Rosebery School Sixth Form Prospectus 2025-27 - Beacon School

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36% graded A*or A

86%

graded A* to C

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Average grade for vocational subjects was a Distinction A LEVEL RESULTS 2024

Post 16 Study is different, as is life in Rosebery School Sixth Form, and whether you are considering Rosebery for the first time, or are already with us in Year 11, I think you’ll find it hard to match what we have to offer.

DAV I D L A C H , H E A D O F S C H O O L

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An introduction I am delighted that you are considering choosing Rosebery School Sixth Form, which is the pinnacle of our outstanding educational offer. This is reflected in the brilliant results achieved by our students, but more importantly by the exceptional experiences and opportunities we are able to provide for our Sixth Formers, and the way in which they become such an integral part of the Rosebery community.

All teachers at Rosebery are challenged to deliver ‘Ambition and Joy’ for every student, both within and beyond the taught curriculum, and this is no different in the Sixth Form. We want our Sixth Formers to feel they belong to, and are leaders of, the school community.

They embody the Rosebery Way, are ambitious, aspirational and caring, and they contribute so much to the life of the school - as I hope you will too.

Our inclusive, empathetic, yet challenging culture brings the best out of our young people academically, creatively, culturally and socially. This, therefore, prepares them for the rigours of life beyond Rosebery.

Ofsted recognised how special our school is, in 2017, and again in 2023, grading all aspects of our work, including Rosebery’s Sixth Form, as Outstanding; this confirmed that we have found a unique balance of high, but not burdensome, expectations, which support our students to grow and flourish both academically and personally, and have a lot of fun along the way!

Consequently, the outcomes of Rosebery Sixth Formers are second to none, in terms of comparable schools

Ros Allen E X EC U T I V E H E A D T E AC H E R

and colleges, which means that all of our students can, and do, move on to the most prestigious courses at university, are successful in applying for competitive apprenticeship programmes and indeed a range of employment opportunities.

Our Sixth Form is large enough to be able to offer a broad curriculum which allows students to specialise appropriately and to study the subjects they need in order to take the next steps; but equally our Sixth Form is of a size which ensures that every student is known to the Sixth Form leadership team, who can then determine the right level of support for each person.

We know you have a great deal of choice about where to spend the last two years of your compulsory education and there are many staff at Rosebery ready to help you decide what is best for you. As a school we are never complacent and continually strive to improve on our previous best; to provide a Sixth Form where our students can thrive, prosper, where they can enjoy themselves and be themselves and above all become confident, resilient and independent women, able to serve their local and wider communities in the years to come.

We very much hope you will choose to join us!

David Lach HE AD OF SCHOOL

David Lach HE AD OF SCHOOL 1

Welcome to Sixth Form Stephen Phillips H E A D O F S I X T H FO R M We are delighted that you are considering joining the Sixth Form at Rosebery School, a Sixth Form with an outstanding record of success and a Sixth Form with an inclusive ethos which ensures every one of its students receives highly focused academic challenge, pastoral support and guidance, coupled with exceptional leadership and enrichment opportunities.

Sixth Formers enjoy great freedoms and have the benefit of their own facilities, but they still play a crucial part in the life of the school as a whole; our Sixth Formers lead many of our extra-curricular activities, are exceptional role models to our younger students, and reach out to members of the wider community in need by raising thousands of pounds for worthy causes each year – and have lots of fun in doing so! A Rosebery Sixth Former is therefore a hardworking, compassionate and focused young woman who has the academic profile, personal ambition and record of success ready to meet the challenges of higher education, apprenticeships or employment.

Our universal offer to all will be tracked, improved and supported to ensure that every Sixth Former at Rosebery leaves ready for their next steps and has a springboard for the rest of their lives. For many students the universal offer will leave capacity to take part in more, lead more and to find joy in our enriching programme.

Please use this prospectus to help you to start finding the right path for your next two years.

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CO N T E N T S C lic k a h e ad in g to g o to t h a t p ag e

Our Vision Our Team Leadership Opportunities Life at Rosebery Beyond the Curriculum Higher Education & Future Plans Competitive Applications Higher Education Timeline Assessments and Matriculations Our Facilities

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Curriculum Guide Applications Process Curriculum Choice Entry Requirements Provisional Blocks Subjects Enrichment Qualification Subjects Further Information

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OU R V I S I ON

OU R V I S I ON

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As a student at Rosebery Sixth Form, you will become a compassionate intellectual.

This means that we will guide and support you to become an empowered, engaged, curious, kind and honest individual.

These scholarly skills, combined with a compassionate outlook, will secure you the greatest progress in your academic studies, whilst also allowing you to feel in control of your future plans. You will also have an enormous amount of fun, bringing to a close what you will be able to look back on as a joyful thirteen years of compulsory education.

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Our Team CO M P E T I T I V E CO U R S E A P P L I C AT I O N S U P P O R T Stephen Phillips H E A D O F S I X T H FO R M Overseeing all Sixth Form activities, you should feel comfortable to approach Mr Phillips about any ideas, concerns, or information you would like to share.

Maria Boundy H E A D O F Y E A R 12 AND

Ronnie Nejad H E A D O F Y E A R 13 Your HoY is there to provide day to day support with regards to student information, tutor time resources and any wider academic or pastoral issues that we become aware of in your tutor group. Please always feel you can ask them any questions and raise any concerns you may have.

AT T E N DA N CE & A D M I N SUPPORT Mrs Cooley is on hand to support with attendance issues or parental contact details. Feel free to ask if you have any attendance concerns.

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Mrs Carnegie offers support from start to finish for students in writing personal statements, preparation for aptitude tests and interview.

STUDENT FUTURES LE AD Miss Canessa oversees, coordinates, and delivers our Year 12 Student Futures Festival. She is also there to support any ideas staff or students may have about skills for the workplace that we can teach.

S I X T H FO R M PE R S O N A L T U TO R S Each student has a dedicated member of staff who will be with them throughout their time in the Sixth Form.

These tutors offer a programme of regular meetings to develop and support each student. They are also an advocate for their tutees to liaise with the rest of the Sixth Form team.

S I X T H FO R M N E W S L E T T E R Although not strictly speaking a ‘member of the team’, our weekly newsletter is definitely a labour of love.

We write to students and parents every week to help keep every member of the community informed.

Whether it is the weekly musings of Mr Phillips, the support and information from our Heads of Year, or all the different offers and opportunities about work experience and higher education from Mrs Keaveney, our students have no shortage of support.

It is important to us that parents receive it every week and hope that they are able to use the information to benefit their child.

Leadership Opportunities Sixth Form Prefects

Raising and Giving

Our prefects are in post from January to January. This means that early on in Year 12 you will be able to apply for a wide range of roles. Our Senior Team is currently made up of six members, two Head Prefects and four Deputy Prefects. In addition to this we have Pastoral Prefects for Year groups and Houses, as well as prefects that help in different subjects.

Throughout your time in Rosebery Sixth Form you will be able to plan and participate in a series of charity events. These usually culminate in a series of activities in a single week. Our Sixth Form regularly make thousands of pounds a year for charity, all of which is achieved by the students themselves. So, whether you want to be in charge of fancy dress, the RAG week video or Teacher’s Top of the Pops (below) there is something for everyone to get stuck into.

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Applications for prefects is in October of Year 12.

Senior Prefect applicants are asked to deliver a presentation in November The Senior Team is picked and then interviewed to appoint the Head Prefects in early December ready to take on the role in January.

All prefects are involved in RAG (raising and giving for charity) events, as well as working closely with staff to help support the pillar school.

Although the prefect system enables an overarching structure to leadership, many of the other activities engage the Sixth Form and help them drive themselves and the whole school forwards. Other leadership activities can be seen in the wider enrichment activities.

Our Sixth Form students help the whole school to do more, and have more fun while achieving it. We are always extremely proud to have them helping us make Rosebery School feel like such an amazing place.

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A Sixth Form student’s week The student in the example below studies three A Levels, a student studying four would have 10 fewer non-contact lessons.

During the non-contact lessons a student could: • Work in the LRH/work area or, if towards the end of the day, may choose to leave the school site and work at home • Stay in the common room as they have a very busy day and want to have some rest • Support other students working/in the LRH

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In addition to this timetable, Wednesday afternoon would be blocked out for sports and enrichment When not in a meeting during 8:30am – 8:50am you may work, participate in pillar school leadership activities, go to the Sixth Form café, not be in school Most students use at least 6 hours of non-contact time for independent study Most students only sign out if they have no more lessons that day The privileges start straight after induction. Low attendance, or other pastoral issues would lead to the removal of privileges and attending school full time

Pastoral Care and your Personal Tutor We maintain a compassionate and supportive pastoral system throughout the Sixth Form.

This is embedded in maintaining regular contact with all our students in a variety of ways. These include: •

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Full Key Stage or Year assemblies – regular meetings to think collectively about the world around us and promote thoughtful engagement with one another Drop down days – whether it is for borough wide events, HE visits, HE Day, Student Futures Festival, Relationships and sex education or Year group sports, we carefully distribute several activities during your time with us to ensure you feel part of our community Sixth Form Leadership team offices – we are located in the heart of your working area. This means that whenever you need us, you can find us Personal Tutor – every student has a named tutor

Your Personal Tutor meetings In Rosebery Sixth Form we replace the class tutor and tutor time with a Personal Tutor programme.

This will consist of a named member of staff having a small group of students that they meet one to one or in small focus groups. Your Personal Tutor will get to know you, support your study habits, speak to your parents, ensure that you are on the correct Student Futures pathway, including our competitive courses support.

These meetings will be timetabled at the start of Year 12 but take place between 8:30am – 8:50am. The meetings will have a pre-published focus for each one and will help support our students through every stage of their time with us.

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Sixth Form Student Privileges Throughout the September induction days Year 12 students are in school full time. This is to embed good working practice and to help support the transition from GCSE to A Levels.

As soon as your timetable begins you are expected to be in school for all timetabled lessons, study lessons, health and wellbeing activities, and your Personal Tutor meetings. If you do not have a meeting and have nothing on your timetable until lesson 3 you are not required in school.

Most students choose to arrive at the start of the day to get into a good routine and also end up participating in many of the leadership opportunities within the pillar school in their tutor time.

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Students are also allowed phones and electronic devices in and around the Sixth Form only areas of the school. Whilst we have a dress code, we appreciate that Sixth Form students want to have the ability to express themselves, so we do not have a Sixth Form uniform.

All of these privileges offer you the chance to demonstrate your maturity. If attendance, participation or any other concerns arise we would remove them and expect you in school full time.

Beyond the Curriculum We have an innovative series of programmes putting our Sixth Form students at the heart of their learning, while enabling them to develop the skills needed to be involved in the leadership and teaching of the wider school community on 21st Century issues. These activities range from compulsory and in your timetable, to those which will be done above and beyond the school day.

PDC (Personal Development and Citizenship) lessons We follow a programme of study in Year 12 where you are taught different topics in tutor groups. We cover the following: • Relationships • Keeping yourself safe • Keeping your mind healthy • Preparing for life beyond Rosebery • Cultural differences in relationships • Financial awareness • Cultural diversity and equality Whilst we know that the main focus is subject based study, during your time with us you will have a number of days off timetable looking at specific ways to grow as a young adult.

Online Diversity Conference – this is an event that is run online with a series of speakers from a variety of backgrounds. The themes over the last two years have been around unconscious bias and then in 2022 it was combating misogyny.

UCAS University Course Event – A trip in Year 12 to a conference run by UCAS and Surrey University where students can meet with universities and undergraduates to ask all about life as a student.

Safe Drive, Stay Alive – A surrey-wide afternoon looking at being a safe driver and passenger.

Higher Education Day – in the summer term of Year 12 you will have a day dedicated to kickstarting your applications to apprenticeships or university.

Student Futures Festival – this is a two-day event looking at a range of skills and careers. You get to pick which workshops to attend and will have the opportunity to speak with a range of guests from a wide variety of industries.

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Sex and Relationships Day – this is a range of workshops looking at sexual health, healthy relationships and your rights.

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Sports & Volunteering Wednesday Every Wednesday here at Rosebery, we offer a range of activities and opportunities running from 1.10pm to 3.00pm. This includes running competitive sports coaching for those who wish to have fixtures against other schools and colleges, as well as offering our facilities for recreational sports and our gym for fitness training.

We also know that a number of students have preexisting gym memberships, own or have access to horses/ponies to ride, or are part of tennis, squash or golf clubs. With parental permission, students can opt to go offsite for their activities on Wednesday afternoons.

Alongside this, we encourage students to look into obtaining volunteer work in our local community. These

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can be either linked to future pathways or simply to give back to others. For example, those thinking about going into medicine or veterinary practice could volunteer at care homes or animal shelters. Students who are exploring teaching could find time to help primary school students to read.

Examples of volunteering could be: • Regular charity work • Working in care homes • Hospital support work • Veterinarian support • Primary school • Work experience (unpaid) in a business setting of your choice As enrichment, we offer a wide range of activities through our wider clubs programme that the main school participates in. Beyond this, we have other specific enrichment activities you can see overleaf.

Other Enrichment Opportunities The following opportunities are available at different stages in your time with us. Some do require an application as spaces can be limited.

Year 8 & 9 Coaching We are a coaching school for staff, and we offer a programme of training to pass this expertise onto our students. You will be given training to then be able to work with Year 8 and Year 9 students as coaches to support the mental health and academic success of our students. The training takes place initially, before time for the group to reconvene and reflect on how everything is going and request further support.

Music The Christmas concert remains popular. Students have many opportunities to show their musical prowess individually or collectively leading instrumental and choral groups throughout the year; they form the backbone of the musical offering of the whole school.

Gold Duke of Edinburgh Award This is not unique to Rosebery but for every student that takes on the challenge of Gold I read about how much they gained from the experience in personal statements or the Yearbook. We have a strong cohort each year, volunteering around the local area and then culminating in the lifelong memory of the expedition.

Homework Helpers Year 12 students apply for this scheme which provides help to our younger Rosebery students with homework in a particular subject. The scheme is run after school at Rosebery and offers paid employment to those who choose to participate. Not only is the feedback from the tutees fantastic but when the younger students join the Sixth Form they cannot wait to give back to the system and are the first to sign up.

In-class Support Year 12 students are offered a chance to step into classrooms and support student learning.

Again, this programme starts with training and expectations. The view is that we give our Sixth Form students the opportunity to discover skills in teaching, listening and coaching, while also building a stronger and more supportive community between students, Sixth Form and staff.

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Trips and Foreign Travel We try to offer a range of opportunities from curriculum to pure enrichment. Although there are costs associated with them, we hope that with enough notice families can afford experiences for an individual that they may not be able to do as a group.

There is no expectation that students have to attend all or any trips. We simply hope that the wide range of choices available offers something for every single member of our community.

These include: • A Christmas Market trip to Lille and Ypres, exploring the cities, shopping in the markets and visiting a chocolate factory. In subsequent years we may investigate visits to Paris.

• Termly West End theatre trips are open to all and are not linked to subjects. These trips include coach travel to and from the theatre. So far, we have seen &Juliet and Moulin Rouge • London enrichment visits – this is a day in Year 12 where students may choose a place to visit in London • Geography fieldwork is undertaken in Year 12 – we are also teaming up with Glyn School to offer a trip to Iceland • The English department offer theatre trips related to the texts studied in the chosen course

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Higher Education & Future Plans Around 90% of our students make applications to university. This means that we offer everyone advice and guidance on choices, activities to support applications and personal statement support, in accordance with the UCAS process. For most students this support starts formally in January of Year 12 and then continues throughout Years 12 and 13 until all students have completed successful applications.

With 10-15% of students each year making applications to early entry competitive courses we offer a bespoke pathway that supports these applications.

Internal students will be identified in Year 11 and then again at the start of Year 12. We have aspirational expectations for all our students, but OxBridge and medicalised applications do require a bespoke approach.

This programme is run by Miss Allen and ensures that students are prepared in good time for wider reading, application assessments, personal statements and interview. The medicalised pathways (MedDenVet) have a student led group that meets every week to discuss wider reading, invite external speakers and support one another with the build up to applications.

Another 10% of students apply for apprenticeships and this group is supported directly by Mrs Keaveney. From finding the right apprenticeship to filling in application forms and interview technique.

Timetable PDC Lessons In January of Year 12, there will be specific lessons around the types of pathways students can take. This will focus on explaining the EPQ in detail and offering an online learning pathway for those that are interested.

They will also outline each pathway that is available to them and the best activities for students to start at this point in Year 12.

We use the Autumn Term of Year 12 to embed good study habits and wellbeing support. Our students then are much more able to engage with the wider need for supra-curricular activites from January onwards.

HE Day In June we have a day of lectures and workshops so that every student is able to follow the UCAS process as they see fit. By the next day all students have logged in and will have access to the application process.

We also use the day to offer advice and guidance on writing personal statements, making course choices and thinking about what to look for in a university or apprenticeship.

Student Futures Festival Following on from HE day, Year 12 have two days of workshops and seminars, that they pick themselves, around professionals talking about their work and how they got there, wellbeing and mindful practices, life skills and gap year activites.

Universal Offer All students follow the following advice and guidance programme around next steps and higher education. We understand that every student is in a different position when it comes to prior knowledge of what is available and the process of applying. Every student has access to the same talks, meetings and support through Year 12.

From this provision we then differentiate those applying for apprenticeships, early entry university courses and main deadline university courses.

Unifrog During the Autumn Term our students recieve their Unifrog log in details and an explanation about the platform. Unifrog is able to offer live searches of university and apprenticeship courses. It is also where we encourage students to record their extra and supracurricular activities so that writing about themselves becomes less daunting in June and upon their return in Year 13.

Leadership Meetings (Year 13) Early in Year 13, all students mett with a member of the leadership team to discuss their plans and finalise grades for their applications.

PE R S O N A L T U TO R MEETINGS From day one, every student wll have the opportunity to ask and discuss their future plans with their personal tutor. These meetings will focus on study habits, wellbeing and enrichment during the first term.

In line with the calendar events the meetings will turn to discussions around the merits of different routes, whilst flagging to the rest of the team those who will be part of our competitive application programme.

The personal tutor will, for morst students, be best placed to use the subject specific references to write the school reference.

A PPR E N T I CE S H I P S We never forget that many apprenticeships are extremely competitive as well. Mrs Keaveney is always on hand to offer resources, advice and guidance for the whole application process.

We pride ourselves on being able to support every student, whatever their chosen university, apprenticeship or career path. We offer a number of opportunities to meet with senior staff to discuss UCAS grades, courses and how to write the best possible personal statement.

Students applying for apprenticeships will be supported throughout the process so that they are confident to perform at their very best at interview stage.

Competitive Applications Programme

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I’m hoping to study medicine at uni and have looked at Bristol, Brighton and Sussex Medical school. The Competitive Applications Programme has helped me to prepare for my personal statement and has encouraged me to pursue wider reading and engagement around my chosen subject.

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R AC H E L A - ST U D E NT

At Rosebery, we encourage our students to aim high and make ambitious choices for their futures. The competitive applications pathway at Rosebery is a bespoke programme for students who are targeting competitive courses at prestigious universities, which require early application. Students are provided with targeted support in preparing to apply to Oxbridge and Russell Group Universities and to competitive courses including Law, Medicine, Veterinary Medicine and Dentistry through a dedicated Google Classroom space, weekly seminars conducted by the Head of Competitive Applications and half termly 1:1 meetings.

Competitive Application Seminars Seminars are run weekly and support students through the competitive application process from start to finish.

Seminars centre around: • Wider reading and scholarship • Course and college selection • Planning and writing impressive UCAS applications • Strategies for maintaining a strong test mindset for entrance examinations • How to conduct an effective interview, including • mock interview practice

MedDenVet These students meet every week to help support one another and to do the reading and discussion needed to excel. We have a carefully planned support network for interview preparation. Help with UCAT and BMAT. We also offer the opportunity for students to deepen their knowledge through the Extended Project Qualification and wider reading. We have a fledgling student-run group that meets on a regular basis to discuss relevant current affairs based around the four pillars of medical ethics.

OxBridge We have a planned programme of events and one-toone support, ensuring that all Rosebery students who wish to apply to Oxford or Cambridge Universities are very well prepared. Every year we have a number of students who are selected for interviews.

Additional Opportunities and Enrichment: Alongside the core seminar programme, competitive applicants have access to a dedicated Google Classroom where they can access guidance and resources for: • Subject specific enrichment opportunities including • additional courses, essay writing competitions, • lectures and exhibitions, both virtual and live.

• Broader in school enrichment opportunities • that encourage well-rounded students, such as TEDxRosebery, Young Citizens Bar Mock Trials, School Newspaper, The Toastmasters Award, the Gresham College public speaking competition and University taster sessions and courses.

Students also receive additional support and guidance through: • Oxbridge visits • Our alumni network of successful competitive applicants • The Rosebery Student Futures Festival

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Competitive Applications Key Dates Y E A R 13

Y E A R 12 SEPTEMBER

SEPTEMBER

Students are identified from GCSE results and invited to meet with the Head of Competitive Applications to discuss their goals and aspirations for Sixth Form and beyond.

Students return to school and hand in their application first drafts to the Head of Competitive Applications for initial feedback.

Students join the Google Classroom for guidance on enrichment (both subject specific and general, in schooland beyond) and demonstrating scholarship, which is regularly updated with new opportunities over the academic year.

J A N UA R Y The weekly seminar programme begins, focusing on how to select courses and colleges and scholarship and wider subject engagement.

Students begin exploring options for courses and colleges and begin logging potential material for personal statements on the UniFrog platform.

Students have 1:1 meetings with the Head of Competitive Applications half termly to monitor their progress and offer personalised guidance and support.

As part of Rosebery’s Higher Education Day, Competitive Applicants attend bespoke sessions with the Head of Competitive Applications for initial guidance on UCAS application content, structure and writing style.

15 October – usual UCAS deadline day for early applications.

O C TO B E R / N OV E M B E R Seminars continue with a focus on effective mindset andf interview strategies. Students also engage in at least one full practice interview with a subject specialist teacher.

D EC E M B E R / J A N UA R Y

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During the Competitive Application Programme, I have particularly found it helpful that we were given advance notices and deadlines for the possible entrance exams we might need to take, right now I am preparing for my LNAT (Law National Aptitude Test).

C H E W O N C - ST U D E NT

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O C TO B E R

Interviews take place and students are informed of the outcome of their application.

JUNE

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By the end of September, students must also have booked any required entrance examinations through the school’s exams officer, or via external test centres for UCAT and LNAT.Seminars focus on final polishing of UCAS applications and interview preparation.

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Complete Higher Education Timeline

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Assessment and Matriculation As part of our curriculum we have a very clear pathway for assessing where our students are and preparing them for the final examinations. In class there will be a wide range of assessment and feedback strategies.

These inform teachers of how best to support their individual classes.

We have four formal assessment periods in the sixth form. Two in Year 12 and two in Year 13. The Year 12 assessments are called “Matriculation Assessments” and take place in January and the end of May. They help staff see if a student is coping with the course and if they are ready for the next steps. These assessments also allow students to practice timing and the formality of public exams.

In Year 13 there are two series of mock examinations to guide progress and feedback for all our students.

Reporting to parents Y E A R 12 January - formal reports to parents with Target grades and teacher projected grades.

February – Parents’ Evening June - formal report to parents with Target grades and teacher projected grades.

Y E A R 13 September/October - formal report with previous target and projected grades with planned grades for higher education applications after a meeting to discuss plans with a Senior member of staff December - formal report to parents with Target grades and teacher projected grades. Parents’ Evening 1 also takes place.

March - formal report to parents with Target grades and teacher projected grades. Parents’ Evening 2 also takes place.

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Our Facilities S I X T H FO R M G RO U P & I N D I V I D UA L S T U DY A R E A Used for quiet and silent study. In view of the Sixth Form Leadership offices, all students have the option to work away from the main school. The work area is open from 8:00am to 5:00pm every weekday.

During the school day it is usually well used but is a quiet and spacious place to work.

We have over twenty desktop computers as well as another 30 chrome books that can be used to support online resources and complete work.

On hand are your Head of Year and the Head of Sixth if you have any questions or need support.

L E A R N I N G R E S O U RCE H U B (L R H) A place for silent study and more computers during lesson time. Not only can you use this space exclusively during lessons for your own work, there is a fabulous and ever increasing range of books to read.

L E S S O N S A RO U N D S C H OO L Your lessons take place in the same main school areas as the pillar school, helping you to stay part of the wider community and see your teachers for help and support.

You are also very welcome to use the main school canteen for a wider range of lunch options.

SPORTS SUITE Sixth Form students are allowed to use the gym equipment (after a suitable induction) in their non-contact time and after school. The other facilities can also be made available to them if there is availability.

S I X T H FO R M COM MO N ROOM We also have our Sixth Form café and lounge area for you to relax and enjoy the company of friends. This is also where you can choose to have a locker or a cupboard to leave folders and books in the daytime.

We have a range of board and card games to keep you entertained alongside the café itself that you can use to purchase hot drinks, snacks and your lunch. As well as this we also have toilet facilities for Sixth Form only.

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Curriculum Guide A P P L I C AT I O N & S U B J E C T I N FO R M AT I O N

Applications Process In order to ensure the greatest likelihood of success at advanced level, we want applicants to Rosebery Sixth Form to feel supported and involved in agreeing their proposed individual programme of study from the outset and we are committed to ensuring that each application to study at Rosebery Sixth Form is considered on its individual merit.

APPLICATIONS TIMELINE

For all students studying at Rosebery, that programme of study will typically consist of three advanced level qualifications and will be supplemented by additional study periods, enrichment activities and the Extended Project Qualification.

Applicants will need to have demonstrated an ability to be successful at advanced level during Years 10 and 11 and references will be sought from their current school to ascertain the suitability for their initial subject requests. Attendance, attitude and behaviour will be considered alongside academic ability, with applicants needing to demonstrate that they are on track to achieve a standard or strong pass in the majority of their GCSE subjects.

Following this process successful applicants will be invited to an interview with a senior member of staff to discuss their proposed programme of study, after which conditional offers will be made.

All offers made will be subject to students meeting both the overall Sixth Form entry requirements and the minimum subject specific entry requirements listed overleaf, unless exceptional circumstances have been agreed.

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Please note that all qualifications are offered in good faith, however, the school reserves the right to withdraw a course should the number of students opting for that subject be too small to make the subject viable.

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Curriculum Choice at Rosebery We have outstanding academic success in the Sixth Form supporting students every year to their first-choice next step. This includes Cambridge and Oxford, competitive apprenticeships, and medical courses. The advice below is given to support the best final outcomes in terms of grades and destinations.

Choosing 3 courses You should start with which 3 courses you enjoy the most and will achieve well in. Once you have your subjects, you can then decide to choose another elective course to go with it. In Year 12, this would be Core Mathematics – an AS equivalent. Then, again during Year 12, you can choose to start studying an EPQ (Extended Project Qualification). The EPQ comes into your timetable in Year 13.

Because 4 A Levels put such a high demand on students, we only offer this as an option if the subject is Further Mathematics or Music. Students will have the choice with these to only study them for a year and sit the AS examination. You can, of course, continue them to the full A Level (you may do Further Mathematics or Music as part of your 3 subjects as well).

It is rare that studying 4 subjects is to the student’s advantage. Rather than “start on four and drop one”, we aim to offer enough advice and guidance so that you start on the most appropriate 3 subjects from September.

This advice comes from the fact that University offers are based on 3 grades, meaning that the highest 3 grades count towards university and doing everything you can to get the best selection is the priority.

Please note that this means every Rosebery student can achieve 5 qualifications with us over the 2 years. This is more than enough for all opportunities available following Sixth Form.

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The curriculum choice at Rosebery We offer the greatest range of facilitating subjects possible. Whilst there are other A Level subjects that have a vocational or high specificity which may sound interesting, they may also limit future choices. We try to offer subjects that keep as many options open as possible. For example, a suitable alternative to studying Law would be any subject from either English, History or Politics. After studying one of these subjects, a student could still go on to university to study Law. Another example of this is Criminology. A broader alternative would be either to take Psychology or Sociology. Both of which have some of the roots of Criminology without narrowing the options available following leaving Sixth Form.

The scary truth is that your GCSE results are the most important part of any future application. Which is why we try and support the main school team in helping our students achieve their best outcomes in Year 11.

Which subjects do I choose together?

•

It is very rare for there to be three subjects needed for a particular university course. There are though, a number where a good pair are helpful.

•

•

•

•

•

Medicine, Dentistry and Veterinary Science (Biology and Chemistry, plus one other) The third subject here can be almost anything that you have a good possibility of achieving an A or A* grade in. Please do consider a language or creative arts subject, as this offers a very broad set of skills. You should also be aware that the two most important parts of your application for medicine are the strength of your GCSE grades and the subsequent score in the UCAT or BMAT exams.

If you did not choose A Level maths, you could study Core Maths to demonstrate a continued mathematical ability. An EPQ alongside this would also demonstrate mature research learning skills and would be seen favourably in any medicalised application.

Engineering Mechanical Engineering – Maths and Physics, then any other third subject for most universities. For the most competitive universities, Further Maths or Chemistry would help to support applications.

Chemical Engineering – Maths and Chemistry with any other third subject.

Architecture Maths and Physics, with Art being a good third subject.

Nursing (any) and Paramedic Science A Level Biology or Medical Science, plus any other two subjects.

Sports Science Biology or A Level PE, plus any other two subjects.

Law Any three A Levels, however, given the heavy reading and essay-style of the courses, studying History or an English course would be good preparation.

Almost any other University course probably only needs one related A Level, and the key focus is on achieving the highest grades possible.

Cambridge and Oxford follow the same outlook but will be expecting a minimum of 2 A* grades and 1 A grade at A Level. This is not an exhaustive nor definitive list as there some other very specific courses with clear expectations. It is good to take home the message that you are able to choose more freely for more courses than you think. So, think first about what you are good at and what you enjoy.

Government “wait and vocational qualifications

reflect”

on

Sadly, we enter the application period not being fully informed of what schools and colleges will be allowed to offer. We will continue to be committed to students being allowed to pick one or two of our vocational qualifications alongside A Levels.

Students looking to study vocational subjects should pick them as they wish at this stage. Should we be informed that some combinations are not available, we will contact individual applicants and see how we can help. This is the same in all settings and we hope that it is resolved as quickly as possible.

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Entry requirements Overall requirements needed as well as subject specific entry requirements outlined below: we require all students to have at least 6 GCSE qualifications at grade 4 and above.

MINIMUM GCSE GRADE REQUIREMENTS

SUBJECT

LEVEL

MINIMUM GCSE GRADE REQUIREMENTS

ART (FINE ART) A Level

5 in Art if previously studied* 4 in English Language

HEALTH AND SOCIAL CARE

BTEC Level 3

4 in Maths 4 in either English GCSE

HISTORY

A Level

BIOLOGY

6 in Biology or 6-6 in Combined Science 5 in Maths 5 in either English GCSE

6 in History 5 in either English GCSE

MATHS

A Level

6 in Maths

FURTHER MATHS

A Level

8 in Maths

MEDIA

A Level

5 in Media if previously studied, 5 in either English GCSE

MEDICAL SCIENCE AAQ

BTEC Level 3

4 in Maths 4-4 in Combined Science or equivalent in Triple Science

MUSIC

A Level

6 in Music and ABRSM Grade 5+ or equivalent

PE

A Level

5-5 Combined Science or a 5 in Biology 5 in PE if previously studied*

PHYSICS

A Level

6 in Physics or 6-6 in Combined Science 6 in Maths

POLITICS

A Level

5 in either GCSE English, 5 in either Geography, History if studied

PSYCHOLOGY

A Level

5 in Maths 5 in either English GCSE 5 in Biology or 5-5 in Combined Science

PHILOSOPHY, ETHICS & THEOLOGY

A Level

5 in either English GCSE 5 in RS if previously studied

SOCIOLOGY

A Level

5 in either English GCSE 5 in Sociology if previously studied

SPANISH

A Level

6 in Spanish 5 in either English GCSE

SUBJECT

BUSINESS

LEVEL

A Level

A Level

5 in Business Studies if previously studied 4 in Maths 4 in either English GCSE

CHEMISTRY

A Level

6 in Chemistry or 6-6 in Combined Science 5 in Maths 5 in either English GCSE

CRIMINOLOGY

Level 3 Certificate

4 in either English GCSE 4 in Sociology if previously studied

A Level

5 in Textiles or Art if previously studied* 4 in English Language

DRAMA AND THEATRE

A Level

5 in Drama if previously studied* 5 in either English GCSE

ECONOMICS

A Level

6 in Maths 5 in either English GCSE

ENGLISH LANGUAGE AND LITERATURE

A Level

6 in English Language 5 in English Literature

DT: FASHION AND TEXTILES

ENGLISH LITERATURE

A Level

6 in English Literature 5 in English Language

FRENCH

A Level

6 in French 5 in either English GCSE

GEOGRAPHY

A Level

6 in Geography 5 in Maths 5 in either English GCSE

*If Art, Drama, Music, PE or Textiles have not previously been studied, evidence of work and/or performance at an equivalent of higher level will be considered.

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Provisional Blocks for Year 12

Provisional subject blocks will be finalised prior to the main release of this prospectus on Friday 11 October 2024.

This will be available on www.roseberyschool.co.uk

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ART AND DE SIGN

S U B J EC T S

F ine Art

Click a heading to go to that page Art and Design: Fine Art

26

“Art is a subject in which you can explore and experiment with your creative ability. During the time I have spent doing A Level Art, I have enjoyed the wide range of media and materials we have to express our ideas. The Art Department is so supportive of all our work and always gives you a helping hand when needed. In Art I feel free to think outside the box and reach new boundaries.”

Biology

27

Exam Board: Edexel

Business

27/28

Chemistry

28

Criminology (Vocational)

29

DT: Fashion and Textiles

29

Drama and Theatre

30

Economics

30

English Literature

31

English Language and Literature

31

French and/or Spanish

32

Geography

33

Health and Social Care (Vocational)

33/34

History

34

Mathematics

35

Further Mathematics

35

Media Studies

36

Medical Science AAQ (Vocational)

36

Music

37

Physical Education

37/38

Physics

38

Politics

39

Psychology

39

Philosophy, Ethics and Theology

40

Sociology

40

Core Mathematics

41

Extended Project Qualification (EPQ)

42

Key supporting GCSE subjects: Art, Media, English Complementary subjects at A Level: Textiles, English Language and Literature Course content: Fine Art enables students to explore a broad range of 2D and 3D approaches.

Initial emphasis is on developing a working knowledge of materials, practices and technology in disciplines, including drawing, painting, sculpture and new media.

The course also develops an understanding of the place of art, craft and design in history and contemporary society.

In the latter stages, there is an open, creative approach and students are encouraged to develop individual skills as fully as possible.

Assessment: The course is divided into two units of work: Component 1, Personal Study accounts for 60% of the final grade.Component 2, Exam Unit accounts for 40% of the final grade. All units are internally marked and externally moderated at the end of year exhibition.

Teaching methods: Practical sessions, discussion groups, tutorials, presentations, with opportunities to develop skills through additional classes, such as oil painting, life drawing and a residential study weekend.

Progression: Fine Art at A Level is a well-respected course at most universities. If you are in any doubt, contact the institution you are interested in. The usual progression to Art and Design courses at university is via an Art Foundation course. In recent years, we have had successful applications to a variety of local and London colleges.

Careers in design, advertising, publishing, events organisation, architecture, museums, theatre or gallery work, marketing, photography and the media. The study of art and design will also help you develop transferable skills in visual communication, which you can take into any career.

Teacher to contact - Mrs Rundle 2 W6E L C O M E T O S I X T H F O R M

BIOLOGY

BUSINE SS

“Biology is fun, dynamic and really interesting. The department is incredibly helpful and is always up to going that extra mile to make sure you are confident about a topic. The relaxed, secure environment makes learning really easy and comfortable. A Level Biology, though challenging, is completely worth the time and effort. I would definitely recommend studying Biology at Rosebery.”

“You may not have studied any business-related subjects before but that does not matter. This is a dynamic course designed to engage students through topics and issues that are relevant in today’s society. Students will develop the knowledge and skills needed to analyse data, think critically about issues and make informed decisions. These are skills that are needed for further study and employment.”

Exam Board: AQA

‘’I chose to study business because I really enjoyed it at GCSE; it is really applicable to real life and has been useful in helping me set up and run my own enterprises. I am confident knowledge gained from the course will help me throughout my degree and career.’’

Key supporting GCSE subjects: Biology, Chemistry, Physics or Combined Science, Maths and English.

Complementary subjects at A Level: Chemistry, Physics, Maths, Geography Course content: Year 1: • • • • Year 2: • • • •

Biological molecules Cells Exchange and transport Genetics Energy Response to the environment Evolution, populations and ecosystems The control of genetics

Assessment: Questions involving the use of mathematical skills within Biology will contribute to 10% of the assessment. Practical work will also be assessed through questions in written examination papers at A Level. A separate assessment of ‘practical competency’ will assess the ability of learners in practical skills at A Level.

Three written examinations are taken in June.

They may include multiple-choice, short open, openresponse, calculations and extended writing questions. Paper 3 also includes a synoptic essay question worth 25 marks.

Teaching methods: Formal teaching, group work, discussion, practical work, microscopy, modelling, ICT, videos, films and presentations.

Progression: Biotechnology and genetics, medicine, nursing and paramedical careers. Veterinary science, food science, forensic science, sports science and environmental science.

Exam Board: Edexcel Key supporting GCSE subjects: Business, Maths, English Complementary subjects at A Level: Sociology, Psychology, Economics Course content: Theme 1: Meeting customer needs,●the market,●marketing mix and strategy, managing people and entrepreneurs and leaders.

Theme 2: Raising finance, financial planning, managing finance, resource management and external influences.

Theme 3: Business objectives and strategy, business growth, decision making techniques, influences on business decisions, assessing competitiveness and managing change.

Theme 4: Globalisation, global markets and business expansion, global marketing and global industries and companies (multinational corporations).

Assessment: Paper 1: Marketing, People and Global Business (Theme 1 & 4) - 35% of total qualification, 100 marks, 2 hrs.

Section A and B each comprise one data response question broken down into a number of parts, including one extended open response question.

Paper 2: Business activities, decision and strategy (Themes 2 & 3) 35% of total qualification, 100 marks, 2 hrs.

Section A and B each comprise one data response question broken down into a number of parts, including one extended open response question.

Teacher to contact - Mrs Macgregor 27

BUSINE SS

(CONTINUED) Paper 3: Investigating business in a competitive environment (Themes 1, 2, 3, 4) - Content drawn from local, national and global contexts. There is a pre release context document. Eg car industry, fitness industry, hospitality industry on which questions will be based. 30% of total qualification, 100 marks, 2 hrs.

Section A and B each comprise one data response question broken down into a number of parts, including one extended open response question. Quantitative and qualitative evidence will be provided.

Teaching methods: Range of class discussion, individual study and group tasks.

Progression: Business Studies will be invaluable for business and finance courses at university or as a springboard to a business-related apprenticeship.

CHEMIS TRY “Students with a passion for chemistry are those that succeed beyond GCSE. If you enjoyed Chemistry at GCSE and are able to apply chemical principles to everyday situations then A Level Chemistry is for you. It makes a great combination with Biology, Physics and Maths, but due to the range of skills that are refined in the 2 years, many see it as an excellent choice at A Level.”

Exam Board: OCR Key supporting GCSE subjects Chemistry, Maths, Physics, Biology (or Combined Science) Complementary subjects at A Level: Maths, Physics, Biology Course Content: The course is split into six modules: Module 1 Development of Practical Skills Module 2 Foundation Chemistry Module 3 Periodic Table and Energy Module 4 Core Organic Chemistry Module 5 Physical Chemistry and Transition Elements Module 6 Organic Chemistry and Analysis.

Assessment: There are three written papers. Paper 1 and 2 are two hours 15 minutes long with the final Synoptic paper one hour 30 minutes long. Students will also complete a series of Practical Endorsement activities which are non-examined but compulsory parts of the course.

Teaching methods: Class discussion, practical and group work. For more able students there is an opportunity to attend stretch and challenge sessions, outside lectures and seminars, and competitions. For all students, support and guidance is provided through Chemistry Clinic after school and mentoring programmes.

Progression: Chemistry A Level is a vital requirement for biological sciences, medicine and related courses. Chemistry is accepted by a great many university courses, some of which require a high level of numeracy, such as law and engineering.

Teacher to contact - Mrs Hawkey 2 W8E L C O M E T O S I X T H F O R M

Teacher to contact - Miss Stanwix

CRIMINOLOGY

DE SIGN & TECHNOLOGY

Exam Board: WJEC

“Textiles allows you to use your imagination and inspiration around you to be as free and creative as possible” “Textiles is my favourite subject and it equips me with great skills for the future”

Level 3 Vocational

Key supporting GCSE subjects: Sociology and English Complementary subjects at A Level: Sociology, Psychology, Government and Politics Course content: Year 1 Unit 1: Changing Awareness of Crime Unit 2: Criminological Theories Year 2 Unit 3: Crime Scene to Courtroom Unit 4: Crime and Punishment Assessment: 50% internal controlled assessment and 50% external exam. Each unit is worth 25%.

Unit’s 1 and 3 are controlled assessments. Both are 8 hours long and are spread across two days. Students are required to submit a learning portfolio, which they will use to help them complete tasks outlined in the non-examined assessment. A lot of independent research is required to experience success in Unit’s 1 and 3.

Unit’s 2 and 4 are external exams. Both exams are 90 minutes long and are completed during the Summer Term of each academic year. Unit 2 is synoptic and will draw upon students’ knowledge of Unit 1 and 2. Unit 4 in synoptic and will draw upon students’ knowledge of Unit 3 and 4.

Teaching methods: To foster critical thinking, discussions and debates are frequently employed and real-life case studies are used to improve students’ analytical skills. For Unit’s 1 and 3, the delivery of the specification will help to provide a framework for students to conduct their own independent research.

The teaching of Unit’s 2 and 4 will embed and develop exam skills so students can master exam technique. Other methods used by the department include: individual study, essay and structured question discussion, presentation and the analysis of documentary programmes. Criminology students are actively encouraged to keep up to date with current affairs, so they develop a greater understanding of crime and its representation in the media.

Progression: After studying criminology, there are several degree subjects that can complement a range of career prospects in criminal justice, law enforcement and related fields, such as: Law, Psychology, Sociology, Education, Cyber Security, Forensic Science, Social Work and Political Science.

Teacher to contact - Miss Fletcher

Fashion & Textiles

Exam Board: AQA Key supporting GCSE subjects: Design and Technology, Textiles, Art Complementary subjects at A Level: Fine Art, Drama and Theatre, Business Studies Course content & assessment: Component 1: NEA (50%) This component is a substantial design and make project that allows students to demonstrate their understanding of technical principles, designing and making principles and show additional specialist knowledge.

A final prototype will be produced based on a context and design brief developed by the student.

Component 2: Written Assessment Paper 1: Technical Principles 2.5 hour exam (30%) A mixture of short answers and extended response.

Paper 2: Designing and Making Principles 1.5 hour exam (20%) A mixture of short answers and extended response based on two topics: product analysis (using a visual stimulus) and commercial manufacture.

Teaching methods: Students will move towards producing a portfolio of work that encompasses various design methods and practical skills. Different design theories will be covered, as well as methods for designing. This will link with design movements and different construction and decorative techniques.

Small projects will be completed ahead of the NEA so that students feel fully prepared for developing their own brief and taking an independent approach to the project. Plan for trips to be organised to see fashion and textiles in use and see professionals in the industry. A cross-curricular project with the Drama and Theatre A Level course is also planned for students in Year 12, to give a clear focus on working for a client.

Progression: To a wide range of Textiles, Fashion and Costume degree courses (Textile Design, Material Engineering, Fashion Design, Fashion Journalism, Costume Design/Construction, Costume Supervision, Theatre Design), joint courses with Business, Marketing, Retailing, Pattern Cutting courses, Art & Design Foundation courses, Museum Curation and Conservation and more.

Teacher to contact - Miss Shillito, Miss Haggis and Miss Lovett 29

DR AMA AND THE ATRE

ECONOMICS

“Drama and Theatre is as much an experience as a course. It allows us to deepen our appreciation of the subject and study a range of texts, genres, and styles of acting. It increases and expands on skills from the GCSE course, improves interpretation and is the only subject where our individuality and personal ideas are given the chance to shine through. Led by talented and motivating teachers, we are able to meet our full potential in all our lessons.”

“I feel empowered, I finally understand how this mad world works – I don’t like it, but I now know how I’m going to change it!”

Exam Board: Edexcel

Key supporting GCSE subjects: Maths, English Literature, Geography

Key supporting GCSE subjects: Drama, English Complementary subjects at A Level: English Language and Literature, History, Fine Art Course content & assessment: Component 1: Devising 40% Exploration of a Performance Text in light of a practitioner.

Devising a piece of Theatre as a performer or designer.

Recording the process in a portfolio.

Component 2: Text in Performance 20% Group Performance from a Performance Text as a performer or designer.

Perform or design a monologue / duologue from a different text.

Component 3: Theatre makers in practice 40% Written examination comprising of a Live Theatre Review and exploration of a set text, as well as a director’s interpretation of a different text.

Teaching methods: Practical lessons are integrated with theory throughout.

Extra-curricular rehearsals, backstage support for school productions and theatre visits will be required. Time must be spent on background reading and developing the skills required to answer written examinations and complete a portfolio.

Progression: Drama & Theatre is a good basis for Teacher training, dramarelated courses and careers in theatre, design, administrators, educational theatre, drama therapy, social work, teaching and working in local and regional arts provisions, arts administration, TV and radio.

The Russell Group Chief Executive, Tim Bradshaw: “Universities, like many employers, value a rounded education. If, for example, a budding young scientist has met their course requirements, why shouldn’t they vary their experience with an arts subject?”

Drama is a doorway to many careers and shows employers you are responsible, have initiative and can work with other people.

Teacher to contact - Mrs Dever 3 W0E L C O M E T O S I X T H F O R M

“I wasn’t certain what to expect and at times it seemed very challenging, but Economics is now my favourite subject – I can’t wait to get started at University.”

Exam Board: AQA

Complementary subjects at A Level: Maths, Politics, Geography, History Course content: Unit 1: Markets and Market Failure 7136/01 Unit 2: National and International Economy 7136/02 Unit 3: Economic Principles and Issues 7136/03 Assessment: Paper 1: Markets and Market Failure - two hours Paper 2: National and International Economy - two hours Paper 3: Economic Principles and Issues - two hours Teaching methods: Seminars, discussion in small groups, student presentations as well as individual study.

Progression: An A Level in Economics will be very well received by universities as you will have benefited from a broad intellectual training which inherently teaches you to think critically when faced with challenging and complex questions. Economics graduates are amongst the highest paid after graduation and are employed in a range of posts which may, or may not, be related to the discipline they studied. However, many will pursue careers in finance, investment banking, stock broking, accountancy or as actuaries with others pursuing economic research, politics or work for charitable organisations focused on economic development.

In all these settings, employers value Economics graduates’ understanding of decision-making, their research and analytical skills, and their experience of viewing problems in their local, national and international context. If you are considering Economics as a possible degree course, particularly a BSc; you may benefit from also studying Mathematics at A Level.

Teacher to contact - Mrs Hawkey

ENGLISH LITER ATURE Students must have a genuine love of reading a wide range of challenging texts for pleasure and study. “Reading the books on the literature course has really challenged me. I love the diverse range of the texts, the themes are much more complex and the discussions that we have on the characters and language are much more mature.”

ENGLISH L ANGUAGE AND LITER ATURE Students must have a genuine love of reading a wide range of challenging fiction and texts for pleasure and study as well as an interest in the detailed examination of language.

Exam Board: Edexcel

“My favourite part of the Lang/Lit course is the creative writing because it allows me to apply what I have learnt about writing. I also thoroughly enjoy the literature texts that we are studying.”

Key Supporting GCSE Subjects: English Literature, Media Studies, Sociology, History

Exam Board: Edexcel

Complementary A Level choices: History, Sociology, Law and Psychology

Key Supporting GCSE Subjects: English Language, English Literature, History

Course content: Component 1 – Drama Two hours and fifteen minutes written examination, 30% of the qualification Section A: Shakespeare play Current text Othello Section B: one other play Current text A Streetcar Named Desire

Complementary A Level choices: Drama and Theatre, Media Studies, History, Law, Sociology, Psychology

Component 2 – Prose One hour written examination, 20% of the qualification Comparative essay on two thematically linked texts Current texts: Never Let Me Go and Frankenstein Component 3 - Poetry Two hours fifteen minutes written examination, 30% of the qualification Section A: an essay comparing a studied poem from an anthology and unseen poem Section B: essay analysing poetry from a literary era; currently The Romantic era Component 4 – Wider reading Coursework unit: 20% of the qualification Comparative essay on two texts. Students will be guided in their choices but will be expected to read widely in order to choose from a range of suitable texts.

Teaching methods: Seminars, discussion in small groups, student presentations, library and electronic research, use of OneDrive, individual and group reading, tutorials on coursework. Theatre and study trips, where available.

Progression: Single and Joint Honours English, Humanities, Law and many other degree courses.

Course content: Component 1 – Voices in Speech and Writing Two hours and thirty minutes written examination, 40% of the qualification.

Section A: Voices in the 20th & 21st century (anthology) One comparative essay question on one unseen extract selected from 20th or 21st century sources and one text from the exam anthology Section B: Drama text (open book) One extract-based essay question on the chosen drama text. Current text: The History Boys Component 2 - Varieties in Language and Literature Two hours and thirty minutes written examination 40% of the qualification.

Section A: Unseen prose (non-fiction) One essay question on an unseen prose non-fiction extract.

The unseen extract is linked to the studied theme. Current theme: the individual and society Section B: Prose fiction and other genres One comparative essay question on one prose fiction anchor text and one other text from a theme. Current text: The Great Gatsby Component 3 - Investigating and Creating Texts Coursework unit 20% of the qualification Section A: Creative Writing Two pieces of original writing: one piece of fiction writing and one piece of creative non-fiction writing Section B: Commentary One analytical commentary reflecting on their studied texts and the pieces of writing they have produced.

Teaching methods: Seminars, discussion in small groups, student presentations, library and electronic research, use of OneDrive, individual and group reading, tutorials on coursework. Theatre and study trips, where available.

Progression: Single and Joint Honours English, Humanities, Law and many other degree courses.

Teacher to contact - Mr Lines

Teacher to contact - Mr Lines 31

FRENCH AND/OR SPANISH “I look forward to my French lessons every week as they are so different from the other subjects I study.”

“Spanish is a great language to study; the teachers are so supportive and make lessons great fun.”

Exam Board: Edexcel Key supporting GCSE subjects: Spanish, French, English Literature, English Language, History.

Complemetary subjects at A Level: Another language, History, English Literature and English Language, Politics, Media Studies and Law. Course Content: Students will cover a number of topics taken from the following themes: 1. Social issues and trends anchored in the target language communities/countries.

2. Political and/or intellectual and/or artistic culture anchored in the target language communities/countries.

Works: Students will study one film and one literary work over the course of the two years.

Independent research task: Students identify a subject or key question based on a country/community where the target language is spoken.

They must select information from sources including the internet. Students present and discuss their findings in the end-of-year speaking assessment.

AO4 To show knowledge and understanding of, and respond critically and analytically to, different aspects of the culture and society of countries/communities where the language is studied. This will be worth 20% of the A Level grade.

Teaching methods: Formal teaching linked with discussions, presentations and debates. An opportunity to participate in European work experience is offered in February half term.

Progression: Links with other languages, English, Law and Business Studies. Leading on to studies in higher education as a pure study of the language/linguistics, language with Law or Business Studies.

The study of French and/or Spanish at A Level is highly regarded by Russell Group universities and is considered to be one of the more academic “facilitating” subjects. As part of a languages degree, you will study a range of modules based in history, culture, film and literature. Some degree courses also focus heavily on translation and linguistic areas.

AO1 The objective is to understand and respond: • in speech to spoken language including face-to-face interaction; • in writing to spoken language drawn from a variety of sources • This will be worth 20% of the A Level grade AO2 The objective is to understand and respond: • in speech to written language drawn from a variety of sources • in writing to written language drawn from a variety of sources • This will be worth 30% of the A Level grade.

AO3 The objective is to manipulate the language accurately, in spoken and written forms, using a range of lexis and structure.

This will be worth 30 % of the A Level grade.

Teacher to contact - Mrs Goatham 3 W2E L C O M E T O S I X T H F O R M

GEOGR APHY Students achieve well above the national average. In 2022 70% of students achieved the very highest grades A*-A while 100% of our students passed the course. Studying Geography gives students the opportunity to travel the world via the classroom, learning about both natural and social sciences along the way. It includes case studies of recent, real-life events to inspire those of all abilities. The course develops a set of essential research and enquiry skills within each student; skills that are highly transferable into university study and the workplace.

HE ALTH AND SOCIAL CARE Level 3 Vocational “Doing Health and Social Care as a subject has been great. The different areas we cover have been really interesting and helped me to decide on what I want to study in the future.”

Exam Board: Edexcel Key supporting GCSE subjects: Health & Social Care L2, Biology or Combined Science

Exam Board: AQA

Complementary subjects at A Level: Biology, Psychology, English and Religious Studies

Key supporting GCSE subjects: Geography, English, Maths, Biology, Combined Science

Course content: Students will study the following 4 areas:

Complementary subjects at A Level: Economics, Biology, Maths, Politics, History

• • • •

Human Lifespan and Development Human Biology and Health Health and Social Care Practice Promoting Health Education

Course content: Component 1 (Physical Geography) Core topic: Water and Carbon Cycles Coastal Systems Hazards Component 2 (Human Geography) Core topic: Global systems & Governance Changing Places Contemporary Urban Environments

Human Lifespan and Development: Students examine physical, intellectual, emotional and social development across the human lifespan, the interaction between biological and social factors in health and well-being and how health care professionals provide effective care.

Assessment: Component 1 (Physical Geography) will be assessed in a two-hour 30 minute exam worth 40% of the A Level grade.

Component 2 (Human Geography) will be assessed in a twohour 30 minute exam worth 40% of the A Level grade.

Component 3 (Non-Examined Assessment) 3,0004,000 words, worth 20% of the A Level grade. Preparation for this coursework element will be through four days of compulsory fieldwork after which students will be expected to produce an independent investigation project.

Health and Social Care Practice: Students focus on the principles that underpin meeting the care and support needs of individuals, which are the foundation of all services within health and social care.

Teaching methods: Formal teaching and theory work, discussion, research, presentation and group work. Geography A Level at Rosebery presently includes one residential field trip to Dorset and two one-day field trips to local sites. There is also the opportunity to visit Iceland as an enrichment field trip, which runs every two years.

Human Biology and Health: Students explore the organisation, structure and normal physiological functioning of the human body, and the effect on health of common disorders of the body systems.

Promoting Health Education: Students explore the purpose of health education, models and approaches to educating the public and encouraging behaviour change in the population.

Progression: Owing to the diverse nature of the subject and the many transferable skills that are developed in Geography, it can be combined with other A Level subjects for courses, including both BA and BSc degrees. Potential pathways include development, Geography, environmental studies, earth science, town planning, surveying, hazard management to name but a few.

Teacher to contact - Mrs Burge 33

HE ALTH AND SOCIAL CARE (CONTINUED) Assessment: • 50% Written Exam • Two 90-minute exams that will contain a mixture of both short and long-style questions that explore and relate to case studies provided • 50% Written Assessment Teaching methods: Formal lessons, practical lessons, discussion, group work, videos, student led seminars, visiting speakers. Internet, videos and where possible work experience placements.

HIS TORY Universities and employers are always particularly impressed to see students who have studied History as it teaches them the skills of comprehension, analysis and evaluation, all routed in real life examples. History allows the student to orientate themselves in space and time, and empowers them to be analytical, reflective, and tolerant and to value their place in society.

“So far History A Level has been a really insightful course. I like that we’re able to go into important historic events in a lot more depth than at GCSE. We also get the chance to explore new topics, such as the Tudor dynasty, in a lot more detail than ever before!”

Exam Board: AQA

Progression: The analytical and evaluative approach to this subject provides an excellent grounding for a wide variety of university courses enabling the student to improve their skills of independent learning, active research, and methodology.

Key supporting GCSE subjects: History, English, Sociology

This course also provides great foundation knowledge to enter the world of work, giving valuable insight into cognitive and problem-solving skills (critical thinking), intrapersonal skills (communication) and interpersonal skills (selfmanagement).

Course content: 1 - The Tudors: England 1485-1603 2 - Democracy and Nazism: Germany 1918-1945 3 - Historical Investigation – Experiences of Black Americans 1865-1965

Complementary subjects at A Level: Economics, English Literature, Politics, Sociology

Assessment: Unit 1 – two-hour and 30 minute written exam (essays and interpretations) Unit 2 – two-hour and 30 minute written exam (essays and primary sources) Unit 3 – independently researched and written essay of between 3,000 - 4,000 words, using primary and secondary sources.

Teaching methods: Use of various sources, such as videos, films, lectures, research, analysis of sources, written work, visits, etc. We also use debate, discussion and research activities to ensure knowledge is up to date and considers the interpretations of historians.

Progression: History is useful for careers including archaeology, archive work, broadcasting, the Civil Service, law, local planning, public relations, teaching, business and management… the list is endless! History is a really highly regarded course to study as it teaches you the key skills of analysis and evaluation, as well as how to formulate an argument.

Teacher to contact - Mrs Watson 3 W4E L C O M E T O S I X T H F O R M

Teacher to contact - Mrs Jones

MATHEMATICS

FURTHER MATHEMATICS

“Studying maths is rewarding because of its challenging nature.

In comparison to GCSE, you encounter far more structured work which helps you further understand the subject.”

“Mathematics, rightly viewed, possesses not only truth, but supreme beauty”

Exam Board: Edexcel Key Supporting GCSE Subjects: Mathematics, Statistics (if studied) Complimentary Subjects at A Level: Physics, Chemistry, Economics, Psychology Course content: You will study Pure Mathematics (67%) alongside Statistics and Mechanics (33%). This leads to an A Level Mathematics qualification. All the content is compulsory.

Pure Mathematics: At least grade 6 in GCSE Mathematics (but grade 7 + recommended). You will sit an assessment on basic Higher GCSE algebra skills in the first week. You will extend your knowledge of GCSE topics further, by studying algebra and functions, proof, co-ordinate geometry, sequences and series, trigonometry, exponentials and logarithms, differentiation and integration, vectors and numerical methods.

Mechanics: You will study kinematics (the motion of objects), including displacement, velocity, acceleration and constant acceleration formulae, forces, Newton’s Laws and moments.

Statistics: You will study statistical sampling, data presentation and interpretation (statistical diagrams, such as histograms and scatter diagrams, and calculations such as mean, standard deviation and inter-percentile range), statistical distributions (such as the binomial and normal distributions) and hypothesis testing.

Assessment: The above content will be assessed by three 2-hour papers, each 100 marks, at the end of the course. All three exams must be taken during May/June of the same year. Papers 1 and 2 cover all the core content, which could appear in either paper. Paper 3 is the Statistics and Mechanics paper and is split into two sections. All questions on all papers are compulsory. Each paper carries equal weighting. The use of a calculator is allowed in all papers.

Exam Board: Edexcel Complimentary Subjects at A Level: Physics, Chemistry, Economics, Psychology, Mathematics Course content: You will study all the content for A Level Mathematics and take all the A Level Mathematics exams at the end of Year 13.

In addition to this, in separate lessons, you will study A Level Further Mathematics. There is some choice about what you study.

The compulsory papers are Further Pure 1 and 2 (50%).

These consist of proof, complex numbers, matrices, further algebra and functions, further calculus, further vectors, polar coordinates, hyperbolic functions and differential equation.

The other 50% of the course gives some choice. Students must choose one of Further Pure 3, Further Statistics 1, Further Mechanics 1 or Decision Mathematics 1 (which includes algorithms and graph theory, critical path analysis and linear programming). They then have a choice of 7 options for their final paper.

Assessment: You will sit four examinations, each worth 25%. Two papers are compulsory, and there is a choice for the other two. Each paper is assessed with a 90 minute examination, worth 75 marks. All four papers must be sat during the same year, so will all be assessed in the summer of Year 13.

It is possible to take A Level Mathematics and AS Further Mathematics. If you take an AS in Further Mathematics, you sit Further Pure 1 and one of the optional papers, which could include Further Pure 2.

Progression: If you decide to continue with Further Mathematics, perhaps even to university, then you could have a career in teaching, business, computing, finance, banking, insurance, stockbroking, statistics, accountancy, management, Civil Service and research.

Progression: Mathematics is not only an intellectual and enjoyable experience but is also the gateway to a wide range of exciting and well rewarding careers. In particular, engineering and medicine.

Teacher to contact - Miss Bailey & Mrs Royall

Teacher to contact - Mrs Royall 35

MEDIA S TUDIE S “The media play a central role in contemporary culture, society and politics. They shape our perceptions of the world through the representations, ideas and points of view they offer. The media have real relevance and importance in our lives today, providing us with ways to communicate, with forms of cultural expression and the ability to participate in key aspects of society. The economic importance of the media is also unquestionable.

This exciting course, which balances theoretical perspectives along with practical work, provides key analytical and communication skills. Media Studies has proved to be one of the highest degrees leading to employment in Britain’s fastest growing industry – creative communications. You may not have studied Media Studies before, but this does not matter. “ Exam Board: Eduqas Key Supporting GCSE Subjects: Media Studies, English Literature, English Language, Sociology, Business Studies, Drama Complementary subjects at A Level: English, History, Sociology, Business Studies, Psychology, Politics, Drama Course content & assessment: The A Level course is split into three components: Component 1 – Investigating the Media (written exam; 35%). Focused on the key concepts - media language, representation, industries, audience and context, you will apply these to various set texts ranging from magazines, advertisements and music videos.

Component 2 – Media Forms and Products (written exam; 35%). You will study three media forms in depth, exploring all key concepts, in relation to TV, magazines and online media.

Component 3 – Media Production (NEA; 30%). Non-exam assessment element of the course. You will be offered a choice of briefs and forms within which to work, enabling you to explore and pursue your own media interests.

MEDICAL SCIENCE A AQ Level 3 Vocational “Knowledge and understanding of Medical Sciences provides the foundation for working in the health and health science sectors.

The course involves research, problem solving and learning practical skills based on key ideas in Human Biology. This is a Level 3 BTEC and is equivalent to an A Level and if taken alongside other qualifications it can fulfil the entry requirements for several science-related higher education courses, including forensic and sports science, as well as nursing, midwifery, occupational health, teaching, and paramedic science.”

Exam Board: Pearson Edexcel Key supporting GCSE subjects: Combined Science, Maths and English Complementary subjects at A level: PE, Psychology, Health and Social Care, Sociology, Food Science & Nutrition Assessment: The course consists of 4 units taken across year 12 and year 13. Two of these are external exams and the other two are coursework.

Unit 1 - Principles of Human Anatomy, Physiology and Pathology – External Exam, 90 minutes.

Unit 2 – Human Biology and Health Issues – External Exam – 2 hours.

Unit 3 – Practical Microbiology and Infectious disease.

Internally assessed coursework. Students will investigate the effect of antimicrobial agents on the growth of microorganisms.

Unit 4 – Biomedical Science. Internally assessed coursework.

Students will investigate the role of biomedical scientists in identifying the causes of disease and in helping medical personnel to offer suitable treatments.

Teaching methods:

Progression:

The experience of studying media studies is exciting and empowering. The Media Department prides itself on using a variety of learning methods to keep lessons engaging and in a climate where you will thrive. Students comment that this subject is the one they look forward to on their timetable. The course is designed by an experienced subject specialist, who worked on TV production sets prior to teaching. This course will therefore draw links to the outside world and make studying this A Level purposeful.

Science-related university courses and/or professions including paramedic science, radiography, nursing, midwifery, social care, child development, teaching.

Progression: Invaluable platform for marketing, broadcasting, photography, communications, events management and many more courses at University, as well as creative communication apprenticeships.

Teacher to contact - Miss Cooke 3 W6E L C O M E T O S I X T H F O R M

Teacher to contact - Mrs Packham

MUSIC

PHYSICAL EDUCATION

“Taking music A Level has not only enabled me to continue to play but shown me the history and context of many different styles. This has enriched my performances and helped me find even more music that I want to play.”

“I’ve loved studying sport and physical education in much greater detail and linking it to biology. I enjoyed learning about its cultural importance. I have gained a lot from getting involved in coaching and performing”.

Exam Board: Eduqas

Exam Board: OCR

Key supporting GCSE subjects: Music

Key supporting GCSE subjects: PE, Biology or Combined Science

Complementary subjects at A Level: Art, Drama, English, Maths, Physics, History

Complementary subjects at A Level: Applied Science, Biology, Psychology

Other requirements:

Course content: Students will study the anatomical and physiological aspects of Physical Education and sport as well as the historical, social and cultural aspects of physical activity.

Psychological aspects of sport and Physical Education will also be studied. One practical sport will be assessed alongside an oral assessment. It is to be emphasised that 70% of this course is theoretically based and will require rigorous academic study.

ABRSM Grade 5 + or equivalent.

Course content: At A Level, students experience all three main musical disciplines of performing, composing and listening and appraising. We will study three areas to appraise; The Western Classical Tradition covering The Development of the Symphony, 1750-1900 (including two set works, analysis, and the social, cultural and historical context of the symphonic genre), Musical Theatre and 20th Century classical music (including two set works and study of Impressionism, Neoclassicism, Expressionism and Serialism). Students will develop their performing skills and composition skills.

Assessment: Students can choose whether they take Option A: 25% performing and 35% composing, or Option B: 35% performing and 25% composing. Students who choose Option A will perform a recital of 10-12 minutes in the final year of the course and will write 2 compositions. Students who choose Option B will perform a recital of 6-8 minutes in the final year of the course and will write 3 compositions. Your performances will be assessed by a visiting examiner. Appraising (40%) is assessed through an exam where students listen to and write about their set works and other related works.

Teaching methods: As well as class based activities the Music Department offers a wide variety of extra-curricular activities and A Level students are encouraged to take part in as many as possible.

Progression: A Level Music teaches students about a wide range of musical styles and genres and how pieces fit into their historical context. Students learn how to compose their own music in styles related to their set works and how to be confident performers. The course is good preparation for those wanting to study Music Performance, Composition, Musicology or Musical Theatre at University or Music College.

Component 1: Physiological factors affecting performance • Applied Anatomy and Physiology • Exercise Physiology • Biomechanics Component 2: Psychological factors affecting performance • Skill Acquisition • Sports Psychology Component 3: Socio-cultural issues in physical activity and sport • Sport and Society • Contemporary issues Component 4: Physical performance in physical education • Performance or coaching of an activity • Evaluation and analysis of performance for improvement Assessment: Component 1: Two-hour written paper 30% of total A Level Component 2: One- hour written paper 20% of total A Level Component 3: One-hour written paper 20% of total A Level Component 4: Practical and verbal assessment 30% of total A Level

Teacher to contact - Mr Holloway 37

PHYSICAL EDUCATION (CONTINUED) Teaching methods: 8 one-hour lessons of classwork distributed across the 3 papers led by specialist teachers. 1 hour of coursework support every 2 weeks from the summer term of Year 12.

Practical teaching to be embedded to cement theoretical understanding.

Progression: The range of topics as well as the ability to perform well both practically and theoretically in this subjects lends itself to a variety of university courses and careers including sports science, sports Studies, physical education, sport and leisure, sports nutrition, physiotherapy, management, police, military and sports media.

PHYSICS “Physics has been great fun to study as it really opened my eyes to the complexity of the universe. It has also given me the ability to link engineering that has already been solved by nature to how humans have found ways to manipulate the world around them.”

Exam Board: OCR Key supporting GCSE subjects: Maths, Chemistry, Biology Complementary subjects at A Level: Maths, Further Maths, Chemistry, Biology Course content: Core content: Year 1 1. Development of practical skills 2. Foundations of physics 3. Forces, motion, energy and materials.

4. Electricity, waves and quantum physics Year 2 5. Thermal, oscillations, astrophysics and cosmology 6. Electromagnetism, fields, nuclear and particle physics and medical physics.

Assessment: Three written exam papers totalling 6 hours, which include multiple choice, short and long-answers sections. At least 40% of the exam papers comprise of maths based questions.

Students gain many practical skills throughout the course.

These are assessed in the written examinations and teacher assessed for the practical endorsement (pass/fail).

Teaching methods: Formal theory and engaging practical work in which students are encouraged to develop their independent learning skills. There is also opportunity for students to attend outside lectures and seminars.

Progression: Engineering, medicine, pilot, forensic science, physiotherapy, medical research, architecture, business and finance professionals, IT professionals, computer programming, geophysics, research.

Teacher to contact - Miss Croft 3 W8E L C O M E T O S I X T H F O R M

Teacher to contact - Mrs Miller

POLITICS

PSYCHOLOGY

What is Politics? A fair question? Most of you have studied History or Geography to GCSE and many of the same basic problems occur in those subjects – how do you share out scarce resources?

How do you decide who will govern? Subjects like English and RE all have a ‘political element’. You will be surprised how much you will already have covered. Politics is a valued subject by the Russell Group of universities as well as by employers. Studying Politics gives you an excellent opportunity to learn about the world around you and why decisions are made.

The Psychology A Level specification is designed to offer students an engaging and informative insight into the world of Psychology. Over the two-year course, students will develop a strong understanding of Psychology as a scientific discipline and will develop their knowledge of human behaviour and the many theories which seek to explain it.

Exam Board: AQA

Exam Board: Edexcel

Key supporting GCSE subjects: Biology, English and Maths

Key supporting GCSE subjects: English, History, RE, Geography

Complementary subjects at A Level: Biology, Sociology, either English course

Complementary subjects at A Level: Economics, History, Geography

Course content: The A Level course will be split into the following three units: Unit One: Introductory Topics in Psychology Within this unit students will study four modules – Social Influence, Attachment, Memory and Psychopathology.

Unit Two: Psychology in Context In Unit Two, students will cover Approaches in Psychology, Biopsychology and Research Methods.

Unit Three: Issues and Options in Psychology Students will study Issues and Debates in Psychology alongside the three additional modules of Gender, Schizophrenia and Forensic Psychology.

Course content: Component 1 (UK Politics) 1. Political Participation, students will study: democracy and participation, political parties, electoral systems, voting behaviour and the media.

2. Core Political Ideas, students will study: conservatism, liberalism, socialism.

Component 2 (UK Government) 1. UK Government, students will study: The constitution, parliament, Prime Minister and executive, relationships between the branches.

2. Non-core political ideas, students will study: One idea from the following: anarchism, ecologism, feminism, multiculturalism, nationalism.

Component 3 (Comparative Politics) 1. USA, students will study: The US Constitution and federalism, US Congress, US presidency, US Supreme Court and civil rights, democracy and participation, comparative theories.

Assessment: Component 1 (UK Politics) will be assessed in a two-hour exam worth 33.3% of the A Level grade.

Component 2 (UK Government) will be assessed in a twohour exam worth 33.3% of the A Level grade.

Component 3 (Comparative Politics) will be assessed in a two-hour exam worth 33.3% of the A Level grade.

Teaching methods: Formal teaching and theory work, discussion, research, presentation and group work. To help the students to remain up to date with key case studies the Department will run a Twitter account, retweeting the latest articles.

Progression: Politics shows universities that you have an inquisitive nature, demonstrating key analytical skills. This means that the subject can be used to support any application to study courses for any of the humanities.

Teacher to contact - Mr Ferris & Mr Chamberlain

Assessment: Three exams will be sat at the end of the second academic year (June 2020 for entrants into the 2018 academic year).

Each exam is two hours long and carries the same weighting of 33.3%, or a total of 96 marks each. Assessment techniques include short answer and extended writing essay questions and students should prepare themselves for writing up to four lengthy essays in each two-hour examination period.

Teaching methods: The Psychology Department prides itself on using a range of teaching methods including lecture style, group work, discussion groups, student-led learning and media-based lessons.

Progression: Many students who study Psychology at Rosebery choose to follow this subject on to degree level. Those who wish to do so receive an accreditation from the British Psychological Society (BPS) and may go on to achieve Chartered Psychologist status, which enables them to work in a number of fields including criminology, clinical psychology, occupational psychology and counselling. Students also often go on to study within the health, teaching or biomedical fields.

Teacher to contact - Mrs Fogarty 39

PHILOSOPHY, E THICS & THEOLOGY

SOCIOLOGY

“Studying RS has shown me how everything in society is linked. It has given me the skill and desire to question the world around me”.

Exam Board: AQA

Exam Board: Edexcel

Complementary subjects at A Level: Psychology, Law, Politics, RS

(Religious Studies)

Key supporting GCSE subjects: Religious Studies, English Complementary subjects at A Level: English, Sociology and Politics Course content: Students will study the following 3 areas: • Philosophy of Religions • Religion and Ethics • A study of Religions The Philosophy of Religions: Students explore the key arguments for the existence of God such as the Teleological argument, the Cosmological argument and the Ontological argument. Students also study the nature of Religious experience and the problem of evil and suffering.Religion and Ethics: Ethical theories such as utilitarianism and situation ethics will be studied as well as applied ethics where the topic of equality, environmental ethics and medical ethics will be explored. The study of religions: Students will embark on an in depth study of Christianity. During this module, students will be able to explore key beliefs, sources of authority, key practices of Christians and the work of scholars.

Assessment: Students will sit three two hour exams at the end of the A level course. Each paper carries 80 marks and assessment will be from a mixture of shorter and essay style questions.

On each paper, there will be an unseen extract for investigations.

Teaching methods: Formal lessons, discussion, group work, videos, student led seminars, outside speakers. Internet and CDs. There may be an opportunity to attend outside lectures.

Progression: The analytical and evaluative approach to this subject provides an excellent grounding for a wide variety of university courses and careers including journalism, law, publishing, retailing, social work, police, medicine, Civil Service.

Teacher to contact - Miss Nejad & Mrs Carnegie 4 W0E L C O M E T O S I X T H F O R M

“Sociology helps me to understand the complicated world we live in and to question some of the reasons behind our actions as a society”

Key supporting GCSE subjects: Sociology, either English course, History or Geography

Course content: Compulsory units Education plus Sociological methods Crime and Deviance plus Sociological methods Topics in Sociology Culture and Identity Stratification Assessment: 100 % written exam Three two hour exams covering the compulsory and optional units. Each paper is worth 80 marks and 33.3% of the A Level. Questions range from short answer responses worth 4 marks which focus on knowledge, to a 30 mark extended essay which assesses knowledge and evaluation. Each exam will feature questions with items for students to demonstrate their analysis skills.

Teaching methods: The experience of learning sociology at A level is unique.

Students will be encouraged to take part in class discussions and debates. Group work is also an essential method of learning used in sociology to ensure students share and analyse their ideas and opinions with their peers. Other methods used by the department include: Individual study, essay and structured question discussion, presentation and the analysis of documentary programmes. It is also expected that students will use a range of sources in their research such as the Internet and sociology journals. Students should take a keen interest in the world around them, watching news programmes and documentaries to develop their understanding of wider society.

Progression: Particularly good base for degrees such as Sociology, Criminology, Law, Social Policy, Anthropology.

Careers involving: Policing, research posts in the field, education, journalism, media, management, the caring professions and many others due to the variety of areas covered during the course.

Teacher to contact - Miss Fletcher

Enrichment Qualification Subjects CORE MATHEMATICS AQA Level 3 Certif icate ( Year 12) Core Mathematics is a versatile qualification equivalent to an AS Level. It has been designed specifically to prepare students for their future, including the quantitative skills needed for many degree courses, as well as real world finances which is useful for any student to study. It gives the students the opportunity to develop key skills in numeracy, statistics and problem-solving, looking at real world applications needed for any future career. Advanced maths qualifications are highly regarded by employers and Universities and may lead to reduced offers of entry to both university and degree apprenticeship programmes, even for subjects that do not have a large amount of mathematical content.

Exam Board: AQA Key supporting GCSE subjects: For any student with at least a GCSE Mathematics grade 4

content based on Critical Analysis, the Normal Distribution, Probabilities and Estimation, and Correlation and Regression.

The assessment is not solely based on previously learnt concepts; part of the paper is formed around the preliminary material which students are given a few months before the exam.

Students will then analyse the material within their lessons and use it as a catalyst for their knowledge. Throughout both papers students will be expected to demonstrate confidence and competence in the understanding and application of mathematical modelling. Students will be provided a clean copy of the preliminary material, the formula sheet and statistic tables in their exams.

Teaching methods:

Complementary subjects at A Level: Geography, Economics, Biology, Business, Psychology, PE and Sociology.

Formal lessons, discussion, group work, and exam techniques.

Computer lessons introduce students to excel, teaching them how to use formula to analyse and manipulate information.

Course content:

Progression:

Students will study the following areas:

Mathematics is not only an intellectual and enjoyable experience but is also the gateway to a wide range of exciting and well rewarding careers. The analytical and evaluative approach to this subject provides an excellent grounding for a wide variety of university courses or careers, enabling students to improve their skills of numeracy, independent learning and methodology.

•

Analysis of Data

•

Maths for Personal Finance

•

Estimation

•

Critical Analysis

•

The Normal Distribution

•

Probability and Estimation

•

Correlation and Regression

Core Maths primarily focuses on GCSE skills with only a few new concepts introduced. Where it differs from GCSE is that the majority of time is spent on developing problem-solving skills, students will apply their knowledge to real world case studies and problems which they may encounter in their future study, work, and life.

Assessment: Students will sit two ninety-minute exams at the end of the AS level course (Year 12), as well as a mock paper during the spring term. These exams are both worth 60 marks and involve the use of a scientific calculator or graphics calculator.

Paper 1 will assess content based on Analysis of Data, Maths for Personal Finance and Estimation. Paper 2 will assess

Teacher to contact - Miss Bailey and Mrs Royall WELCOME TO SIXTH FORM

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E X TENDED PROJEC T QUALIFICATION ( Year 13)

Exam Board: Edexcel The EPQ is an AS Level equivalent qualification. It offers two opportunities for Rosebery students. The first is that it gives them the opportunity to study in detail a topic that particularly interests them without the constraints of a specification. The second is that by completing the qualification it demonstrates to universities and employers a wide range of research and independent study skills offered by no other qualification.

We plan to offer all students in Year 12 a series of taught research, analysis and evaluation lessons in the spring term which will provide the skills required to research their own particular field of interest.

For the spring and summer of Year 12 all students will have the opportunity to complete the necessary reading and literature review in order to start the essay and logbook in Year 13. The written part of the EPQ is an evaluative essay that looks at a particular area of interest to the student. The supervisor helps fine tune the question that is to be evaluated and gives advice and guidance on subject specific knowledge.

Once the essay and the production log are completed the student gives a short presentation about the area of study and the process of research and drafting. These are then marked and moderated ready for submission. Universities are particularly keen on the EPQ as it helps to demonstrate vital skills needed for future success. All students are coached and given the opportunity to take an EPQ to completion.

Autumn term Year 12 Students embed good study habits in their central qualifications.

Spring term Year 12 EPQ introduced to cohort – those who wish to start work on the project will start their wider reading, complete the referencing and literature review work and develop a possible question to follow into Year 13.

Summer term Year 12 Students continue to read and develop their literature review for the chosen field.

Autumn Term Year 13 Students have timetabled lessons with EPQ mentor and start to complete their logbook and drafting their product.

Spring Term Year 13 Students continue to have timetabled lessons with EPQ mentor. They will complete their final piece, logbook and give a presentation on their chosen subject.

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FURTHER I N FOR M AT I O N Please see our school website:

www.roseberyschool.co.uk for the in-year documents that will be helpful when thinking about how it would feel to be a part of our Sixth Form.

On the website you will find: • Sixth Form Learner Agreement • Key Dates for Year 12 • Key Dates for Year 13 • Weekly Newsletters

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