop at the end of Year 12.

Biology Photosynthesis is probably the most important biological process on Earth for life to exist as we know it! Investigate limiting factors and study the biochemistry of photosynthesis.

We offer OCR as our A level choice. One of the changes is that the ALevel course is now linear. The full Science A-Level will have two grades, where one is for the direct assessment of practical skills in the form of 12 assessed practical tasks and the other for the theoretical component.

Respiration is a fundamental biological process that takes place in all living things. Study the biochemistry of how energy is stored in macromolecules and how ATP is the immediate source of energy in cells. Investigate rates of respiration in organisms.

Module 6 Genetics evolution and ecosystems. Protein synthesis, DNA, Genes and Heredity are all studied in detail. How humans have manipulated genomes for our benefit will be covered. Investigate how ecosystems work and how to manage them for sustainability and conservation. Practical ecology will be undertaken at a residential field course. Study the brain and nervous system, nerves, hormones, and muscles. Look into animal and plant behaviour and discover how responses may enhance the survival of the organism Statistical analysis will be undertaken as part of these topics.

There is more emphasis on higher mathematical ability in the Sciences so you will have to gain a grade 6 in GCSE Mathematics to continue with a Science post-16. Are you interested in how things work in the biological world? Are you thinking of an exciting career in Biology, or looking for a subject to complement Advanced Levels in the other Sciences, Mathematics or related subjects such as Physical Education or Psychology? If the answer is yes, or even maybe, read on…..

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In Biology you develop practical skills by planning experiments, collecting data, analysing experimental results and making conclusions. The new course includes a practical endorsement which replaces coursework. It does not count towards the A level grade but is reported alongside it and must be passed. You learn how scientific models are developed, the applications and implications of science, the benefits and the risks that science brings, and the ways society uses science to make decisions.

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Undergraduate course in life sciences, medicine, environmental science, forensic science and related courses in BTEC HNC or HND Employment in biological testing, biotechnology, independent research, and the food industry. Further information on possible careers can be found at www.iob.org

ENTRY REQUIREMENTS

OCR AS LEVEL H020/ALEVEL H420 (full specification available online).

Grade 6:6 in GCSE Combined Science (including Biology element) or grade 6 in Biology. Also, grade 6 in GCSE Mathematics.

Module 1 Development of practical skills

Exam Board - OCR

The scientific practical skills of planning, implementing, analysing and evaluating practical work will be covered. Module 2 Foundations in biology Find out about cell structure and function. Discover facts about biological molecules such as proteins, carbohydrates, lipids, nucleotides and nucleic acids. Study cell division, cell diversity and organisation. Module 3 Exchange and Transport Find out about how the body works including the breathing and circulatory systems in organisms; study the heart and lungs in mammals. Investigate transport in plants. Module 4 Biodiversity, Evolution and Disease Study how organisms that cause disease can be controlled and the disease prevented. Study the importance of biodiversity and the need to maintain it. Find out how evolution has generated a wide range of organisms; learn about how they can be classified using common ancestry. Module 5 Communication Homeostasis and energy Discover how organisms respond to their external and internal environment using responses that are controlled and co-ordinated electrically or chemically. Excretion is an essential process for all living things. Metabolic processes produce wastes many of which are toxic. Find out about these substances and how the kidneys, liver and lungs process with them.

Business

Economics A

Edexcel A Level Business (9BS0)

AQA A Level Economics (7136)

The Business course will give you all the necessary skills to run a successful business in the future, whether it is your own business startup or playing a key role in an existing company. This course will give you a wide understanding of business in a range of contexts from a small enterprise to a large global organisation. You will develop a critical understanding of organisations and their ability to meet society’s needs and wants. You will be encouraged to generate an enterprising and creative approaches to business opportunities, problems and issues. Whilst being aware of the ethical dilemmas and responsibilities faced by organisations.

Do you want the skills to solve some of the biggest challenges our country and the world currently face, such as poverty and climate change, and become an expert in subjects that impact on most people, such as employment and house prices? The Economics course is designed to apply economic theory to support analysis some of these current economic problems and issues. AQA have worked closely with teachers and universities to develop engaging and up-to-date content so that you can relate what you are learning to the world around you – locally, nationally and globally.

You will acquire a wide range of relevant business and generic skills, including decision making, problem solving, the challenging of assumptions and critical analysis. Whilst also being able to apply numerical skills in a range of business contexts.

You will develop the knowledge and skills needed to understand and analyse data, think critically about issues and make informed decisions. You will also build upon your quantitative skills and appreciate that, when evaluating arguments, both qualitative and quantitative evidence are important.

You will study four themes over two years. Marketing and people • • • • •

Meeting customer needs The market Marketing mix and strategy Managing people Entrepreneurs and leaders.

Business decisions & strategy • • • •

Business strategy Business growth Decision-making techniques Influences on business decisions • Assessing competitiveness • Managing change.

You will study two units over two years

Managing business activities • • • • •

Individuals, firms, markets, and market failure

Raising finance Financial planning Managing finance Resource management External influences

1. Economic methodology and the economic problem 2. Individual economic decision making 3. Price determination in a competitive market 4. Production, costs and revenue 5. Perfect competition, imperfectly competitive markets and monopoly 6. The labour market 7. The distribution of income and wealth: poverty and inequality 8. The market mechanism, market failure and government intervention in markets

Global Business • Globalisation • Global markets and business expansion • Global marketing • Global industries and companies (multinational corporations).

Assessment

The national and international economy 9.

10.

11.

12. 13. 14.

The measurement of macroeconomic performance How the macroeconomy works: the circular flow of income, AD/AS analysis, and related concepts Economic performance including growth, inflation, employment and trade Financial markets and monetary policy Fiscal policy and supplyside policies The international economy, globalisation, international trade, the European Union, exchange rates

Assessment

Paper 1 – Marketing, people and global business: Two hours examination based on Themes 1 and 4. Worth 35% of A Level qualification

Paper 1: Markets and market failure Two hours examination based on content 1-8 above Worth 33.3% of A Level course.

Paper 2- Business activities, decisions and strategy: Two hours examination based on Themes 2 and 3. Worth 35% of A Level qualification

Paper 2: National and international economy Two hours examination based on content 9-14 above Worth 33.3% of A Level course.

Paper 3- Investigating business in a competitive environment: Two hours examination based on all four themes. Worth 30% of A Level qualification

Paper 3: Economic principles and issues Two hours examination based on content 1-14 Worth 33.3% of A Level course

The Future This subject is a fantastic springboard that allows you access to a wide range of possible careers and higher education opportunities. It also combines well with a range of social science and humanities subjects to lead to higher education courses in areas such as law, business, accounting, geography, economics, or politics. A Level Business will also give the necessary skills to be a successful entrepreneur.

The Future Economics is one of the most popular post 18 degrees and opens the door to a wide range of careers such as investment banking, journalism and law. Economics has a very broad application base: economics graduates can easily find jobs in the civil service, the City, industry or education. Salaries for economics graduates are among the highest of any discipline.

ENTRY REQUIREMENTS At least a grade 6 in Economics or Business if studied at GCSE or a grade 5 in English Language if the subject has not been studied before. It is also important that you have a lively and enquiring mind, an interest in business and economic affairs and a desire to explore new ideas and communicate them effectively. Exam Board - EDEXCEL

ENTRY REQUIREMENTS At least a grade 6 in Economics if studied at GCSE or a grade 6 English Language if the subject has not been studied before. It is also important that you have a lively and enquiring mind, an interest in business and economic affairs and a desire to explore new ideas and communicate them effectively. Exam Board - AQA 2

Chemistry • • •

Moulsham High School will be offering the Edexcel A-Level syllabus for Chemistry.

The assessment is 1 hour 30 minutes. The assessment consists of 80 marks. 50% of the AS total qualification

The A level in Chemistry will be linear qualification. All assessments for A level will take place at the end of the course.

Paper 1: Advanced Inorganic and Physical Chemistry (Paper code 9CH0/01)

The subject criteria for A level Chemistry, which all awarding organisations must use to develop their specifications, have been revised. The key changes are summarised below:

Paper 2: Advanced Organic and Physical Chemistry (Paper code: 9CH0/02)

• • • • •

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Questions involving the use of mathematical skills in Chemistry will contribute to 20% of the assessment. Coursework to be removed in all science subjects. Practical work to be assessed through questions in written examination papers at and A level. A separate assessment of ‘practical competency’ will assess the ability of learners in practical skills at A level only. The practical competency assessment will be made by teachers and will be reported separately to the A level grade (it will not contribute to the overall A level grade).

Overview of both assessments Two Papers of 1 hour 45 minutes. The papers consist of 90 marks each. The papers may include multiple-choice, short open, open-response, calculations and extended writing questions. Each paper will include questions that target mathematics at Level 2 or above overall. A minimum of 20% of the marks across the three papers will be awarded for mathematics at Level 2 or above.

Edexcel’s World Class Qualification principles ensure that the qualifications are: • •

• •

Externally assessed Availability: May/June 60% of the total A level

Paper 3: General and Practical Principles in Chemistry (Paper code: 9CH0/03)

demanding, through internationally benchmarked standards, encouraging deep learning and measuring higher-order skills. rigorous, through setting and maintaining standards over time, developing reliable and valid assessment tasks and processes, and generating confidence in end users of the knowledge, skills and competencies of certified students. inclusive, through conceptualising learning as continuous, recognising that students develop at different rates and have different learning needs, and focusing on progression. empowering, through promoting the development of transferable and skills.

Overview of content Questions in this paper may draw on any of the topics in this specification. The paper will include synoptic questions that may draw on two or more different topics listed. The paper will include questions that assess conceptual and theoretical understanding of experimental methods (indirect practical skills) that will draw on students’ experiences of the core practicals.

Summary of topics to be covered Atomic Structure and the Periodic Table, Bonding and Structure, Redox, Formulae, Equations and Amounts of Substance. Organic Chemistry, Modern Analytical Techniques. Physical Chemistry, Kinetics, Energetics, Equilibrium, Acid-base Equilibria, Transition Metals.

Overview of assessment Assessment is 2 hours 30 minutes. The paper consists of 120 marks. The paper may include multiple-choice, short open, open-response, calculations, and extended writing questions. The paper will include questions that target mathematics at Level 2 or above. Overall, a minimum of 20% of the marks across the three papers will be awarded for mathematics at Level 2 or above. Some questions will assess conceptual and theoretical understanding of experimental methods.

The full A-Level Study Specification – Assessment Summary

Exam Board – EDEXCEL

The Pearson Edexcel Level 3 Advanced GCE in Chemistry consists of three externally examined papers and the Science Practical Endorsement. Students must complete both assessments in May/June in the second year for the full A level.

ENTRY REQUIREMENTS Grade 6:6 in GCSE Combined Science (including Chemistry element) or grade 6 in Chemistry. Also, grade 6 in GCSE Mathematics .

Assessment summary AS Only Students must complete assessments in May/June in any single year for AS Paper 1: Core Inorganic and Physical Chemistry (Paper code 8CH0/01) • Questions draw on content from topics 1–5. • Questions are broken down into a number of parts. • Availability: May/June • The assessment is 1 hour 30 minutes. • The assessment consists of 80 marks. • 50% of the AS total qualification Paper 2: Core Organic and Physical Chemistry (Paper code 8CH0/02) • • •

Questions draw on content from topic 2 and topics 5–10. Questions are broken down into a number of parts. Availability: May/June 3

Computer Science Paper 3 Learners will be expected to analyse, design, develop, test, evaluate and document a program written in a suitable programming language. The underlying approach to the project is to apply the principles of computational thinking to a practical coding problem. Learners are expected to apply appropriate principles from an agile development approach to the project development.

A-LEVEL Computer Science is a practical subject where students can apply the academic principles learned in the classroom to real-world systems. It’s an intensely creative subject that combines invention and excitement and can look at the natural world through a digital prism. The OCR A Level in Computer Science will encourage learners to be inspired, motivated and challenged by following a broad, coherent, practical, satisfying and worthwhile course of study. It will provide insight into, and experience of how computer science works, stimulating learners’ curiosity and encouraging them to engage with computer science in their everyday lives and to make informed choices about further study or career choices.

While the project assessment criteria are organised into specific categories, it is anticipated the final report will document the agile development process and elements for each of the assessment categories will appear throughout the report. The learner will choose a computing problem to work through according to the guidance in the specification. • Analysis of the problem • Design of the solution • Developing the solution • Evaluation

The aims of this qualification are to enable learners to develop: • An understanding and ability to apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms and data representation • The ability to analyse problems in computational terms through practical experience of solving such problems, including writing programs to do so • The capacity to think creatively, innovatively, analytically, logically and critically • The capacity to see relationships between different aspects of computer science • Mathematical skills.

The non-exam assessment assesses student's ability to use the knowledge and skills gained through the course to solve or investigate a practical problem. Students will be expected to follow a systematic approach to problem solving, as shown in section 22 above. 20% of A-level Exam Board-OCR

The key features of this specification encourage: • emphasis on problem solving using computers • emphasis on computer programming and algorithms • emphasis on the mathematical skills used to express computational laws and processes, e.g. Boolean algebra/logic and comparison of the complexity of algorithms • less emphasis on ICT.

ENTRY REQUIREMENTS Students need at least a grade 6 in GCSE Computer Science

Subject content • The characteristics of contemporary processors, input, output and storage devices • Software and software development • Exchanging data • Data types, data structures and algorithms • Legal, moral, cultural and ethical issues • Elements of computational thinking • Problem solving and programming • Algorithms to solve problems and standard algorithms

Paper 1 This component will introduce learners to the internal workings of the Central Processing Unit (CPU), the exchange of data and will also look at software development, data types and legal and ethical issues. It is expected that learners will draw on this underpinning content when studying computational thinking, developing programming techniques and devising their own programming approach in the Programming project component 140 marks, 2 hours and 30 minutes, written paper (no calculators allowed), 40% of total A level. Paper 2 This component will incorporate and build on the knowledge and understanding gained in the computer systems component (01). In addition, learners should: • understand what is meant by computational thinking • understand the benefits of applying computational thinking to solving a wide variety of problems • understand the principles of solving problems by computational methods • be able to use algorithms to describe problems • be able to analyse a problem by identifying its component parts. 140 marks, 2 hours and 30 minutes, written paper (no calculators allowed), 40% of total A level.

Design & Technology: Product Design LINEAR A-LEVEL If you want to demonstrate to universities and future employers that you can perform in a creative problem-solving environment, work to deadlines and industry standards, communicate your ideas using a full range of IT and presentation packages, think laterally, use analytical skills and be part of a cutting-edge subject... why not study Product Design? The Product Design course is designed to offer candidates the opportunity to study, propose and realise prototype solutions closely linked to the real world of product manufacture in a range of material areas. Recognising the routes that are pursued at GCSE, the course provides candidates the opportunity to continue their studies. You can specialize in either Resistant Materials or Graphics as your main material, but the format of the design folders and examinations remain the same. The course is designed to encourage candidates to: • • • •

initiate design solutions, develop, test and trial working models and prototypes. develop and sustain imagination, innovation and flair when working with concepts and materials. develop an understanding of contemporary design and technological practices and consider the uses and effects of new technologies and modern materials. develop thinking skills, financial capability, enterprise and entrepreneurial skills.

The Edexcel Linear Advanced GCE in Design and Technology (Product Design) consists of one externally examined paper and one non-examined assessment component. Students must complete all assessment in May/June of the second year of study. Component 1: Principles of Design and Technology Written examination: 2 hours 30 minutes 50% of the qualification Assessment overview The paper includes calculations, short-open and open-response questions, as well as extended-writing questions focused on: • analysis and evaluation of design decisions and outcomes, against a technical principle, for prototypes made by others • analysis and evaluation of wider issues in design technology, including social, moral, ethical and environmental impacts. Component 2: Independent Design and Make Project Non-examined assessment 50% of the qualification Content overview • Students individually and/or in consultation with a client/end user identify a problem and design context. • Students will develop a range of potential solutions which include the use of computer aided design and evidence of modelling. • Students will be expected to make decisions about the designing and development of the prototype in conjunction with the opinions of the client/end user. • Students will realise one potential solution through practical making activities with evidence of project management and plan for production. • Students will incorporate issues related to sustainability and the impact their prototype may have on the environment • Students are expected to analyse and evaluate of wider issues in design technology, including social, moral, ethical and environmental impacts. Exam Board - EDEXCEL ENTRY REQUIREMENTS Students should have undertaken a design-based subject at GCSE and obtained at least a grade 6.

Drama & Theatre Studies LINEAR A-LEVEL • • • • • • •

Designed as a natural progression from the GCSE Drama examination. Offers many opportunities for practical, creative work for a variety of audiences. Develops academic understanding of performance theory and theatre history, plays and playwrights and performance skills. Enables you to explore a range of texts and theatre practitioners. Asks you to reflect upon the processes involved in creating a piece of theatre. Encourages an appreciation of live theatre through a variety of visits. Requires that you conduct individual and group research.

Students must be prepared to be involved, committed and fully focused in lessons, which will be both practical and academic in nature. Typical work might include: • • • • • • •

Exploring themes or characters from a chosen play. Experiencing at first hand the techniques of an important theatre practitioner. Discussing ideas for lighting, costuming or setting a play. Preparing for your own group performance. Working independently. Applying theoretical concepts to practical work. Planning and leading workshops for other students to demonstrate their learning and skills.

Students keep a detailed log of their work and will write specific assignments based on the practical exploration and performance work. The Drama and Theatre qualification will a combination of written exams and non-examined assessment, including practical work. Practical work will underpin preparation for written elements. This is a summary of the structure of the course offered by OCR. •

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Component 1 – Practitioners in practice – Research into the work of two practitioners and extracts from a text of the teacher’s choice. Devising a performance in response to that work. (40% of A level, 60% of AS - internally marked) Component 2 – Exploring and performing texts. Student’s study one whole text and perform extracts for a visiting examiner (20%) Component 3 – Analysing performance (written exam) – questions relating to two set texts from a given theme and evaluation of a live theatre performance (20% of A level, 40% of AS) Component 4 – Deconstructing texts for performance (written exam) – Describing a director’s approach to a set text (20%)

ENTRY REQUIREMENTS Grade 6 in GCSE Drama or similar qualification, such as BTEC Performing Arts. Students who have not studied a performance-based qualification at KS4, but who have a grade 6 for GCSE English Language, and a proven track record of enthusiasm for the arts, may also be considered. An enthusiasm for performance and the theatre is essential, as is a willingness to commit to rehearsals outside of lesson time. ENRICHMENT A Level Drama & Theatre students usually choose to undertake their sixth form enrichment in the Drama Department. Our students run drama clubs for younger students, with the support of the drama teachers, and often provide support in lessons, to stretch and challenge our up-and-coming boys and girls. A level Drama & Theatre students are also asked to mentor our Year 11s through their GCSE exam rehearsals, which can be fun, challenging and very fulfilling, especially on results day when you see how your group did in their exams! Exam Board- OCR

English Literature Many of our previous students continue to study the subject at degree level – many of them at Russell Group universities.

LINEAR A-LEVEL One of the most respected post-16 courses by Russell Group Universities - the A-Level in English Literature is designed to encourage learners to develop their interest in and enjoyment of literature and literary studies as they:

Exam Board - OCR ENTRY REQUIREMENTS A grade 6 in English Literature and a grade 6 in English Language. Apart from GCSEs, the important qualifications for this Advanced Level are a genuine interest in Literature and a willingness to be actively involved in the course. You are expected to undertake a wide range of reading beyond the texts being taught in lessons.

•read widely and independently both set texts and others that they have selected for themselves • engage critically and creatively with a substantial body of texts and ways of responding to them • develop and effectively apply their knowledge of literary analysis and evaluation in writing • explore the contexts of the texts they are reading and others’ interpretations. At Moulsham High School we encourage learners to be inspired, motivated and challenged by reading widely across a range of texts and developing their independent study skills. By A level, learners are cultivating their own critical responses and engaging with the richness of literature. Component 1 – Examination – Closed Book – 40% of total A-Level Section 1 – Shakespeare Students are required to demonstrate detailed knowledge and understanding of one Shakespeare play – Hamlet. Section 2 – Drama and Poetry pre-1900 Students will analyse and compare the work of one playwright and one poet. Possible playwrights include Christopher Marlowe; John Webster; Oliver Goldsmith; Henrik Ibsen and Oscar Wilde. Possible poets to be studied include Geoffrey Chaucer; John Milton; Samuel Taylor Coleridge; Alfred Lord Tennyson or Christina Rossetti. Component 2 – Examination- Closed text – 40% of total A Level The teaching of component 2 will have a thematic based approach – students will explore a range of texts from one of four different topics: American Literature 1880-1940; The Gothic; Dystopia or Women in Literature. In the exam students will write a comparative essay exploring the work of at least two different authors from the canon of the theme. The list of possible authors is extensive, though it is anticipated that students from Moulsham will study either The Gothic, or Dystopia, in which case prescribed authors will include Bram Stoker, Angela Carter, George Orwell and Margaret Atwood – though students will read a wide range of authors around this topic. Component 3 – Literature post 1900 Non-examined Assessment (Coursework) – 20% of total A Level Students will compare two literary texts and produce an extended essay of approximately 3000 words. Students will be required to explore the contexts of the texts they are reading and others’ interpretations of them. Students have some choice regarding the texts they will study, though it is likely that they will be guided by their teacher to choose texts that support and deepen their understanding of the theme chosen for component 2. The Future This Advanced Level is highly regarded by employers and gives access to a wide range of career opportunities. Universities and other centres of higher education welcome it as an entrance qualification for the majority of courses. English Literature combines well with almost every other Advanced Level. 7

Extended Project Qualification Pathway One students will be expected to take part in the AQA Level 3 Extended Project Qualification (EPQ). What is an EPQ? A standalone qualification designed to extend and develop students' skills in independent research and project management. Is it recognised by universities or employers? The EPQ is awarded UCAS points worth half an A-level and is recognised by universities and employers; some leading universities, such as Southampton University, make alternative offers to students undertaking an EPQ. How does the EPQ relate to a student's programme of study? The EPQ requires students to carry out research on a topic that they have chosen (and is agreed as appropriate by the EPQ coordinator at Moulsham High School) and is not covered by their other qualifications. They then use this research to produce a written report and, in the case of practical projects, an artefact or a production. A student can take inspiration from something studied in class or something completely unrelated to their studies. The necessary skills, supervision and assessment of the student’s progress will be carried out by the EPQ coordinator during timetabled periods. It will involve extended autonomous work by the student and will require in total 120 guided learning hours. Moulsham High School additionally supports EPQ students with a visit to Emmanuel College, Cambridge where they will take part in a research skills workshop with graduates who took the EPQ. This visit includes a tour, lunch, as well as advice on writing Personal Statements and “aiming high”. Exam Board AQA

Film Studies

One of the following pairs of British films will be studied for comparison:

LINEAR A-LEVEL

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The Film Studies course aims to equip students with the ability to explore and understand the power and fascination of Film as a medium through detailed analysis of a wide range of texts. Films analysed will be old and new, local and global, popular and sometimes unknown.

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Each unit will introduce students to the conceptual tools and critical questions that film scholars have asked and are asking about the nature, function and value of film. Students will be introduced to films of seminal importance that will challenge, complicate and broaden their understanding of what film is and can be.

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Students will demonstrate knowledge and understanding of:

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• • • • • •

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Section B: Non-English language European film One of the following films will be chosen for study:

a diverse range of film the significance of film and film practice in national, global and historical contexts film and its key contexts (including social, cultural, political, historical and technological contexts) how films generate meanings and responses film as an aesthetic medium and the different ways in which spectators respond to film.

Pan’s Labyrinth (Del Toro, Spain, 2006), 15 The Diving Bell and the Butterfly (Schnabel, France, 2007), 12 Ida (Pawlikowski, Poland, 2013), 12A Girlhood (Sciamma, France, 2014), 15.

Component 3: Production Non-exam assessment 30% of qualification Students will produce a screenplay for an extract from a film highlighting narrative construction of between 1200 and 1400 words plus a digitally photographed storyboard of a key section from the screenplay (approximately 1½ minutes' screen time, corresponding to approximately 15 storyboard shots).

It also aims to enable learners to: • •

Brief Encounter (Lean, 1945), PG and Atonement (Wright, 2007), 15 A Matter of Life and Death (Powell & Pressburger, 1946), PG and Brazil (Gilliam, 1985), 15 The Third Man (Reed, 1949), PG and The Constant Gardener (Meirelles, 2005), 15 Sapphire (Dearden, 1959), PG and Secrets and Lies (Leigh, 1996), 15.

apply critical approaches to film and apply knowledge and understanding of film through either filmmaking or screenwriting.

Evaluative analysis An evaluative analysis (1000-1250 words) of the production in comparison with other professionally produced films or screenplays.

The specification is additionally designed to reflect the diversity of film culture through both filmmakers and the films they make. The wide choice of films offered includes films by women directors and films which represent particular ethnic and cultural experiences.

A-LEVEL Component 1: American and British film Written examination: 3 hours 35% of qualification

The AS exam unit focuses on the film industries of Britain and America – comparing and contrasting their history, ideology and production processes. The exam is case study based and asks students to complete three essays, each exploring different facets of the British and American Film industries.

This component assesses knowledge and understanding of six featurelength films.

Component 1 – American Film Written examination: 1½ hours 35% of qualification

Section A: Classical Hollywood: One question from a choice of two, requiring reference to one US Hollywood Studio film, gfrom the following choices:

Section A: Hollywood since the 1960s (two-film study)

• • • •

Three feature length films will be studied for this component. One two-part question, requiring reference to two Hollywood films, one produced between 1961 and 1990 and the other more recent. There is a choice of question in the second part.

Casablanca (Curtiz, 1942), U The Lady from Shanghai (Welles, 1947), PG Vertigo (Hitchcock, 1958), PG Some Like It Hot (Wilder, 1959), U.

Section B: Hollywood since the 1960s (two-film study) One question from a choice of two, requiring reference to two American films, one produced between 1961 and 1990 and the other more recent: one chosen from group 1 and one chosen from group 2:

Possible combinations of film are: Bladerunner (Scott, 1982) and Inception (Nolan, 2010) Bonnie and Clyde (Penn, 1962) and No Django Unchained (Tarantino, 2012) or One Flew Over the Cuckoo's Nest (Forman, 1975), and No Country for Old Men (Coen Brothers, 2007),

Group 1: 1961-1990 • • • •

Section B: Contemporary American independent film One two-part question, requiring reference to one contemporary American independent film (produced after 2010). There is a choice of question in the second part.

Bonnie and Clyde (Penn, 1967), 15 One Flew over the Cuckoo's Nest (Forman, 1975), 15 Blade Runner (Scott, 1982), 15 Do the Right Thing (Lee, 1989), 15

Group 2: Recent films

Students will study Boyhood (Linklater, 2015) for this section.

• • • •

Component 2: European Film. Three feature-length films will be studied for this component: one comparative study of a pair of British films and one non-English language European film. Section A: British film (comparative study) 9

No Country for Old Men (Coen Brothers, 2007), 15 Inception (Nolan, 2010), 12A Django Unchained (Tarantino, 2012), 18 Carol (Haynes, 2015), 15.

Section C: Contemporary American independent film One question from a choice of two, requiring reference to one American independent film, from a choice of: • • • •

Group 2: Non-English language film produced outside Europe • Dil Se (Ratnam, India, 1998), 12 • House of Flying Daggers (Zhang, China, 2004), 15 • Timbuktu (Sissako, Mauritania, 2014), 12A • Wild Tales (Szifrón, Argentina, 2014), 15.

Winter's Bone (Granik, 2010), 15 Frances Ha! (Baumbach, 2012), 15 Beasts of the Southern Wild (Zeitlin, 2012), 12A Boyhood (Linklater, 2015), 15.

Section D: Short film One question from a choice of two, requiring reference to a compilation of short films.

Section D: British film (comparative study) One question from a choice of two, requiring a comparison of two British films, one produced between 1930 and 1960 and the other more recent.

• • • • • • •

One of the following pairs of British films is studied for comparison: • Brief Encounter (Lean, 1945), PG and Atonement (Wright, 2007), 15 • A Matter of Life and Death (Powell & Pressburger, 1946), PG and Brazil (Gilliam, 1985), 15 • The Third Man (Reed, 1949), PG and The Constant Gardener (Meirelles, 2005), 15 • Sapphire (Dearden, 1959), PG and Secrets and Lies (Leigh, 1996), 15.

Component 3: Production Non-exam assessment 30% of qualification

Component 2: Varieties of film Written examination: 3 hours 35% of qualification

This component assesses one production and its evaluative analysis. Learners will produce a screenplay for a short film (1600-1800 words) and a digitally photographed storyboard of a key section from the screenplay and an evaluative analysis (1250-1500 words).

This component assesses knowledge and understanding of five feature-length films and one compilation of short films.

ENTRY REQUIREMENTS

Section A: Film movements (two-film study) One question from a choice of two, requiring reference to at least one film from the silent era.

At least a grade 6 in English Literature and grade 6 English Language are essential as well as a genuine interest in Film.

Group 1 (Experimental) • Silent film option – European Expressionist and Surrealist film: The Cabinet of Dr Caligari (Wiene, Germany, 1920), U and Un Chien Andalou (Bunuel, France, 1928), 15 • Silent film option - Montage/Constructivism: Man with a Movie Camera (Vertov, USSR, 1929), U and A Propos de Nice (Vigo, 1930), U • Feminist Avant-Garde: Daisies (Chytilova, Czechoslovakia, 1965), 15 and Saute ma ville (Akerman, Belgium, 1968) • Digital experimentation: Timecode (Figgis, US, 2000) 15.

Exam Board - WJEC

Group 2 • Silent film option - Expressionism and Hollywood Melodrama: Sunrise (Murnau, US 1927), U • Silent film option - Vaudeville and American comedy: Keaton short films - One Week (US, 1920), The Scarecrow (US, 1920), The 'High Sign' (US, 1921), Cops (US, 1922) • French New Wave: Vivre sa vie (Godard, France, 1962), 15 • Asian New Wave: Fallen Angels (Wong, Hong Kong, 1995), 15. Section B: Documentary film One question from a choice of two, requiring reference to one documentary film from the following options: • • • •

Sisters in Law (Ayisi and Longinotto, Cameroon/UK, 2005), 12A The Arbor (Barnard, UK, 2010), 15 Stories We Tell (Polley, Canada, 2012), 12A 20,000 Days on Earth (Forsyth and Pollard, UK, 2014), 15.

Section C: Global film (two-film study) One question from a choice of two, requiring reference to two global films, one European and one produced outside Europe. Group 1: Non-English language European film • • • •

About a Girl (Percival, UK, 2001) Wasp (Arnold, UK, 2003) High Maintenance (Van, Germany, 2006) New Boy (Green, Ireland, 2009) Connect (Abrahams, UK, 2010) Curfew (Christensen, US, 2012) The Gunfighter (Kissack, US, 2014)

Pan’s Labyrinth (Del Toro, Spain, 2006), 15 The Diving Bell and the Butterfly (Schnabel, France, 2007), 12 Ida (Pawlikowski, Poland, 2013), 12A Girlhood (Sciamma, France, 2014), 15. 10

Fine Art

French

LINEAR A-LEVEL

The Course

Fine Art A-level is a two-year course which builds upon the approaches inherent in Art GCSE combining practical work with historical, critical and contextual studies. These will be supported by the use of sketchbooks, first-hand experience of relevant works of art, craft and design and any other form of appropriate evidence. The course enables candidates to develop their own personal responses and explore the relationship between their own ideas and those of others. As the course progresses candidates will increase their responsibility for learning by initiating their own starting points.

The French and Spanish A-level is, are in many respects, a continuation from GCSE, emphasising the same skills which are then pursued to a much higher level. You will learn more about France as you will be tackling a variety of issues that affect this country. What will I be studying on the course? Not surprisingly, you will need to acquire considerably more French grammar and vocabulary, but this will be accompanied by topic-based teaching as well as the study of films and books. Topics will be based on a variety of social, political and cultural issues, which are interesting, current and also fun to study! For example, you will be studying topical issues such as family, cyber-society, the arts, culture, immigration, etc

Candidates are required to work in one or more areas of Fine Art: a) Drawing and Painting b) Mixed media c) Sculpture d) Printmaking

In Year 12 you would be expected to spend roughly four to five hours per week outside timetabled lessons doing assignments and studying independently, with six to eight hours expected in Year 13.

Component 1 Personal investigation (60% of the A level)

What will I be doing in lessons?

All candidates will produce work exploring a range of techniques and processes using a range of media including ICT. The integration of historical and contemporary contextual studies is fundamental to the qualification.

In studying the topics, you will need to read magazine articles, authentic documents and news items (downloaded from a computer database) as well as listen to authentic materials or watch video extracts on the topic under discussion.

Candidates will produce a personal investigation based on an idea, issue, concept or theme of their choosing and supported by 1000-3000 words. The quality of written work and the ability of the candidate to reflect upon their own work and to identify connections with that of others will be assessed.

The first term is particularly important for the acquisition of new vocabulary and grammar. You will be practising the techniques required for the A level examination in speaking, listening, reading, writing and translating. Written work will require a focus on grammatical accuracy and will also be based upon films and books, for example. This consists of essays in which you will need to analyse certain aspects of these films and books and their authors/directors.

Component 2 Externally Set Assignment (40% of the A’ level) A theme will be set by EDEXCEL and a preparation period will be given in order for students to develop ideas. Fifteen hours of unaided supervised time and a realisation period in order for students to produce a final piece or pieces.

You will also be expected to carry out translations to and from French. These translations will relate to the topics covered. You will also have to carry out an extended research project which will form part of your oral examination.

Assessment Each component will be assessed separately. All units will be marked by the Centre and moderated by Edexcel.

How will the course be assessed? At AS: Essay writing on the study of a book or film 17.5% All other skills 82.5%

General Notes Skills:

Previous experience of studying Art at GCSE is essential.

At A Level: Essay writing on two works: a book and a film 20% All other skills including the research project 80%

Equipment:

It is desirable that the candidates equip themselves with a range of drawing and painting materials. If candidates intend to use oil paints, then they will need to supply their own white spirit or turpentine.

What other A Levels go well with French? Virtually any! Foreign language skills are increasingly required and are a definite advantage in a wide variety of areas including Law, Science, Business and Finance, Geography and History to name but a few. And after the course?

ENTRY REQUIREMENTS

There are some extremely interesting courses available in Higher Education that include the study of a language. Having a foreign language skill is a distinct advantage in many careers. It goes without saying that studying French will provide you with skills that will be invaluable at university. In addition, universities now encourage a year of study abroad whether or not you are doing a language degree.

Candidates will need to have achieved at least a grade 6 in GCSE Art and Design. Exam board - EDXCEL

ENTRY REQUIREMENTS A grade 6 or higher at GCSE provides a sound basis on which to work. A genuine interest in French and all things French will enhance your studies. Exam Board - AQA

Geography

Government and Politics

The Course The examination board for the course is AQA. It is equally weighted between Human and Physical Geography. Human Geography deals with how people and the environment interact and the way we both exist. It also looks at how people and groups move and live in the world around us. Physical Geography on the other hand is all about the scientific aspects of our world, with an emphasis on how we manage them.

The Course The Government and Politics course is a contemporary political course comprising of four units, two units will be taught in Year 12 and two units will be taught in Year 13. Year 12 At AS, students will analyse diverse UK topics such as political parties, the effectiveness of Parliament at keeping Government to account, our role within the EU, Judges and Civil Liberties. The evaluation of such topics will enable students to better understand the system in which they live and inform their participation as active citizens.

What will I be studying? Year 1 Unit 1 Physical Geography Rivers, floods and management Coastal Environments Year 2 Unit 3 Contemporary Geographical Issues Plate tectonics and associated hazards Challenges facing ecosystems Development and Globalisation Conflicts and challenges

Unit 2 Human Geography Global population change Energy issues

Topics will include: • What is democracy and what different forms can it take? • How effectively do citizens in the UK participate in politics? • What are the differences between the political parties? • What is the role of Parliament in UK politics? • What are the key sources and principles of the British constitution?

Unit 4 Geographical Issues Evaluation Investigation

Year 13 At A2, students study American politics and how the US political system works. By interpreting recent election results students will draw conclusions about the extent to which democracy functions in the US. Racial and ethnic politics will also be studied. Throughout the course, important skills such as organising both written and oral arguments will be developed. Independent study is crucial to contemporary politics and is invaluable as preparation to further study.

The use of technology and development of skills is an important aspect of the A Level. You will be developing skills in Geographical Information Systems (GIS), processing data as well as measuring, recording and analysing skills.

In both Year 12 and Year 13, students will be invited to attend study conferences and revision courses intended to provide a greater understanding of the materials.

Fieldwork plays a crucial role in the course. The examination board states that ‘candidates … need to take part in personal investigative work in the field.’ Questions in Paper 2 of the examination will ‘relate specifically to candidates’ own fieldwork’. A 5-day residential visit to North Wales and Liverpool will take place in the October of Year 12 to further develop the topics studied within the classroom. It is essential that students participate in this activity.

Exam Board - EDEXCEL ENTRY REQUIREMENTS At least a grade 6 in History if studied at GCSE or a grade 5 in English Language if history not studied at GCSE level Students must also be willing to regularly read a broadsheet newspaper and watch the news frequently in order to keep up with current politics.

Examination structure will include a combination of short answers, extended answers and resource-based data response questions. What could I go on to do at the end of the course? Students with AS or A Level Geography have access to a wide range of possible career and higher education opportunities. You learn and use a variety of transferable skills throughout the course and these are in great demand and are recognised by employers and universities and colleges as being of great value. Geography combines well with almost all other AS and A Level subjects. Taken with sciences, like mathematics, physics, chemistry and biology, it supports almost any science-based university course, such as engineering, environmental sciences or oceanography. Taken with humanities, like English, French, History or Business Studies, it supports an equally wide range of university courses, such as business, law, accountancy or journalism. Exam Board - AQA ENTRY REQUREMENTS A grade 6 in Geography at GCSE

History The Course A-level students must take assessments in all three of the following components: • Component 1: Breadth Study • Component 2: Depth Study • Component 3: Historical Investigation (Personal Study) A-level students will: • Study the history of more than one country • Study British history for component 1 • Study non-British history for component 2 • Study topics from a chronological range over 200 years Part One of both components will be taught in Year 12. Component 1 – is a historical theme in breadth and will be assessed through a 2-hour 30 minute examination consisting of three questions. This will contribute 40% of the overall A-level. The Tudors: England, 1485 – 1603 • Part One: Consolidation of the Tudor Dynasty, 1485 – 1547 • Part Two: Turmoil and Triumph, 1547 - 1603 Component 2 – is the in-depth study of a period of major historical change or development and will be assessed through a 2 hour 30 minute examination consisting of three questions. This will contribute 40% of the overall A-level. The American Dream: Reality and Illusion, 1945 – 1980 • Part One: Prosperity, Inequality and Superpower status, 1945 – 1952 • Part Two: Challenges to the American Dream, 1963 - 1980 Part Two of both components will be taught in Year 13. Component 3 will be completed over the two year of the A-level. Component 3 – Historical Investigation (Personal Study) • • • • •

3000-3500 words 40 marks 20% of A-level Marked by teachers Moderated by AQA (Exam Board)

As part of their Sixth Form course, students will analyse and evaluate the causes and consequences of historical events as well as assessing changes, developments and conflicting interpretations. As part of their investigation of historical issues they will use evidence critically in context with supporting detail to justify their conclusions. A love of History, willingness to read around the subject and a positive attitude are essential to undertake this rewarding, but challenging, subject. Exam Board - AQA ENTRY REQUIREMENTS Grade 6 in GCSE History/Grade 6 in GCSE English Language

Mathematics

Further Mathematics

LINEAR A-LEVEL

In Year 12, you will study two modules of Pure Mathematics, C1 (noncalculator), C2, and one module in Statistics (S1). Examinations will be sat in all three modules. The C1 module extends a student’s knowledge of algebra and co-ordinate geometry. When studying the C2 module, students extend their knowledge of sequences and trigonometry, as well as gaining an introduction to calculus.

Students studying Further Mathematics will be studying Further Pure Maths, Decision Mathematics and Mechanics. What will I be studying on the course? Further Mathematics will cover many topics that are at the core of modern technology. • The Algorithms, Network Design, Linear Programming, Simulation and Critical Path Analysis are used in Computing, Telecoms and Business Management. • Matrix transformations are fundamental to the design of gaming software, enabling movement and morphing. • Imaginary Numbers, Vectors, Series and Trigonometry are vital for Physics and Electronic Engineering. • The Mechanics modules support the acceleration, force, work, energy and power topics studied in Physics.

Statistics (S1) is the third module covered. It builds on the statistical techniques introduced at GCSE and includes topics such as data presentation, probability, correlation and distributions. In Year 13, you will further your development in Pure Mathematics by covering modules C3 and C4. These modules enhance the techniques for calculus, trigonometry and vectors and introduce new topics such as logarithms, parametric equations and exponential functions. Mechanics (M1) is the third module. This will include units such as Kinematics, Newton’s Laws of Motion, Dynamics, Statics and Moments.

Further Maths will provide an excellent preparation for students going on to study degree courses in Mathematics, Physics, Computer Science or any of the Engineering courses – Software, Electrical, Electronic, Mechanical etc. It is also attractive, in conjunction with other subjects, for a wider range of courses than any other subject.

The Future A Level Mathematics is a much sought-after qualification for entry to a wide variety of full-time courses in Higher Education. There are many areas of employment that see a Mathematics A Level as an important qualification, and it is often a requirement for the vocational qualifications related to these areas. Higher Education courses or careers that either require A Level Mathematics, or are strongly related, include Economics, Teaching, Medicine, Psychology, Architecture, Engineering, Computing and Accountancy. If you should wish to continue your study of Mathematics after A Level, you could follow a course in Mathematics at degree level or even continue further as a postgraduate and become involved in research projects.

Students hoping to gain entry to study Mathematics, Science, Computing or Engineering at Oxford, Cambridge, Bath, Warwick, Southampton, Lancaster and in fact most of the Russell Group of universities will need Further Mathematics. Universities offering Computing degrees often require Mathematics over and above Computing or ICT A Levels. They find it easier to help students learn about computing than helping them to catch up in Mathematics. Some universities provide remedial modules to allow students to catch up but those students that already have Further Mathematics will have a great advantage over those who do not.

ENTRY REQUIREMENTS FOR MATHEMATICS

ENTRY REQUIREMENTS FOR FURTHER MATHEMATICS At least a grade 8 in Mathematics at GCSE. Exam Board - EDXCEL

Students require at least a grade 7 in GCSE Mathematics to take this course. Exam Board --EDXCEL

Certificate in Mathematical Studies (AQA Level 3) The AQA Level 3 Certificate in Mathematical Studies is aimed at students who achieved a grade 6 or above in GCSE Maths but are not taking AS or A’ level Maths. It is half the size of an A level and has UCAS points attached to it. It is taught over one year, with all of the exams being taken at the end of Year 12 leaving time to focus on their core A level courses in year 13. It particularly provides useful maths skills for students studying such courses as A level Psychology, Sciences and Geography. Students learn and apply real world maths skills. There are two exams, both of which are 90 minutes long. Paper 1 – Compulsory Content • Analysis of data. • Maths for personal finance. • Estimation. • Critical analysis of given data and models, including spreadsheets and tabular data. Paper 2 – Optional Content One of the following is studied: • Statistical techniques. • Critical path and risk analysis. Graphical techniques. 14

Media Studies LINEAR A-LEVEL The Eduqas Media Studies course aims to equip students with a range of skills to empower them as consumers, critics and creators of media texts. Knowledge of the media is increasingly valued and is an important aspect of so many careers in our information society. This qualification will be of value to candidates entering employment across a range of industries, professions or university courses. Understanding of how to deconstruct media texts, using relevant and comprehensive theoretical frameworks, within both a modern and historical context, will focus on these four key concepts: • • • •

Year 2 Component 1: Meanings and Representations in the Media Written examination: 2 hours (30% of qualification)

Media Forms (including media language, narrative and genre) Representation Audience Institutions

This component covers all of the following media forms: music videos, video games, advertising, film marketing, newspapers and radio news/current affairs programmes. The exam consists of three sections. Section A: Media Language and Meanings One extended response question based on two media products, either from the same form or from two different forms. (Music videos & video games) Section B: Representations and Meanings One extended response question based on two media products, either from the same form or from two different forms. There will be a choice of two questions. (Advertising & film marketing) One question in Section A or Section B will be based on evaluation of relevant theories. Section C: Contextual Study - Representations One extended response question based on two media products, either from the same form or from two different forms. (Newspapers, radio news/current affairs)

Year 1 Component 1: Investigating Media Language and Representation Written examination: 1 hour 30 minutes 30% of qualification This component covers all of the following media forms: music videos, video games, advertising, film marketing, newspapers and radio news/current affairs programmes. Section A: Media Language One stepped question based on one specified media form (Music videos & video games) Section B: Representations One extended response based on one specified media form (Advertising & film marketing) Section C: Representations in Context One extended response question based on two specified media forms. (Newspapers, radio news/current affairs)

Component 2: Media Forms and Products in Depth Written examination: 3 hours 40% of qualification

Component 2: Investigating Media Forms and Products Written examination: 2 hours 40% of qualification

This component assesses knowledge and understanding of media language, representation, industry and audiences. The exam consists of three sections: Section A: Television in the Global Age Study Sherlock (UK) S2, E3: ‘The Reichenbach Fall’ (2012) & The Bridge (Denmark/Sweden) S3, E 1 (2015) One two-part question based on both of the set products studied. Section B: Magazines: Mainstream and Alternative Media Study Vogue (July 1965) (Condé Nast) & The Big Issue One two-part question based on both of the set products studied. Section C: Media in the Online Age Study blogger Zoella https://www.zoella.co.uk/ & Attitude http://attitude.co.uk/ One two-part question based on both of the set products studied.

This component assesses knowledge and understanding of media language, representation, media industries and audiences. The exam consists of three sections, each will be intrinsically linked with essential media theorists. Section A: Television Study Sherlock (UK/US) Series 2, Episode 3: ‘The Reichenbach Fall’ (2012) One two-part question based on the set product studied. Section B: Magazines Study Vogue (July 1965) (Condé Nast) One two-part question based on the set product studied. Section C: Online Media Study blogger Zoella https://www.zoella.co.uk/ One two-part question based on the set product studied.

Component 3: Cross-Media Production Non-exam assessment 30% of qualification

Component 3: Media Production Non-exam assessment (coursework) 30% of qualification

An individual cross-media production based on two forms in response to a choice of briefs set by Eduqas, including: Television, Music Advertising & Marketing, Film Advertising & Marketing or Magazines. Applying knowledge and understanding of the theoretical framework and digital convergence. Exam Board WJEC

An individual media production comprising a single media product created in response to a choice of briefs set by Eduqas, applying knowledge and understanding of the theoretical framework. Print or audio visual briefs include; producing a television programme title sequence, a music video, a film marketing campaign or pages from a new magazine

ENTRY REQUIREMENTS A grade 6 in Media Studies if studied at GCSE or a grade 5 in English Language and English Literature if the subject has not been studied before. In addition, an enthusiasm for the media, film, television and new technology is essential, as is a willingness to commit to practical work outside of lesson time. 15

Music Year 2

LINEAR A-LEVEL

Unit 4: Performing (30%) The course extends the GCSE skills of Performing, Composing and Appraising. It introduces students to a much more in-depth analysis of a wide variety of musical styles, ideas and traditions and develops their general musicianship. Year 1

A public performance requiring students to perform one or more pieces as a recital. The performance can be performed as an instrumental or vocal soloist, or as part of an ensemble, improvising, or realising music using music technology. The total performance time across all pieces must be a minimum of 8 minutes. Performances must be recorded after 1 March in the year of certification.

Unit 1: (AS) Performing (30%)

Unit 5: Composing (30%)

A public performance requiring students to perform one or more pieces as a recital. The performance can be performed as an instrumental or vocal soloist, or as part of an ensemble, improvising, or realising music using music technology. The total performance time across all pieces must be a minimum of 6 minutes. Performances must be recorded after 1 March in the year of certification.

Students are required to compose a total of two compositions, one to a brief set by Pearson and one either free composition or also to a brief. One composition must be from either list of briefs related to the areas of study, or a free composition, carrying 40 marks for this component. This composition must be at least 4 minutes in duration. One composition must be from a list of briefs assessing compositional technique, carrying 20 marks for this component. This composition must be at least 1 minute in duration, unless the brief specifies a longer minimum duration.

Unit 2: (AS) Composing (30%) Students are required to compose a total of two compositions, one to a brief set by Pearson and one either free composition or also to a brief. Each composition must be at least 2 minutes in duration and the total time across both submissions must be a minimum of 4 minutes and 30 seconds. Each composition carries 50% of the marks available for this component.

*Total time across both submissions must be a minimum of 6 minutes. Unit 6: Appraising (40%) Students need to demonstrate knowledge and understanding of musical elements, contexts and language through the content of six areas of study, each with three set works. There will be one written paper of 120 minutes in duration, worth a total of 100 marks. This paper comprises of two sections:

Unit 3: (AS) Appraising (40%) Students need to demonstrate knowledge and understanding of musical elements, contexts and language through the content of six areas of study, each with two set works. There will be one written paper of 90 minutes in duration, worth a total of 80 marks. This paper comprises two sections:

Section A: Areas of study and dictation (50 marks) ● Three questions related to the set works (audio and skeleton score provided). ● One short melody/rhythm completion exercise.

Section A: Areas of study and dictation (45 marks) • Three questions related to the set works (audio and skeleton score provided). • One short melody/rhythm completion exercise.

Section B: Extended response ● Two essay questions – essay one (20 marks) and essay two (30 marks) ● Essay one asks students to draw links from their study of the set works to the music heard as an unfamiliar extract. ● Essay two gives a choice of three questions that ask students to evaluate the musical elements, context and language of one set work. Each option will be from a different area of study.

Section B: Extended response • Two essay questions – essay one (15 marks) and essay two (20 marks) • Essay one asks students to draw links from their study of the set works to the music heard as an unfamiliar extract. • Essay two gives a choice of three questions that ask students to evaluate the musical elements, context and language of one set work. Each option will be from a different area of study.

Areas of study: Vocal Music Instrumental Music Music for Film Popular Music and Jazz Fusions New Directions

Students are also required to demonstrate application of knowledge to unfamiliar works.

Exam Board - EDEXCEL ENTRY REQUIREMENTS Grade 6 or higher at GCSE and a minimum of Grade 4 ABRSM practical ability or equivalent.

Photography (Art and Design) General Notes LINEAR A-LEVEL The course introduces students to a variety of experiences exploring a range of photographic media, techniques and processes. Students will be encouraged to explore relevant images, artefacts and resources relating to Photography and a wider range of art and design, from the past and from recent times, including European and non-European examples. The course will enable students to develop their own personal responses through the use of digital techniques to produce images using digital cameras and photo manipulation software such as Adobe Photoshop.

Skills:

Previous experience of preferable but not essential.

Photography

Equipment:

It is desirable that the candidates equip themselves with a digital SLR or bridge camera and have access to a colour printer and photo paper outside of the classroom in order to pursue independent work.

Exam Board - EDEXCEL ENTRY REQUIREMENTS Grade 6 in GCSE Photography. Students who have not studied Photography at GCSE level should submit an application with a portfolio.

Students’ work will be supported by sketchbooks/workbooks/journals as well as first hand experiences of relevant works. There is no specific requirement for candidates to demonstrate drawing skills in this endorsement unless they wish to. Please note there are no dark room facilities available in the department so we do not offer chemical based photography. Areas of Study Candidates are required to work in one or more area(s) of Photography, such as those listed below. They may explore overlapping areas and combinations of areas. a) Portraiture b) Landscape photography (working from the urban, rural and/or coastal environment) c) Still-life photography, working from objects or from the natural world. d) Documentary photography, photo journalism e) Experimental imagery Component 1 Personal investigation (60% of A level) All candidates will produce work exploring a range of photographic techniques including digital manipulation using a range of photographic equipment. The integration of historical, critical and contextual studies is fundamental to the qualification. Candidates will produce a personal investigation based on an idea, issue, concept or theme of their choosing and supported by 1000-3000 words. The quality of written work and the ability of the candidate to reflect upon their own work and to identify connections with that of others will be assessed. Component 2 Externally Set Assignment (40% of A level) A theme will be set by EDEXCEL and a preparation period will be given in order for students to develop ideas. Fifteen hours of unaided supervised time and a realisation period in order for students to produce final imagery. Assessment Each unit will be assessed separately. All units will be marked by the Centre and moderated by Edexcel.

Physical Education What's assessed Students assessed as a performer or coach in the full sided version of one activity. Plus: written/verbal analysis of performance.

LINEAR A-LEVEL Subject content • 1. Applied anatomy and physiology • 2. Skill acquisition • 3. Sport and society • 4. Exercise physiology • 5. Biomechanical movement • 6. Sport psychology • 7. Sport and society and the role of technology in physical activity and sport

How it's assessed • Internal assessment, external moderation • 90 marks • 30% of A-level After the course

Assessments

Students have, in the past, progressed to higher education to follow a Sport Science or Physical Education course. Other students have used their experience to develop coaching and teaching roles.

Paper 1: Factors affecting participation in physical activity and sport

Exam Board - AQA

What's assessed Section A: Applied anatomy and physiology Section B: Skill acquisition Section C: Sport and society

ENTRY REQUIREMENTS Students should have obtained a grade 6 at GCSE and should be competing in their sport on a weekly basis at a good level outside of school.

How it's assessed • Written exam: 2 hours • 105 marks • 35% of A-level Questions • Section A: multiple choice, short answer and extended writing (35 marks) • Section B: multiple choice, short answer and extended writing (35 marks) • Section C: multiple choice, short answer and extended writing (35 marks)

Paper 2: Factors affecting optimal performance in physical activity and sport What's assessed Section A: Exercise physiology and biomechanics Section B: Sport psychology Section C: Sport and society and technology in sport How it's assessed • Written exam: 2 hours • 105 marks • 35% of A-level Questions • Section A: multiple choice, short answer and extended writing (35 marks) • Section B: multiple choice, short answer and extended writing (35 marks) • Section C: multiple choice, short answer and extended writing (35 marks)

Physics

A-Level: General and Practical Principles in Physics

We offer Edexcel as our A level choice. There is no longer a coursework element to the course. Practical skills will be assessed through standard experiments, defined by the exam board, and assessed by the classroom teacher. This will be awarded as a separate mark.

This paper may draw on any area studied in previous modules. It will include synoptic questions that may draw on other topics. This paper will assess conceptual & theoretical understanding of experimental methods. This paper is worth 40%of the A-Level qualification.

What can I do after I’ve completed the course?

The A-Level will have all practical skills assessed in the written papers. The papers will also include a higher proportion of Mathematical skills that will be taught as part of the specification, this being approximately 40% for Physics. There is more emphasis on higher mathematical ability in the Sciences so you will have to gain a grade 5 in GCSE Mathematics to continue with Physics post-16.

Physics leads on to a wide range of courses and careers, especially in Engineering and Science. Physics is an enabling subject, in that many Universities will accept Physics as an A-Level to gain access to their courses. You could use Physics to support other qualifications or move on to further studies or employment. Many organisations value a qualification in A-Level Physics even if it is not directly relevant to their business.

What will I learn?

Exam Board - EDEXCEL

AS: Core Physics I

AS: Core Physics II

A Level: Advanced Physics I

A-Level: Advanced Physics II

This unit will look at Mechanics and Electric Circuits. Students will study how to analyse the forces an object experiences and how this affects its motion. Detailed analysis of circuits will enable students to explain circuit behaviour. Both areas are directly applicable to many engineering problems and the use of modern circuits in virtually every aspect of life. This paper is worth 50% of the AS Qualification. This unit will study the properties of Materials, both solid and liquid, to understand how they behave under different conditions. Waves will be studied in detail, understanding their properties and characteristics. The Particle Nature of Light looks at how light can behave like a particle and is a brief look into Quantum Physics. Areas studied provide a basis for detailed study of many areas of Physics and have multiple applications in industry. This paper is worth 50% of the AS Qualification. The practical skills will be assessed and practised throughout both modules and assessed within the examination papers.

ENTRY REQUIREMENTS The qualification builds on the knowledge, understanding and process skills that you achieved in GCSE Science. You will need at least a grade 6:6 in GCSE combined science (including Physics element) or grade 6 Physics and grade 6 in GCSE Mathematics. Communication is also important as you will need to be able to communicate effectively, carry out research and critically think about problems.

As well as the topics taught in AS Core Physics this unit will study Further Mechanics, Electric and Magnetic Fields and Nuclear and Particle Physics. This will further build on knowledge from their AS studies but looking in more detail. Electric and Magnetic Felds have many applications in motors, generators and energy storage systems. Nuclear and Particle Physics touches on one of the recent areas of significant advance and the study of particle interactions gives an insight to this. This paper is worth 30% of the A-Level qualification. As well as the topics taught in AS Core Physics II this unit will study Thermodynamics, Space, Nuclear Radiation, Gravitational Fields and Oscillations. This unit begins to explore a variety of areas of Physics that have many practical applications. Areas of recent development and questions such as the fate of the Universe will be discussed and studied. This paper is worth 30% of the A-Level qualification.

Psychology The Course AS Psychology:

Psychology involves the study of mental processes and behaviour in the context of real life experiences. This course is for those who have an enquiring mind, like to discuss and wish to gain an understanding of how humans (and non-humans) develop, socialise and interact with each other. Psychology is not just an academic subject; it’s a life-skill.

If you choose to take the standalone AS qualification over one year we will study only topics 1-6. Exams: You will sit two summer exams

Students will develop transferable skills that both support study in a wide range of subjects at university and the transition to employment, including quantitative and analytical analysis and forming and testing hypotheses. The development and application of mathematical skills prepare students for study of psychology and related courses at university.

Paper 1: 1hour 30 minute exam, topics 1-3. 72 marks in total worth 50% of the AS Grade Paper 2: 1hour 30 minute exam, topics 4-6 72 marks in total worth 50% of the AS Grade A2 Psychology:

Students can progress from this qualification to: Higher education qualifications such as psychology degrees, and biology-related courses or further education courses such as BTEC Higher Nationals such as the Higher Nationals in Applied Biology and Biological Sciences for Industry.

If you choose to take A level Psychology over two years we will cover topics 1-6 in the first year and topics 7,8 and 3 more (one each from topic option blocks 1-3) Exams: You will sit three summer exams at the end of your second year.

A Level Psychology 2015 Course Content Topic 1

Social influence Why do people conform to group pressures and obey authority? Topic 2 Memory How do we remember and why do we forget? Topic 3 Attachment How and why do we form attachments to others? Topic 4 Approaches in Psychology What are the origins of Psychology and is Psychology a science? Topic 5 Psychopathology What is ‘abnormality’? And how do people develop Phobias, Depression and OCD? Topic 6 Research Methods How is psychological research carried out and interpreted? Topic 7 Biopsychology How physiology/biology effects behaviour? Topic 8 Issues and debates in Psychology Are Psychological studies biased in any way? We will then pick to learn 1 topic from each of these option blocks: Topic Option Relationships, Gender, or Cognitive Development block 1 Topic Option Schizophrenia, Eating Behaviour, or Stress block 2 Topic Option Aggression, Forensic Psychology, or Addiction block 3

Paper 1: 2 hour exam, topics 1-4 96 marks in total worth 33% of the A level Grade Paper 2: 2 hour exam, topics 5-7 96 marks in total worth 33% of the A level Grade Paper 3: 2 hour exam, topic 8 (plus one topic from each of the 3 option blocks) 96 marks in total worth 33% of the A level Grade As with all linear specifications the AS qualification is ‘standalone’ and does not contribute towards the final A2 grade. Exam Board - AQA ENTRY REQUIREMENTS Students must have a minimum of grade 6:6 in combined Science or grade 6 in Biology, a grade 6 in English Language and a grade 6 in GCSE Maths.

Philosophy, Ethics and Development of Christian Thought

Sociology LINEAR A-LEVEL

LINEAR A-LEVEL

Sociology is an immensely challenging and exciting discipline. Its aim is to understand how societies work. It investigates the structures and cultures of different societies throughout the world and throughout history.

Students study a number of philosophical, ethical and theological areas across the two years. Religious Studies is an academically rigorous, challenging and extremely interesting discipline that enables students to consider the “bigger questions”, to reflect on morality and where it comes from and also to investigate Christian beliefs in more depth.

A-Level courses based on the AQA 7192 specification enable candidates to:

OCR A-Level H573 Unit 1: Philosophy of Religion This unit explores the key elements of Philosophy of Religion through several different areas: • • • • • • • •

Ancient philosophical influences (Plato and Aristotle); Soul, mind and body; Life after death; The existence of God (cosmological, design and ontological arguments); Challenges to belief (including the problem of evil); The nature of God; Religious language; Twentieth century perspectives.

This unit explores the key areas of Ethical Thought and Application through several different areas:

• • • • •

Normative ethical theory; (virtue ethics, natural law, situation ethics); Applied ethics (sex and sexuality and euthanasia); Ethical language; Meta-ethics; Significant ideas of freewill and conscience; Developments in ethical thought.

•

appreciate the significance of theoretical and conceptual issues in sociological debate;

•

understand sociological methodology and a range of research methods;

•

reflect on their own experience of the social world in which they live;

•

Develop skills, which enhance their ability to participate more effectively in adult life.

MODULE 2 – Families and Households and Beliefs impacting on Society. You’ll look at how family life has changed over the last 100 years and why these changes occur. You’ll also consider whether people in society are becoming less religious or whether religion has taken on different forms. MODULE 3 - Crime and Deviance; Theory and Methods You’ll learn about criminal and deviant behaviour, including factors that might lead a person to follow this path in life and how the media portrays the. Theory and methods: you’ll expand on your knowledge of research methods and study theory and methods.

Unit 3: Development of Religious (Christian) Thought This unit explores the key areas of Christian thought and developments within it, including: • • • • • • • • • • • •

acquire knowledge and a critical understanding of contemporary social processes and structures;

MODULE 1 – Education; Sociological Methods You’ll consider the role of education in society. For example as part of your studies you’ll look into gender and ethnicity differences in school achievement. You’ll also learn how to apply your own sociology research methods to the study of education. Research methods: You’ll learn how to conduct your own sociological research, from interviews to reviewing documents and official statistics.

Unit 2: Religion and Ethics

•

Exam Board - AQA

Human nature and purpose of life; The self and immortality; Knowledge and revelation of God; The Bible; The nature of Jesus Christ; Presentations of Jesus Christ; The challenge of secularism; Responses to secularism; Pluralism in theology; Pluralism in society; Gender in theology; Gender in society.

ENTRY REQUIREMENTS In order to succeed at A-Level students must achieve at least a grade 6 in English Language. There is no AS examination in Sociology.

Exam Board - OCR ENTRY REQUIREMENTS In order to succeed at A Level, students must have at least grade 6 at GCSE in Religious Studies (preferably) or History & Grade 6 in English Literature (if they didn’t opt for RS at GCSE). There is no AS examination in this subject. 21

Spanish The Course The Spanish A-level is, are in many respects, a continuation from GCSE, emphasising the same skills which are then pursued to a much higher level. You will learn more about Spanish speaking countries as you will be tackling a variety of issues that affect these countries. What will I be studying on the course? Not surprisingly, you will need to acquire considerably more Spanish grammar and vocabulary, but this will be accompanied by topic-based teaching as well as the study of films and books. Topics will be based on a variety of social, political and cultural issues, which are interesting, current and also fun to study! For example, you will be studying topical issues such as family, cyber-society, the arts, culture, immigration, etc In Year 12 you would be expected to spend roughly four to five hours per week outside timetabled lessons doing assignments and studying independently, with six to eight hours expected in Year 13. What will I be doing in lessons? In studying the topics, you will need to read magazine articles, authentic documents and news items (downloaded from a computer database) as well as listen to authentic materials or watch video extracts on the topic under discussion. The first term is particularly important for the acquisition of new vocabulary and grammar. You will be practising the techniques required for the A level examination in speaking, listening, reading, writing and translating. Written work will require a focus on grammatical accuracy and will also be based upon films and books, for example. This consists of essays in which you will need to analyse certain aspects of these films and books and their authors/directors. You will also be expected to carry out translations to and from Spanish. These translations will relate to the topics covered. You will carry out an extended research project which will form part of your oral examination. How will the course be assessed? At AS: Essay writing on the study of a book or film 17.5% All other skills 82.5% At A Level: Essay writing on two works: a book and a film 20% All other skills including the research project 80% What other A Levels go well with Spanish? Virtually any! Foreign language skills are increasingly required and are a definite advantage in a wide variety of areas including Law, Science, Business and Finance, Geography and History to name but a few. And after the course? There are some extremely interesting courses available in Higher Education that include the study of a language. Having a foreign language skill is a distinct advantage in many careers. It goes without saying that studying Spanish will provide you with skills that will be invaluable at university. In addition, universities now encourage a year of study abroad whether or not you are doing a language degree. ENTRY REQUIREMENTS A grade 6 or higher at GCSE provides a sound basis on which to work. A genuine interest in Spanish and all things Spanish will enhance your studies. Exam Board - AQA

BTEC Level 3 Diploma in Business The BTEC National Diploma in Business is designed to provide a specialist work related programme of study that covers the knowledge and skills required to progress successfully in the workplace but also provides a firm basis for higher education. The mandatory units provide an underpinning knowledge of business as well as basic business skills. The BTEC Level 3 Diploma is equivalent to two A Levels. The philosophy behind vocational courses is to encourage student centred learning. You are encouraged to carry out your own research within a supportive and constructive teaching framework. Initiative, flexibility and a consistent approach to producing work in class and private study time is emphasised. Some assignments could involve a large project lasting 8 or 10 weeks. After an initial introduction to the important concepts and theory, you will be given a variety of tasks to complete. During this time, the teacher will advise and support your learning. Evidence for assessment may be generated through a range of diverse activities including assignment and project work, case studies, role-play and oral presentation. Subject Combinations and Progression The Level 3 Diploma course in Business Studies will form a large part of a student’s timetable as it is equivalent to two A levels and hence takes up two teaching blocks. Even so, a student has a wide number of possible subject combinations, but it may be wise to consider ones that are not coursework based because of the heavy commitment for this course to producing work outside the classroom. The Level 3 Diploma course offers a thorough grounding in real world business skills, allowing students to confidently enter the world of work. Employers such as Barclay’s Bank, John Lewis and the CoOperative Group have endorsed this course. They may also progress to a business studies undergraduate programme at university. Top class universities such as the Universities of East Anglia, Exeter and Manchester have also given their endorsement to this course. Students should also be capable of starting their own business. Business employers value employees who are able to communicate effectively both verbally and using electronic communication methods. Subject Modules and Assessment During the course you will complete 8 units of study. • 5 units will be assessed internally by way of a series of assignments. • 2 units will be assessed by way of written tasks completed under controlled conditions and assessed externally. • 1 unit will be assessed by way of an external examination. For those students who prefer this style of learning as against sitting a series of examinations, the Level 3 Diploma is an excellent choice. The mandatory units are: ▪ Unit 1: Exploring Business (internally assessed) ▪ Unit 2: Developing a Marketing Campaign (written task, externally assessed) ▪ Unit 3: Personal and Business Finance (external examination) ▪ Unit 4: Managing an Event (internally assessed) ▪ Unit 5: International Business (internally assessed) ▪ Unit 6: Principles of Management (written task, externally assessed) Plus 2 optional units (internally assessed) from a list of 20, examples of which are: ▪ Investigating Retail Business ▪ Pitching for a New Business ▪ Investigating Corporate Responsibility (Ethics) ▪ Market Research All optional units are coursework based. ENTRY REQUIREMENTS A minimum of grade 4 in English Language. You do not need any prior qualification in any business-related subject. The course assumes zero knowledge at the start. Exam Board - Pearson

BTEC Level 3 National Foundation Diploma in Sport

Qualification structure Mandatory units There are four mandatory units, two internal and two external. Learners must complete and achieve at Near Pass grade or above in all mandatory external units and achieve a Pass or above in all mandatory internal units.

Who is this qualification for? The Pearson BTEC National Foundation Diploma in Sport is intended to be an Applied General qualification for post-16 students wanting to continue their education through applied learning and who aim to progress to higher education and ultimately to employment, probably in the sport sector. The qualification is equivalent in size to one and a half A levels, and it has been designed as a one-year full time study programme, or a full two-year programme when studied alongside a further level 3 qualifications.

Learners must complete three optional units which have been designed to support progression to the range of sector-related courses in higher education, and to link with relevant occupational areas.

What does this qualification cover? The content of this qualification has been developed in consultation with academics to ensure that it supports progression to higher education. Employers and professional bodies have also been involved and consulted to confirm that the content is appropriate and consistent with current practice for learners who may choose to enter employment directly in the sport sector. The qualification provides the knowledge, understanding and skills that allow learners to gain experience of the sport sector that will prepare them for further study or training. Learners will study four mandatory units: • Unit 1: Anatomy and Physiology • Unit 2: Fitness Training and Programming for Health, Sport and Well-being • Unit 3: Professional Development in the Sports Industry • Unit 4: Sports Leadership.

External assessment

What could this qualification lead to? Learners who have completed this qualification in a year may progress to further learning at Level 3, for example a second Foundation Diploma in a complementary sector, or to a larger size BTEC National in the sport sector, such as the BTEC Level 3 National Extended Diploma in Sport Development and Coaching.

This is a summary of the type and availability of external assessment, which is of units making up 44% of the total qualification GLH.

The qualification carries UCAS points and is recognised by higher education providers as meeting, or contributing to, admission requirements for many relevant courses. On its own, it can provide progression to foundation degrees and BTEC Higher Nationals

ENTRY REQUIREMENTS A minimum Grade 4 in English Language. No prior knowledge of this subject is required. Exam Board – Pearson

Chelmsford City Football Academy Programme

Moulsham High School and Chelmsford City Football Academy Programme Moulsham High School, in partnership with Chelmsford City Football Club, is able to offer a football academy programme The Academy is run and coached Mickey Spillane (Academy Manager), Elliott Ward (Academy Coach) & Simeon Jackson (Academy coach) with a wealth of playing professional experience ranging from Premier league for West Ham, Championship for Norwich City to International football for Canada, its a great place for players to learn with the coaches also holding their UEFA ‘A’ & ‘B’ Coaching qualifications it aligns with the sixth form's High Calibre of teaching staff to offer the best platform for our students. The unique nature of the new Chelmsford City F.C Academy, allows students to follow their own educational path, whether that be studying for A Levels, taking a vocational course or a combination of the two, All students will be required to meet the school’s rigorous entry requirements in order to gain a place, regardless of their footballing ability.

Mickey Spillane - Academy Manager/1st team Assistant Manager “The Academy has been a huge success and has exceeded the expectations Chelmsford City Football Club set out to achieve. We support and encourage players development on and off the pitch. Current players have made excellent progress in their academic studies and for the club. Most of the current Yr 13 are applying for top universities including Bath and Loughborough whilst others are being supported to secure degree apprenticeships. Students are gaining top grades and leading by example as demonstrated by the Head boy who is also captain of the Academy Team. Many players have made their 1st team debut, trained with the 1st team and played with the men’s reserves. They have also broken club records in the FA Youth Cup. There is clearly no better place to continue your footballing journey whilst gaining an “outstanding” education.”

Working within the local community, the Academy aims to further develop the skills of young footballing talent while also increasing their coaching and knowledge of the game. Simultaneously, the Academy will work with students to ensure their academic achievements match those of their achievements on the pitch. Training sessions and matches are integrated within the academic timetable and as part of the Chelmsford City F.C. Academy, players join a squad that participates in a programming fixture consisting of other National League Academies and the prestigious F.A. Youth Cup. Academy participants will also have access to training with the First Team and a clear pathway into that team, should they show enough all-round ability.

If you’re interested in joining the Academy please contact Moulsham High School Sixth Form on 01245 260101 or email sixthform@moulshamhigh.org to discuss entry requirements and Chelmsford City FC on 01245 290959 or email mickey.spillane@chelmsfordcityfc.com or elliot.thompson@chelmsfordcityfc.com about the Academy programme specifically

Year 13 Destinations 2021 Provider University of Hertfordshire Bristol, University of the West of England University of East Anglia UEA Loughborough University Brunel University London Degree Apprenticeship Nottingham Trent University University Centre Colchester Ravensbourne University University of London Institute in Paris University of Kent University of York University of East Anglia UEA University of Leicester University of Exeter University of Exeter Oxford Brookes University Oxford Brookes University Loughborough University University of East Anglia UEA Anglia Ruskin University University of East Anglia UEA Nottingham Trent University Nottingham Trent University University of East Anglia UEA University of East Anglia UEA Anglia Ruskin University University of Nottingham University of Essex University of Leeds UCL (University College London) Cardiff University Queen Mary University of London University of Southampton University of York University of Bath Employment University of Huddersfield Loughborough University University of Nottingham University of Bath Bournemouth University Loughborough University University of Exeter University of York Employment Employment University of Nottingham University of York University of East Anglia UEA Loughborough University UCFB UCFB Solent University (Southampton) Coventry University

Course Name 3D Animation Visual Effects BA Accounting and Business Management Accounting and Finance Aeronautical Engineering with a Foundation Year Aerospace Engineering with Placement Architectural Building Surveyors Architecture Art Foundation Art Foundation BA in French Studies with International Relations Biomedical Science with a Year Abroad Biomedical Sciences Business and Human Resource Management Business and Management Business and Management with Industrial Experience Business and Management with Industrial Experience Business and Marketing Management Business and Marketing Management Business Economics and Finance (with placement year) Business Finance and Management Business Management Business Management Business Management and Accounting & Finance Business Management and Accounting & Finance Business Management with a Year in Industry Business Management with a Year in Industry Business with Finance Chemistry Childhood Studies Communication and Media Comparative Literature Computer Science Computer Science Computer Science Computer Science (with a year in industry) Computer Science wth Placement Construction Industry Creative Media and Production Criminology Criminology Criminology (4 years including placement year) Ecology and Wildlife Conservation Economics (with placement year) Economics and Politics with Year Abroad Electronic Engineering with Nanotechnology Employment (Maritime Insurance) Employment (Specsavers) Engineering and Physical Sciences with Foundation Year English English Literature English with Business Studies Football Coaching & Management Football Coaching & Management Football Studies Forensic Psychology

Year 13 Destinations 2021 Provider Bournemouth University University of East Anglia UEA Keele University Queen Mary University of London Loughborough University Arts University Bournemouth University of Leeds University of East Anglia UEA University of East Anglia UEA Degree Apprenticeship Oxford Brookes University Kingston University Swansea University Newcastle University Employment Lancaster University University of Leicester University of Portsmouth University of Nottingham Swansea University Swansea University Fashion Retail Academy University of York University of Surrey Loughborough University University of Nottingham Loughborough University Anglia Ruskin University University of East Anglia UEA Queen Mary University of London King's College London, University of London Oxford Brookes University University of Suffolk University of the Arts London University of Chichester University of East Anglia UEA University of Nottingham University of Reading University of Southampton University of Sheffield Canterbury Christ Church University Queen Mary University of London University of Essex University of Exeter University of Sussex University of Westminster London University of Lincoln Loughborough University Loughborough University King's College London, University of London Manchester Metropolitan University Manchester Metropolitan University Bournemouth University University of Winchester King's College London, University of London Kingston University Queen Mary University of London

Course Name Geography Geography History History History (with placement year) Interior Architecture and Design International Business International Relations International Relations and Politics IT apprenticeship - Ford Japanese Studies Journalism Journalism, Media and Communications Journalism, Media and Culture Law Law Law Law Management Marine Biology with a Year Abroad Marine Biology with a Year in Industry Marketing & Communication for Fashion (2 year accelerated degree) Mathematics Mechanical Engineering Mechanical Engineering (with placement year) Mechanical Engineering including an Industrial Year Media and Communication (with placement year) Medical Science Medicine Modern and Contemporary History Modern Languages with a Year Abroad Nursing (Children's) Paramedic Science Photography Physiotherapy Physiotherapy Politics and American Studies Politics and Economics Politics and International Relations Politics, Philosophy and Economics Primary Education, Psychology Psychology Psychology Psychology Psychology & Criminology Psychology with Clinical Psychology Psychology with Criminology Psychology with Criminology (with placement year) Social Sciences Sociology Sociology (Foundation) Sport and Exercise Science Sport and Exercise Science War Studies and History Working with Children and Young People World History

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