Sibford School Sixth Form Course Guide 2022/23 by SibfordOxon

SIXTH FORM COURSE GUIDE 2022

ACADEMIC ACHIEVEMENT AND PERSONAL DEVELOPMENT RATED ‘EXCELLENT’ (ISI, DECEMBER 2021)

AN INTRODUCTION FROM THE HEAD It is a great pleasure to welcome you to our 2022/23 Sixth Form prospectus. Our Sixth Form is a thriving, vibrant and energetic community where students make the transition from school life to the world of higher education, work and a remarkably broad range of further destinations. What makes Sibford Sixth Form different to other Sixth Forms and colleges? Fundamentally, you will be known and valued as part of our community – whatever your particular strengths might be. We believe in the importance of young people having a voice and to be able to make a difference to the world around them. Academic results are very important indeed we are very proud to have been ranked in the top 1% of schools for pupil progress at Sixth Form in 2021 – but they are not the sole goal of education. We aim to give a platform to our students which is not stuffy or pretentious but where individuals and values truly matter. So we will support you in your aspirations, we will guide you when times are tough (and there will always be tough times) and we will celebrate with you in your success. Our, soon to be refurbished, Sixth Form Centre is a warm, happy and vibrant part of the wider school community. Walking through the doors you are immediately greeted by the common room and the kitchen / diner. Sociable and welcoming, there is perhaps more of a ‘higher education’ feel to this part of the building. Students have considerable autonomy and are expected to ‘get the balance right’ between work and play. Leadership and personal responsibility are very important to us. We do not have a Head Girl or Boy – but a Sixth Form leadership team who play a key role in leading the life of the school. However, leadership opportunities are myriad and Sixth Form students are quick to find ways to make their voices heard and their actions count. We have a relatively small Sixth Form community which means that students are well-known and they receive personalised guidance and direction. One of our great strengths is the breadth of students that you will meet within the community and to this end we have students who are taking courses to many diverse destinations.

universities in the world. At the same time however, we take pride in those students who wish to follow a different path – perhaps into an apprenticeship, straight into work or maybe into a gap year. We also have a well-established international element to our Sixth Form and this brings its own cultural diversity and a global element to our community. This diversity in our Sixth Form is a great preparation for the ‘real world’ which awaits at the end of post-16 study.

We believe in young people having a voice and to be able to make a difference to the world around them

There is a great deal going on for our Sixth Form students. Sport is thriving at Sibford School with many of our students competing at a national and sometimes international level. We have particular strengths in swimming, triathlon and traditional sports such as hockey, rugby, cricket, netball and football. We also have the facilities to match within our 50 acre site. Extra-curricular activities and community service are welldeveloped and there are regular lectures and trips organised to enrich daily life. Opportunities to get involved in drama and music are well-established and the likes of Duke of Edinburgh (through to Gold level) and adventurous international trips are part of our DNA. There is something very special about the Sixth Form here at Sibford. We would be delighted to hear more about you and how you might contribute to our community. Toby Spence Head

You might be following a purely academic route, and we celebrate those students who are looking to join some of the very best

The curriculum in our Sixth Form is truly holistic. So whilst you may wish to take the three sciences and Mathematics, or another ‘traditional’ route, we are also able to offer a great breadth of choice to those looking to study here. We will work hard to try and get the best combination of subjects for you. Careers advice is very strong, as are study skills and UCAS preparation. You will have an individual tutor and plenty of advice and guidance on hand.

WELCOME TO SIBFORD SIXTH FORM

A culture in which all members of the community can be themselves

Welcome to Sibford Sixth Form: a place where you can develop intellectually, personally and socially. At Sibford we offer a holistic educational experience. We dovetail our curriculum offer alongside our pastoral support to encourage a thirst for lifelong learning in our students. The fabric of our school is the supportive environment we provide each one of our students. A common theme in everything we do is individuality. Whether it is academic, cultural or sporting success, we pride ourselves in providing the high level of bespoke guidance, structure, advice and experience needed to allow our students to achieve excellent progress. We are proud of our students, the results they achieve and the citizens they become. Our ALPS (A level Performance indicator) demonstrates that we are one of the highest schools nationally for progress our students have made. We offer a wide ranging post 16 curriculum which involves both traditional A level and vocational subjects. As a sixth form team, we constantly review our curriculum offer to accommodate national trends to give our students every chance of success post Sibford. Pastorally, our students are seen as ambassadors to the younger students in the school. We have high expectations of our sixth formers. Some of these include the responsibility to take part in community service, raising awareness and money for a chosen charity of their choice and making the most of leadership or super-curricular opportunities to build on their potential.

Pupils make strong contribution to the lives of others, both in school and wider community (ISI, December 2021)

We are excited about the extensive Sixth Form Centre refurbishment that will be going ahead over the summer in preparation for the 2022/2023 academic year and beyond. This will be an incredible working space for our students to learn and grow as individuals. The new work spaces provide a balance between collaborative working areas combined with individualised work spaces, catering for the individual needs of each of our students. This has been designed in a way that encourages a university style of learning and a seamless transition into professional life beyond Sibford. We hope that you look at Sibford as an environment that taps into the individuality of a student. It is a place where staff understand the needs and aspirations of each student. This intimate and supportive space is a platform that allows students to be the best they can be in whatever their interests and strengths are and wherever their dreams or aspirations take them. Darren De Bruyn Helen Gormley Sibford School offers the opportunity for students to apply for scholarships on the basis of evidence of exceptional recent achievement, exceptional performance in the scholarship assessment and an interview/trial/audition.

DARREN DE BRUYN

HELEN GORMLEY

INTRODUCING THE SIXTH FORM LEADERSHIP TEAM

ANDREA SCHILLING Studying A Level Geography, Psychology and English Literature Prior to joining Sibford in year 7, I was always the type of student who didn’t enjoy school and often struggled to achieve my full potential. Since then, I have massively improved academically and learnt to love learning and my subjects much more. No one ever expected me to excel in my academics as much as I have since I joined the Sixth Form here. I feel that Sibford has enabled me to achieve this through a number of elements such as the bonds you build with your teachers and the small classes. I have especially found that these bonds, along with the surrounding support system in the school, have helped me massively to find enjoyment of social policy and sociology, which is what I am hoping to study at university. I find that the balance between being pushed to do well and also being given independence, especially during A level, has been a really great thing for me and I am sure many can agree. I will forever be grateful that Sibford helped me reach what I believe is my full potential and is helping me achieve many goals including going to university, where I believe I can take all the qualities that I have developed during my time at Sibford with me.

The people that surround me throughout my school life have been incredible whether that be my peers or the teachers that have supported me 6

ELLIE SWIFT Studying A Level Chemistry, Biology and English Literature

FREDDIE FOSTER Studying CT A Level Drama, English Literature and Psychology

I joined Sibford in reception and have grown up with the Quaker ethos throughout my life. Sibford is a big part of who I am, and I have appreciated every opportunity it has given me. The people that surround me throughout my school life have been incredible whether that be my peers or the teachers that have supported me throughout my education.

Having joined Sibford in year 7, I began a journey very much alien to me. I was a student who was happy being the quiet kid and, as a result, tended never to leave my comfort zone. Now having the opportunity to represent the school in the sixth form leadership team is testament to Sibford’s nurturing capacity. Here I found a passion for the dramatic arts which has significantly contributed to my ability delivering speeches, confidence on stage and confidence with people in general. Some of my fondest memories are of performing in the schools’ productions, which I would wholeheartedly argue are unlike any other simply due to the phenomenal drama department that encourage just as much passion as they do professionalism from all students. This has clearly rubbed off on me as I intend to study drama at university or train at a drama school.

The Sixth form at Sibford has been a great experience which has given me important skills such as how to handle independent study in preparation for University. At the end of Y12, I was struggling with the options and the paths I could take but the teachers in the Sixth form have assisted me in looking at different options such as university, apprenticeships, and the choice of a gap year. Through conversations with multiple teachers, I have decided the best path for me would be university to go on to study motorsport engineering. I owe a lot to Sibford and wouldn’t change a thing about my time here. Even through difficult times such as Covid, school has been incredible at supporting me and all my peers.

Having been at the school for such a time I can safely say that without the Sibford environment I wouldn’t be who I am, I’d still be that same silent student. And so, I am incredibly thankful for the opportunities Sibford provides. The small class sizes meant that I was able to enjoy learning and receive the attention I needed. It is because of this I feel confident moving onto the next (most likely drama themed) chapter of my life.

Having the opportunity to represent the school in the sixth form leadership team is testament to Sibford’s nurturing capacity

WILL HEELEY Studying CTEC Sport Studies, A Level Geography and Psychology Since starting Sibford in year 7, I have gown as a person, made friends, discovered passions, and encouraged too always be myself. Sibford offers a wide range of extra-curricular activities, whether you are interested in sports, the arts, creative studies, or academia – Sibford offers it all. One of the main reasons that I stayed on for sixth form was because of how close knit and friendly the Sibford community is here. Everyone knows everyone here at Sibford and that is what separates us from other schools. Sibford has excelled my love for sports through the opportunities to compete against other schools every week during games afternoons. This plus the opportunity to study Sports and Physical activity as a BTEC during my time in the sixth form has led me to apply to university to study Sports Management. Sibford’s small class sizes can really benefit students. I came to Sibford after being in a state school struggling to get the help I needed in classes of 30 as I wasn’t smart enough to stand out nor needed teacher assistance, I was just in the middle. The support you receive from Sibford is unmatched compared to any other school, whether that be support from your subject teachers or general support from the coheads of sixth form.

SIXTH FORM RESOURCES

The Sixth Form Centre at Sibford School is fully equipped for the needs and requirements of young adult learners. It provides comfort and support for a variety of learning styles as well as areas for students to relax in each other’s company. PRIVATE STUDY AREAS Effective use of private study and independent study is the key to success in the Sixth Form. The designated study areas ensure that Sixth Form students are fully supported and encouraged to work independently. FLEXIBLE STUDY AREAS All students learn in different ways. To ensure that all learning styles are catered for, the Sixth Form Centre provides a range of soft chairs, sofas, tables and study areas to ensure that students can select their preferred method of learning. Students are also provided with café tables so that groups can share and extend their learning together.

IT Sixth Form students are expected to bring their own devices to school. IT facilities are also available in the Sixth Form centre for the exclusive use of Sixth Form students. These resources ensure that students are able to use their independent study time effectively, enabling them to build on and extend the class learning. RECREATIONAL FACILITIES Social time is important for full enjoyment of Sixth Form life as it creates positive working relationships and engenders supportive groups. To ensure that all students can make the most of their educational experience, the Sixth Form centre includes a modern, well equipped kitchen area exclusively for Sixth Form students.

SUBJECT OFFER FOR 2022/2023 OPTION BLOCKS Students study three or four A Levels (or a combination of A Levels and BTECs) in Year 12. Students can select a maximum of one subject from each option block.

BLOCK A

BLOCK B

BLOCK C

BLOCK D

BLOCK E

A LEVEL PSYCHOLOGY

A LEVEL ENGLISH LITERATURE

A LEVEL MATHEMATICS

A LEVEL DESIGN & TECHNOLOGY

A LEVEL PHOTOGRAPHY

A LEVEL PHYSICS

A LEVEL FRENCH

A LEVEL ART

A LEVEL CHEMISTRY

A LEVEL ENGLISH LANGUAGE

BTEC LEVEL 3 MEDIA

BTEC Level 3 BUSINESS STUDIES

A LEVEL SOCIOLOGY

A LEVEL HISTORY

A LEVEL ECONOMICS

TECHNICALS LEVEL 3 SPORT & PHYSICAL ACTIVITY

A LEVEL COMPUTER SCIENCE – SUBJECT IN CONSULTATION

ESOL AND IELTS PREPARATION

A LEVEL TEXTILES

A LEVEL GEOGRAPHY

A LEVEL RELIGIOUS STUDIES

BTEC ICT

A LEVEL / BTEC LEVEL 3 MUSIC

A LEVEL FURTHER MATHS

A LEVEL BIOLOGY

EPQ L3 EXTENDED PROJECT QUALIFICATION (more than 50% of an A Level)

OTHER COURSES AVAILABLE ESOL IELTS PREPARATION

ESOL INTENSIVE ENGLISH

GCSE ENGLISH

Proposed images of the refurbisment of the Sixth Form Centre

GCSE MATHEMATICS

SUBJECT OFFER FOR 2022/2023

SIXTH FORM RESOURCES

ART

A LEVEL

Exam Board: OCR

BIOLOGY

A LEVEL

Exam Board: Edexcel (Biology A Salters-Nuffield specification)

ENTRY REQUIREMENT GCSE Art Grade 6 / Textiles Grade 6

ENTRY REQUIREMENT GCSE Biology Grade 7 or combined Grade 7 GCSE Mathematics Grade 6 GCSE English Language Grade 6

The Fine Art endorsement is suitable for those students who wish to follow a course with a greater focus on painting and drawing. Students will also have the opportunity to work in film and video, sculpture, mixed media, photography and screen printing.

The above represent recommended grades. Each student will be considered on an individual basis.

The Art, Craft and Design endorsement is suitable for those students who wish to explore a wider range of media, including ceramics and textiles as well as those offered as part of the Fine Art endorsement.

Students must follow the Fine Art endorsement if they are also studying for A level Textiles. Both courses foster independent learning and research skills in students, whilst providing them with a solid grounding in practical techniques. Students are encouraged to explore and refine their ideas, taking into account their own emerging style. Recording information through drawing or related means, forms the basis of these studies as well as critical and contextual studies. Sibford Sixth Form Art students benefit from having their own personal studio space in which they can work at any time throughout the day.

COMPONENT 01: PERSONAL INVESTIGATION • Non exam assessment (internally assessed and externally moderated) • 120 marks • 60% of the total A Level

COMPONENT 02: EXTERNALLY SET TASK • An externally set project culminating in a 15 hour exam (internally assessed and externally moderated) • 80 marks • 40% of the total A Level

This component involves: A portfolio of practical work demonstrating personal response to a starting point. A related personal study (1000+ words).

The exam board will provide learners with a choice of theme, briefs and stimuli.

Please note: this is a two year course.

This course teaches Biology using exciting and motivating concepts that draw on contemporary and cutting-edge developments in the biological sciences. These include the health risks of smoking and obesity; genetic counselling; global warming; GM crops; DNA fingerprinting; the spread of pathogens; the destruction of natural habitats; drug abuse in sport and recreational drug use. Practical work is seen as an integral accompaniment to theory work. The course provides the opportunity to develop many skills including research, communication and IT. You will also develop an appreciation of the social, moral and ethical complexities of the subject. A LEVEL 9BN0 (2 YEARS) Paper 1: The Natural Environment and Species Survival • 2 hour exam • 33.33% of total A Level Topic 1: Lifestyle, health and risk Topic 2: Genes and healh Topic 3: Voice of the genome Topic 4: Biodiversity and natural resources Topic 5: On the wild side Topic 6: Immunity, infection and forensics Paper 2: Energy, Exercise and Coordination • 2 hour exam • 33.33% of total A Level Questions on topics 1 - 4 plus Topic 7: Run for your life Topic 8: Grey matter

Paper 3: General and Practical Applications in Biology • 2 hour exam • 33.33% of the total A Level award Questions from topics 1 - 8 A pre-released scientific article will underpin one exam question. Practical Endorsment for Biology (No exam assessment) Pass/Fail

BIOLOGY

ART: FINE ART

CHEMISTRY

A LEVEL

Exam Board: Edexcel )

ENTRY REQUIREMENT A good GCSE in science and maths: 6 or above. Triple science is the best entry point but you can start from combined science too. Chemistry A level is a highly respected A level, with its broad variety of tested skills, and it is a good choice for many degrees and careers. Chemistry has been described as the ‘central science’ and is often combined with either physics or biology and maths. This course suits students who enjoy thinking deeply and can zoom in on the finer details as well as looking at the bigger picture. It is a compulsory choice for anyone wishing to pursue medicine, dentistry and veterinary science, as well as chemistry-based degrees, such as pharmacy, pharmacology, and biochemistry. Exam questions will test students’ knowledge and understanding of the relevant specification topics and experimental methods based on the core practicals in the specification. • Paper 3 will also assess students’ knowledge and understanding of experimental methods, based on the core practicals in the specification. • Question types: multiple choice, short and long answer questions (up to 6 marks), and calculations. • Questions assessing students’ use of mathematical skills will make up 20% of the exam papers. A LEVEL 9BN0 (2 YEARS) Paper 1: Advanced Inorganic and Physical Chemistry • 1 hour 45 minutes • 90 marks 30% weighting Paper 2: Advanced Organic and Physical Chemistry • 1 hour 45 minutes • 90 marks 30% weighting

Paper 3: General and Practical Principles in Chemistry • 2 hours 30 minutes • 120 marks 40% weighting All topics across the full A level specification. Half of the paper will focus on testing students’ knowledge and understanding of practical skills and techniques. Students’ skills and technical competency when completing practical work is assessed by teachers. This forms the basis for the award of a Practical Endorsement at A level. This is separate to the A level grade and, if awarded, will be reported as a ‘Pass’ on A level certificates for students who achieve it.

DESIGN TECHNOLOGY: PRODUCT DESIGN

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT GCSE Design Technology is not a requirement for students who want to take the A Level course. Each student will be considered on an individual basis.

Good sustainable design is vital to our world and our economy. Attractive styling attracts us to a product whilst graphic design is used to promote it through the medium of marketing. Although many people will say that the UK is no longer a manufacturing nation, nothing could be further from the truth. Many of the traditional ‘heavy’ industries may have gone, but there is still a strong demand for students in the design, engineering and construction industries. These industries need innovative people who are capable of developing material and manufacturing solutions for tomorrow’s problems. Therefore, we offer our students extensive use of CAD (Computer Aided Design) and CAM (Computer Aided Manufacturing). We have our own virtual learning platform where the students can work on the latest versions of industrial standard software such as Solid Works, as well as two 3D printers, two CNC Routers, a CNC laser cutter and CNC vinyl plotter. This course is aimed at students who enjoy problem solving, critical thinking and design products that solve real life situations. You will get the opportunity to critically analyse a range of products and examine how they were manufactured. This course provides you with a solid base from which to develop your design and making skills. The course will enable you to use the full range of materials to become designers and engineers of the future. Paper 1 Technical Principles. Detailed knowledge of materials and processors Industry principles and practices • 2 hour 30 minute written exam • 120 marks • 30% of total A Level Paper 2 Designing and Making principles Design theory and history Moral, cultural and ethical role

Design for manufacture and standards • 1 hour 30 minute written exam • 80 marks • 20% of total A Level Non-Exam Assessment (NEA) Design and make a prototype solving a real-life situation. A substantial design folder and working prototype. • 100 marks • 50% of total A Level

DESIGN TECHNOLOGY

CHEMISTRY

DRAMA & THEATRE

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT The content of the A Level specification follows on from the AQA GCSE Drama specification enabling a smooth transition. However, GCSE Drama is not a requirement for students who want to take the A Level course. Each student will be considered on an individual basis. This course is designed for students who enjoy reading, writing about and watching plays and taking part in drama as a performer, director or designer. Students will get the opportunity to: • Create, perform and respond to drama and theatre • Develop the creativity and independence to become effective theatre makers • Explore the relationship between theory and practice in a range of theatrical styles and periods and historical, social and cultural contexts • Learn how relevant research, independent thought and analysis of live theatre production can inform decision making in your own practical work and put this understanding into practice • Experience the ways in which theatre makers collaborate to create theatre. You will communicate your ideas about two set texts in a written exam. The set texts represent significant drama through the ages and include: ‘Antigone’, ‘Much Ado About Nothing’, ‘The Servant of Two Masters’, ‘The Caucasian Chalk Circle’, ‘Yerma’, ‘The Glass Menagerie’, ‘Metamorphosis’ and ‘Our Country’s Good’.

You will develop your acting and directing skills as well as your drama knowledge and understanding, staging extracts from three different plays as well as creating your own original devised piece.

1. DRAMA AND THEATRE • Written exam: 3 hours • Open book 80 marks • 40% of A Level Section A: one question on one of the set plays (25 marks). Section B: one two-part question on a given extract from one of the set plays (25 marks). Section C: one question on the work of theatre makers in a single live theatre production (30 marks).

2. CREATING ORIGINAL DRAMA • Working notebook (40 marks) • Devised performance (20 marks) • 30% of A Level Process of creating devised drama. Performance of devised drama (students may contribute as performer, designer or director).

You will see a wide range of live theatre in a variety of styles to help inform your own ideas. You will also research the work of key practitioners whose techniques you will draw upon when creating your own work.

This component is marked by teachers and moderated by AQA. 3. MAKING THEATRE • Performance of Extract 3 (40 marks) • Reflective report (20 marks) • 30% of A Level Practical exploration and interpretation of three extracts each taken from three different plays. Methodology of a prescribed practitioner must be applied to Extract 3. Extract 3 is to be performed as a final assessed piece (students may contribute as performer, designer or director). Reflective report analysing and evaluating theatrical interpretation of all three extracts. This component is marked by AQA.

ECONOMICS

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT GCSE English Grade 6 GCSE Maths Grade 6

This course aims to develop an interest and enthusiasm for Economics by developing an understanding of the current economic issues, problems and institutions which affect everyday life. It will also explain, analyse and evaluate the strengths and weaknesses of the market economy, setting them both in a national and an international context. The course will help students to develop the knowledge of the key concepts which will enable them to understand and explain the issues involved. Students will therefore develop skills and attitudes which will equip them to face the challenges, opportunities and responsibilities of adult working life. The course at AS and A Level is divided into two parts: 1. Micro-Economics Individuals, Businesses, Markets and Market failure 2. Macro-Economics The National and International Economy. AS Paper 1: The Operation of Markets and Market Failure • 1 hour 30 minute written paper (including multiple choice and data response questions) • 70 marks • 50% of the total AS Level The nature and purpose of economic activity, economic resources, scarcity, choice and the role of markets with the part played by businesses, consumers and governments. Paper 2: The National Economy in a Global Context • 1 hour 30 minute written paper (including multiple choice and data response questions) • 70 marks • 50% of the total AS Level The circular flow of National Income, Aggregate Demand and Supply, the objectives and tools of government economic policy.

Pupils’ knowledge, skills and understanding develop to a high level

A LEVEL This will build upon and extend the ideas and concepts developed at AS level in both Micro and Macro Economics. Paper 1: Markets and Market Failure • 2 hour written paper (including data response and essay questions) • 80 Marks • 33.33% of total A Level A more detailed examination of the activities of businesses and market, with a review of the issues raised by inequalities of income and wealth. Paper 2: National & International Economy • 2 hour written paper (including data response and essay questions) • 80 marks • 33.33% of total A Level An in-depth study of the four macro-economic objectives and government policy, with an increased focus on the international context. Paper 3: Economic Principles and Issues • 2 hour written paper (including multiple choice and data response questions) • 80 marks • 33.33% of total A Level An overview of issues raised in both Micro and Macro Economics.

(ISI, December 2021)

ECONOMICS

DRAMA & THEATRE

ENGLISH LANGUAGE

A LEVEL

Exam Board: AQA

ENGLISH LITERATURE B

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT GCSE English Grade 6 GCSE English Literature Grade 6 (if studied) Grade 5 will be considered depending on circumstances

ENTRY REQUIREMENT GCSE English Language Grade 5 As a student of English Language, you will enrol on an exciting and challenging journey, analysing and writing in detail about the way that language works, and how we use it differently to achieve our purposes. You will find that the course offers completely different challenges and topics to your GCSE English experience by exploring topics such as the spoken word. Over the two year course you will analyse genuine texts from a variety of different sources via group work, independent research, practical investigations, essay writing and creative writing. To begin with you will be introduced to the study of language, where you will learn how to analyse and categorise a wide range of texts according to linguistic frameworks. You will have the opportunity to develop and apply this knowledge as we focus on: • Language and the Individual – you will analyse the difference between spoken, written and blended mode texts and investigate the representation of social groups, individuals, events and issues across a range of different types of texts • Language Varieties – you will study and analyse how language varies according to region, social class, occupation and nationality. • Directed Writing – you will learn how to write about the language issues in a variety of forms to communicate your ideas to a non-specialist audience. Then, you will deepen your knowledge and understanding of language by focusing on these areas: • Children’s Language Development – you will analyse the way children learn to speak • Language Change – you will identify the ways in which language has changed since 1600 • Language Diversity– you will extend your understanding of how language use varies because of mode, personal, social, geographical and temporal contexts • Language in Action: Investigation Coursework - you will pursue an area of individual interest (gendered talk, children’s language, code switching etc.) to explore • Language in Action: Original Writing Coursework – you will undertake a piece of creative writing on either the power of information, persuasion or storytelling. A LEVEL 2 YEARS: Paper 1: Language, the Individual and Society Section A: Textual Variations and Representations Section B: Children’s Language Development • 2 hours 30 mins • 40% of A Level

NEA: Language in Action • A language investigation (2000 words) • A piece of original writing with a commentary (1,500 words) • 20% of A Level

Paper 2: Language Diversity and Change Section A: Diversity and Change Section B: Language Discourses • 2 hours 30 mins • 40% of A Level

The A Level English Literature course is exciting and dynamic, introducing students to a range of challenging texts from the classics to contemporary fiction, in a variety of forms and genres. Students enjoy engaging, lively discussions and thought-provoking reading assignments. The AQA course trains students to read critically and encourages the craft of academic writing. It offers new ways of looking at texts and particularly stresses links and comparisons between different works of literature. This is an academic, rigorous course, which is an excellent introduction to the serious study of literature; it is also valuable preparation for further study in a variety of fields. There is overlapping content in the AS and A level English Literature B specifications meaning that, at A Level, students can increase their confidence with those texts studied at AS level, as well as mastering new skills and texts in preparation for the final examination. The content of the AQA GCE offers a wide choice of set texts and places emphasis on genre and theory. The texts chosen interconnect, influence and illuminate each other, encouraging independent study. A LEVEL (2 YEARS) Unit 1A: Aspects of Tragedy • 2 hour 30 minute exam • Closed book • 75 marks • 40% of A Level Study of three texts: one Shakespeare; one drama; one further text (one of these being pre-1900). Unit 2A: Elements of Crime Writing OR Elements of Political Writing • 3 hour exam • Open book • 75 marks • 40% of A Level Study of three texts: one post-2000 prose; one poetry; one further text (one of these being pre-1900). Critical Anthology • Non-exam assessment • 50 marks • 20% of A Level Two written essays, one on a poet and one on a prose text. These are analysed through areas in the Critical Anthology.

ENGLISH LITERATURE B

ENGLISH LANGUAGE

EPQ

(worth more than 50% of an A Level)

LEVEL 3

Exam Board: AQA

ENTRY REQUIREMENT No specific GCSE requirements

FRENCH LANGUAGE

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT GCSE French Grade 6 or above The above represent recommended grades. Each student will be considered on an individual basis.

This course provides an exciting and challenging opportunity for students to work on a project of their own choice under the guidance of a supervisor. This involves applying organisational skills and strategies to meet your stated objectives. Your supervisor will work with you to guide and facilitate your learning and to deliver taught skills such as project management, time management, research and presentation skills.

This specification is designed to be taken over one or two years. The course fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and society. The content is suitable for students who wish to progress to employment or further study, including a modern languages degree.

Throughout the project you will have regular tutorials and review meetings with your supervisor and record all aspects of your work in a project log. The format of the project will either be a 5,000 word report or an artefact such as a video, performance, CD, script, exhibition plus a 1,000 word report.

AS The AS course is fully co-teachable with the first year of the A Level course, enabling flexibility for students as they plan their course of study.

ASSESSMENT • No formal examinations. • The project is centre marked and externally moderated.

Paper 1: Listening, reading and writing • 1 hour 45 minute written exam • 45% of the AS Aspects of society: current trends Artistic culture Grammar.

Assessment falls into 4 key areas: 1. Planning and managing 2. Research and use of resources 3. Development and realisation of project 4. Evaluation

Everything you need to know about the EPQ By Annabel Heseltine, editor of School House Magazine

“The EPQ can be thought of like a mini thesis. It presents pupils with a chance to pursue a topic of study which is totally of their own choosing and unconstrained by an exam syllabus. “There are a number of factors that have led to its popularity in recent years. In the first instance, there can be little doubt that the desire to secure places at a leading Russell Group university is the key factor that motivates pupils to pursue it as a course of study. With fierce competition for places at the best universities, the EPQ is becoming one way in which pupils can stand out from the crowd.

Paper 2: Writing • 1 hour 30 minute written exam • 25% of the AS One text or one film from the lists in the specification. Grammar. Paper 3: Speaking • 12-14 minute oral exam • 30% of the AS One sub-theme from Aspects of society: current trends and one sub-theme from Artistic culture.

A LEVEL This specification has been designed to be studied over two years.This qualification is linear which means that students will sit all their exams at the end of the course. Paper 1: Listening, reading and writing • 2 hours 30 minute written exam • 50% of the A Level Aspects of society: current trends Aspects of society: current issues Artistic culture Aspects of political life Grammar. Paper 2: Writing • 2 hour written exam • 20% of the A Level One text and one film or two texts from the list set in the specification. Grammar. Paper 3: Speaking • 21-23 minute (including 5 minutes preparation time) oral exam • 30% of the A Level Individual research project. One of four sub-themes: • Aspects of society: current trends • Aspects of society: current issues • Artistic culture • Aspects of political life

“The EPQ also allows pupils to do something totally different and outside of the mainstream of their in-class subject choices. It gives pupils an opportunity to explore fields of study not open to them in the usual A Level subject choices.”

The school successfully meets its aim to provide pupils with a thirst for lifelong learning (ISI, December 2021)

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FRENCH LANGUAGE

EXTENDED PROJECT QUALIFICATION

GEOGRAPHY

A LEVEL

Exam Board: OCR

HISTORY

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT Grade 6 Geography and Grade 5 English GCSE is recommended A passionate interest in your world!

ENTRY REQUIREMENT There is no specific requirement. However, it is recommended that students wishing to study A-level History have at least Grade 6 in GCSE English and History.

This specification is designed to highlight the main issues and concepts that young adults are likely to encounter in their current and future lives, so that they can make better informed decisions and be sensitive to a wide range of viewpoints and challenges.

History at A-level requires analytical skills, a willingness to take intellectual risks and a love of the subject.

Fieldwork plays an important part in this subject. Recent fieldtrips have included Swanage and Barcelona, investigating how Bournemouth has rebranded itself and also the study of coastal processes. A LEVEL (H481) EXAMINED AT THE END OF YEAR 13 Unit 01: Physical Systems • 1 hour 30 minute exam • 22% of the total A Level Landscape Systems Earth’s Life Support Systems Fieldwork

Unit 04/05: Independent Investigation • Non-exam assessment • 20% of the total A Level

Unit 02: Human Interactions • 1 hour 30 minute exam • 22% of the total A level Changing Spaces: Making Places Global Connections Geographical Skills Unit 03: Geographical Debates • 2 hours 30 minute exam • 36% of the total A Level (optionality – two of five to be studied) 1. Climate Change 2. Disease Dilemmas 3. Exploring Oceans 4. Future of Food 5. Hazardous Earth Geographical Skills

The learning environment is dynamic. Lessons mostly take the form of a seminar with students working independently or together to address key historical questions. Students are expected to read widely, both within and outside the core topics, in order to build and broaden their own experience of history. ‘Ownership’ of the subject content and the ideas and themes which drive it are essential. Component 1: Breadth Study (1C: The Tudors, 1485 - 1603) • 2 hour 30 minute exam • 80 marks • 40% of A Level This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions: • How effectively did the Tudors restore and develop the powers of the monarchy? • In what ways and how effectively was England governed during this period? • How did relations with foreign powers change and how was the succession secured? • How did English society and economy change and with what effects? • How far did intellectual and religious ideas change and develop and with what effects? • How important was the role of key individuals and groups and how were they affected by developments?

Component 3: Struggle for Civil Rights in America, 1865-1968 • 20% of A Level Students submit an essay of approximately 3,500 to 4,500 words which addresses the struggle for civil rights in the United States of America. This historical investigation provides students with an enhanced understanding of the nature and purpose of history as a discipline and how historians work. Students are required to demonstrate skills of historical analysis, evaluation and judgement, to appraise the views of historians, and to evaluate primary sources. The topic is addressed thematically (i.e. in political, economic, military and social terms) as well as historiographically (i.e. evaluating the different ways in which historians have addressed this topic). This is a fascinating area of study which still resonates in contemporary public discourse.

In the exam, students are required to evaluate the accuracy of three different interpretations using their own knowledge. Wider knowledge of the views of Tudor historians or the reasons for these is not required. In addition, students answer two essay questions. Component 2: Depth Study (2N: Revolution and Dictatorship: Russia 1917 - 1953) • 2 hour 30 minute exam • 80 marks • 40% of A Level Students study the coming and practice of communism in Russia. They will explore concepts such as Marxism, communism, Leninism, and Stalinism, ideological control and dictatorship. This component also enables students to consider issues of political authority, the power of individuals and the inter-relationship of governmental and economic and social change. In the exam, the students are required to evaluate the value of three historical sources and they are required to know about the individuals who generated these sources as well as the wider historical circumstances in which they were produced. In addition, students answer two essay questions.

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HISTORY

GEOGRAPHY

MATHEMATICS

A LEVEL

Exam Board: Edexcel

ENTRY REQUIREMENT GCSE Mathematics Grade 6 (7 or higher is strongly recommended) Through Mathematics, students develop their abilities in logical thinking, formulating problems, following a structured approach to solving them, making deductions and analysing complex situations. These skills are critical to success in many degree courses and careers so it is no wonder universities hold A Level Mathematics in high regard. Whereas in the past there were options in terms of which modules could be studied, the entirety of the course is now compulsory and includes three main areas of study; Pure Mathematics, Mechanics and Statistics. A LEVEL • 3 equally weighted Exam papers, 2 Pure and 1 Applied (Statistics and Mechanics). Pure Maths We continue to study the main themes of algebra and geometry alongside introducing and exploring calculus, all with an emphasis on becoming more mathematically minded and rigorous in our approaches. Statistics Furthers students’ conceptual understanding of statistical methods, including applications of methods to large data sets.

Mechanics More complex situations are modelled with the use of mathematics, enhancing students’ understanding of the physical applications of forces. There may be an opportunity for students to sit an AS at the end of Year 12, but this will be decided on an individual basis.

MATHEMATICS (FURTHER)

A LEVEL

Exam Board: Edexcel

ENTRY REQUIREMENT GCSE Mathematics Grade 6 (7 or higher is strongly recommended) You must also be studying A Level Mathematics Further Mathematics is a full A Level, which adds to the breadth of topics covered and enhances the experience and understanding of the vast subject that is Mathematics. It consists of various module options and takes students beyond the Mathematics A Level syllabus to begin studying topics that are typically seen during the first year in university science or engineering courses. The possible course of study is outlined below. A LEVEL • 4 equally weighted exam papers. Core Pure Mathematics 1 and 2 These are the only compulsory modules and enable students to study problems involving series, complex numbers, matrices, proof, polar coordinates, hyperbolic functions and differential equations. There are then a number of options from which two must be studied. Options include but are not limited to:

Decision Mathematics This is the study of algorithms and involves being able to follow, as well as create, processes that enable tasks to be done more efficiently or by a computer. It involves the study of algorithms on graphs, the route inspection problem, critical path analysis and linear programming. There may be an opportunity for students to sit an AS at the end of Year 12, but this will be decided on an individual basis.

Further Pure Mathematics Students begin to study more complex problems involving numerical methods, conic sections, complex numbers, matrix algebra and proof, first order differential equations, second order differential equations, Maclaurin and Taylor series, vectors and calculus. Mechanics Add further complexity to the study of kinematics and dynamics. It introduces momentum, elastic collisions and the concepts of work, energy and power.

Pupils display strong academic and other achievements for the size of the school (ISI, December 2021)

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MATHEMATICS (FURTHER)

MATHEMATICS

MUSIC

A LEVEL

Exam Board: OCR

ENTRY REQUIREMENT GCSE Music Grade 7 or above Proficiency on at least one instrument (or voice) approximately Grade 6 Standard or above and a firm grasp of conventional musical notation; some ability on the piano is desirable. Each candidate will be considered on an individual basis.

PHOTOGRAPHY

A LEVEL

Exam Board: AQA

Year 12 will be spent learning the technical aspect of photography and then starting their first creative project. Year 13 students will begin Component/Unit 1: The Self-Identified Brief, which is a practical body of work supported by a 1,000–3,000-word essay. In February, students will receive their Component 2 exam paper and select a starting point, creating a body of work which leads towards a ten-hour exam in which to create a final outcome. Each of these projects is marked as a whole, with Component 1 worth 60% and Component 2 worth 40%. Students will be required to demonstrate skills in all of the following:

The OCR Advanced GCE specifications extend the musical skills of Performing, Composing and Appraising in ways that emphasise their interdependence. There is increased choice within the specification to focus on performance or composition. There are no limits on the instruments (or voices) and types of repertoire which may be presented in performance and the study of the widest possible range of music, including folk, popular and classical traditions of non-Western origin as well as those of jazz and Western classical and popular traditions, is encouraged. Both AS and A2 specifications offer scope to develop creativity using music technology and in non-Western traditions, as well as more traditional tonal and nontonal Western composing skills.

Please note, there are two possible Music courses, A Level and BTEC. The A Level course is detailed here and the BTEC on page 28. We will be offering just one of these courses, based on the most suitable qualification for the applicants.

• the ability to explore elements of visual language, line, form, colour, pattern and texture in the context of Photography • awareness of intended audience or purpose for their chosen area(s) of Photography • the ability to respond to an issue, theme, concept or idea, or work to a brief or answer a need in Photography • appreciation of viewpoint, composition, aperture, depth of field, shutter speed and movement • appropriate use of the camera, film, lenses, filters and lighting for work in their chosen area(s) of Photography • understanding of techniques related to the production of photographic images and, where appropriate, presentation and layout. WHY STUDY PHOTOGRAPHY? TPhotography means ‘drawing with light’ and that is what photographers do when they take a picture. Many photographers have explored various techniques to create images that make a personal statement about things that have interested or concerned them. The most exciting aspect of photography is that you are capturing the world as you see it. This course will make you a great creative thinker and you will be able to construct your photographic images so that they contain high visual appeal and visual communication. In this way you will be able to carve out your desired career in photography. The course is directed by AQA and assessment criteria make this

course as much about project management as it is about photography. In this way the skills and academic requirement will enable you to build projects of your own. This will mean that you will be able to apply this knowledge to any other subject or profession where project management features. Photography develops a wide range of skills, analytical and critical thinking and problem solving, which will be useful at University and future careers. Photography may offer a highly creative and hands-on alternative to other subjects you may be studying at A Level. Tuition is enjoyable, structured, friendly and supportive, resulting in high-grade achievements on this course.

PHOTOGRAPHY

MUSIC

PHYSICS

A LEVEL

Exam Board: Edexcel

ENTRY REQUIREMENT GCSE Physics or Additional Science Grade 7 GCSE Mathematics Grade 6

This course combines theoretical study of Physics principles as well as the uses and applications of Physics. Topics such as mechanics, waves, materials and electricity are studied in the first year. In the second year, particle physics, further mechanics, electric and magnetic fields and cosmology are key topics. There are plenty of opportunities for practical work in the laboratory. There is a high level of Mathematics required for the course and it is highly recommended that students taking Physics also study A Level Mathematics.

Unit 3: 9PHO/03 • 2 hour 30 minute exam • 120 marks • 40% total qualification The paper will include questions that assess conceptual and theoretical understanding of experimental methods (indirect practical skills) that will draw on students’ experiences of the core practicals. Unit 4: 9PHO/04 Science Practical Endorsements No exam assessment Pass/Fail

Unit 2: 9PHO/02 • 1 hour 45 minute exam • 90 marks • 30% of total qualification This unit involves the study of Materials Waves and particle nature of light Thermodynamics Space Nuclear radiation Gravitational fields Oscillations.

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT GCSE Science Grade 5 GCSE English Grade 5 GCSE Maths/Statistics Grade 4

The above represent recommended grades Each student will be considered on an individual basis.

A LEVEL (2 YEAR) Unit 1: 9PHO/01 • 1 hour 45 minute exam • 90 marks • 30% of total qualification This unit involves the study of Mechanics Electric circuits Further mechanics Electric and magnetic fields Nuclear and particle physics

PSYCHOLOGY

Psychology is the science of the mind and of behaviour. On this course we consider reasons why people conform and obey authority, how best to define abnormality, ways to treat mental disorders as well as understanding how our memories work and the reasons why we forget. Studying Psychology encourages a questioning and analytical mind as well as helping to develop the important skills of summary and report writing. AS LEVEL 7181 (1 YEAR) Paper 1 – Introductory Topics in Psychology • 1 hour 30 minute exam • 72 marks • 50% of AS Level Topics covered: Social influence, Memory and Attachment.

A LEVEL 7182 (2 YEAR) Paper 1 – Introductory Topics in Psychology • 2 hour exam • 96 marks • 33.33% of A Level Topics covered: Social influence, Memory, Attachment and Psychopathology.

Paper 2 – Psychology in Context • 1 hour 30 minute exam • 72 marks • 50% of total AS Level Topics covered: Approaches in Psychology, Psychopathology and Research Methods

Paper 2 – Psychology in Context • 2 hour exam • 96 marks • 33.33% of A Level Topics covered: Approaches in Psychology, Biopsychology and Research Methods. Paper 3 – Issues and Options in Psychology • 2 hour exam • 96 marks • 33.33% of A Level Topics covered: Issues and debates in Psychology plus three optional units to be decided.

Pupils display highly-developed study skills (ISI, December 2021)

PYSCHOLOGY

PHYSICS

RELIGOUS STUDIES

A LEVEL

Exam Board: Edexcel

ENTRY REQUIREMENT GCSE English Grade 6 GCSE Religious Education / Religious Studies short or full course Grade 6

SOCIOLOGY

A LEVEL

Exam Board: AQA

ENTRY REQUIREMENT

GCSE English Grade 5

(preferable but not essential)

This qualification is designed to nurture the development of critical and reflective thinking with the aim of developing a greater understanding and appreciation of religious beliefs and teachings, as well as the disciplines of ethics and philosophy of religion. Emphasis is placed on critical analysis and the construction of balanced, informed arguments within the context of a religious, philosophical and ethical awareness. This course aims to thoroughly engage learners and develop an interest in Religious Studies, which extends beyond the classroom and can be applied to the world around them. Advanced Level Religious Studies aims to encourage learners to: • develop interest in a rigorous study of religion and belief and relate it to the wider world • develop knowledge and understanding appropriate to a specialist study of religion • develop an understanding and appreciation of religious thought and its contribution to individuals, communities and societies • adopt an enquiring, critical and reflective approach to the study of religion The knowledge and skills that you will develop from studying this course would be particularly useful for careers in law, education, social work, politics, medicine, administration and the media. However, the subject material is also pertinent for your general personal development. A LEVEL H573(A) Three components will be studied: 1. Philosophy of Religion 2. Religion and Ethics 3. Developments in Religious Thought (from a Christian perspective) This course is a two year course. Topics range from ancient influences on Religion Philosophy and Ethics to twentieth century perspectives.

ASSESSMENT Assessment is by three 2 hour written examinations covering all three components. Please note: this is a two year course.

There is no requirement to have studied Sociology before. This qualification offers an engaging and effective introduction to Sociology. Students will learn the fundamentals of the subject and develop skills valued by higher education institutions and employers, including critical analysis, independent thinking and research. Sociology is a social science which explores the causes and outcomes of social behaviour, societal change, the structure of society and the different groups within it. Through studying Sociology A Level, you will explore a range of fascinating topics such as families and households, education, and crime and deviance through the lens of socialisation, culture, power and identity. The impact of gender, class, age and ethnicity on these topics is also explored. Additionally, you will develop a thorough understanding of sociological research methodology and gain knowledge of quantitative and qualitative methods of research, with consideration of the associated practical and ethical issues involved in research. • Children’s Language Development – you will analyse the way children learn to speak • Language Change – you will identify the ways in which language has changed since 1600 • Language Diversity– you will extend your understanding of how language use varies because of mode, personal, social, geographical and temporal contexts • Language in Action: Investigation Coursework - you will pursue an area of individual interest (gendered talk, children’s language, code switching etc.) to explore • Language in Action: Original Writing Coursework – you will undertake a piece of creative writing on either the power of information, persuasion or storytelling. A LEVEL 7192

Year 12 Compulsory content

Year 12 Optional Topics in Sociology-One from below (TBC)

3.1.1 Education

3.2.2.1 Culture and Identity

3.1.2 Methods in Context

3.2.2.2 Families and Households

3.2.1 Research Methods

3.2.2.3 Health 3.2.2.4 Work, Poverty and Welfare

Year 13 Compulsory content

Year 13 Optional content

4.1 3.1 Education with Theory and Methods

4.2.1 3.2.1 Culture and Identity

4.2.5 3.2.5 Beliefs in Society

4.3 3.3 Crime and Deviance with 4.2.2 3.2.2 Families and Theory and Methods Households

4.2.6 3.2.6 Global Development

4.2.3 3.2.3 Health

4.2.7 3.2.7 The Media

4.2.4 3.2.4 Work, Poverty and Welfare

4.2.8 3.2.8 Stratification and Differentiation

ASSESSMENT Paper 1: Education with Theory and Methods • 33% of A Level • 40% of A Level

Paper 3: : Crime and Deviance with Theory and Methods • 33% of A Level

Paper 2: Topics in Sociology • 33% of A Level

Please note: this is a two year course, with exams being sat in the summer term of Year 13.

SOCIOLOGY

RELIGIOUS STUDIES

TEXTILES

A LEVEL

Exam Board: OCR

ENTRY REQUIREMENT GCSE Textiles or Art Grade 6 Textiles is a versatile and exciting subject at Sibford School. This course allows students to extend and develop their skills in a wide range of media. We encourage agility in thinking, and a courageous, creative capability with materials. Outcomes are considered for interior surfaces, stand-alone pieces, fashion and accessories. Students are encouraged to pursue their own particular interests, be that constructed or surface design textiles. They are encouraged to explore and refine their ideas considering their own emerging personal style. Recording information, through drawing or related means, forms the basis of these studies. The course fosters independent learning and research skills in students, whilst providing them with a solid grounding in practical techniques. Critical and contextual studies are fundamental. Sixth Form Textiles students benefit from having their own personal studio space in which they can work at any time throughout the day.

COMPONENT 01: PERSONAL INVESTIGATION Non exam assessment (internally assessed and externally moderated) • 120 marks • 60% of the total A Level This component involves: A portfolio of practical work demonstrating personal response to a starting point. A related personal study (1000+ words).

COMPONENT 02: EXTERNALLY SET TASK An externally set project culminating in a 15 hour exam (internally assessed and externally moderated) • 80 marks • 40% of the total A Level The exam board will provide learners with a choice of theme, briefs and stimuli. Please note: this is a two year course.

BTEC AND OCR NATIONALS QUALIFICATIONS In 2022 we will be offering 6 BTEC / OCR Nationals subjects: • • • • •

Business Studies (Level 3) Information Technology Media: Creative Digital Media Production Music Sports and Physical Activity

Sibford’s BTEC results are consistently excellent. Steph McGovern, BBC journalist and presenter says: “I know from personal experience how BTEC, with its mix of academic and practical learning, helps all kinds of young people to engage with the subjects that they feel passionate about in a way that works for them.” Doctor Who, Jodie Whittaker, the first female Time Lord, completed a BTEC Level 3 National in Performing Arts at Kirklees College in Huddersfield, before going on to the Guildhall School of Music & Drama. Other celebrities who studied BTECs during their education include: • Amir Khan, professional boxer • Candice Brown, Great British Bake Off winner 2016 • Tom Heel, keyboard and guitar player for Paul Weller/The Jam • Oliver Savile, actor in the West End’s ‘Wicked’ • Ash Dykes, explorer and extreme athlete • Idris Elba, actor famous for The Wire and Luther Grades awarded are pass, merit, distinction or distinction*. Pass - E grade equivalent at A-Level Merit - C grade equivalent Distinction - A grade equivalent Distinction A* - A* grade equivalent

Pupils’ display advanced moral development, their appreciation of diversity and equal treatment is excellent (ISI, December 2021)

BTEC & OCR NATIONALS QUALIFICATIONS

TEXTILES

BUSINESS STUDIES

BTEC LEVEL 3

Equivalent to one A Level

The Extended Certificate is for learners who are interested in learning about the business sector alongside other fields of study, with a view to progressing to a wide range of higher education courses, not necessarily in business-related subjects. It is designed to be taken as part of a programme of study that includes other appropriate BTEC Nationals or A Levels. The course structure is as follows: Year 12

Year 13

Unit 2 Design a Marketing Campaign 90 GLH (Examinable) In this unit you will: A. Demonstrate knowledge and understanding of marketing principles, concepts, processes, key terms, data sources and definitions. B. Analyse marketing information and data, demonstrating the ability to interpret the potential impact and influence on marketing campaigns. C. Evaluate evidence to make informed judgements about how a marketing campaign should be planned, developed and adapted in light of changing circumstances. D. Be able to develop a marketing campaign with appropriate justification, synthesising ideas and evidence from several sources to support arguments.

Unit 1 Exploring Business (Coursework) 90 GLH In this unit you will: A. Explore the features of different businesses and analyse what makes them successful. B. Investigate how businesses are organised. C. Examine the environment in which businesses operate. D. Examine business markets. E. Investigate the role and contribution of innovation and enterprise to business success.

Unit 3 Personal and Business Finance 120 GLH (Examinable) In this unit you will: A. Demonstrate knowledge and understanding of business and personal finance principles, concepts, key terms, functions and theories. B. Apply knowledge and understanding of financial issues and accounting processes to real-life business and personal scenarios. C. Analyse business and personal financial information and data, demonstrating the ability to interpret the potential impact and outcome in context. D. Evaluate how financial information and data can be used, and interrelate, in order to justify conclusions related to business and personal finance.

Unit Recruitment and Selection (Coursework) 60 GLH In this unit you will: A. Examine how effective recruitment and selection contribute to business success. B. Undertake a recruitment activity to demonstrate the processes leading to a successful job offer. C. Reflect on the recruitment and selection process and your individual performance.

MUSIC

BTEC LEVEL 3

National Diploma / Certificate in Music Exam Board: Pearson Equivalent to one A Level

ENTRY REQUIREMENT GCSE Music Grade 4 Proficiency on at least one instrument (or voice). Each candidate will be considered on an individual basis The course enables students to develop practical skills, knowledge and understanding relevant to the music industry. There are many performance, recording and creative opportunities in addition to a timetable of classroom based learning. THE COURSE IS EQUIVALENT TO ONE A LEVEL All students undertake three mandatory units: • Ensemble performance techniques • Professional practice in the music industry • Creating a music product • Pupil’s own choice of a specific area of interest

Please note, there are two possible Music courses, A Level and BTEC. The BTEC is detailed here and the A Level course on page 21. We will be offering just one of these courses, based on the most suitable qualification for the applicants.

Please note: both of the Music A-Level and Music BTEC Level 3 are two year courses.

MUSIC

BUSINESS STUDIES

SPORT & PHYSICAL ACTIVITY

CTEC LEVEL 3

Exam Board: OCR Equivalent to one A Level

ENTRY REQUIREMENT There are no formal entry requirements for this qualification. This qualification is not just about being able to play sport, it will provide learners with the skills, knowledge and understanding to progress into Higher Education on a sport-related programme such as Sport & Physical Education, Sport Science, Sport Coaching and Development or Sport and Leisure Management. Learners will take between five and six units made up of mandatory and optional units: Everybody will study the following mandatory units: • Body systems and the effects of physical activity • Sports coaching and activity leadership • Sports organisation and development. These units will give learners an understanding of sport in the wider contexts of coaching and leadership, anatomy and physiology, the body’s short and long-term responses to physical activity and the framework of sport in the UK and the organisations involved. Learners will also develop transferable skills such as planning, communication, adaptability and leadership. Every unit must be passed for learners to be awarded the qualification. Qualifications are graded using a Pass, Merit, Distinction and Distinction*.

COURSE CONTENT Certificate (180 GLH): Year 1

Extended Certificate (360 GLH): Year 2

Unit 1 Mandatory (90 GLH): Body systems and the effects of physical activity. • 1 hour 30 minutes written paper.

Unit 3 Mandatory (60 GLH): Sports organisation and development. • 1 hour 30 minutes written paper.

Unit 2 Mandatory (90 GLH): Sports coaching and activity leadership Internally assessed through coursework assignments and externally moderated.

Unit 5 (60 GLH): Performance analysis in sport and activity Internally assessed through coursework assignments and externally moderated.

INFORMATION TECHNOLOGY

BTEC LEVEL 3

Certificate and Extended Certificate Exam Board: Edexcel Equivalent to one A Level

ENTRY REQUIREMENT Learners should have qualifications at, or equivalent to, Level 2 and an interest in and aptitude for Information Technology. This qualification is designed for learners who are interested in an introduction to the study of creating IT systems to manage and share information, alongside other fields of study, with a view to progressing to a wide range of Higher Education courses, not necessarily in IT. This BTEC in IT is a vocational course that encourages students to select and use IT appropriately. It will enable students to build a strong set of transferable skills. This course will suit students who are positive and self-motivated and who can manage their time effectively. The course is taught through a combination of formal teaching and independent research and investigation. ASSESSMENT The qualification consists of 3 mandatory units and 1 optional unit. Two units are taught in each of Year 12 and 13. Mandatory units: 1. Information Technology Systems 2. Creating systems to manage information 3. Using Social Media in business Optional units: 1. Data modelling 2. Website development. Two units are externally assessed.

Unit 19 (60GLH): Sport and Exercise Psychology Internally assessed through coursework assignments and externally moderated. The Extended Certificate includes units already studied in Year 1 and Units 5 and 6 may vary depending on which optional units have been selected to study.

Pupils demonstrate excellent self-confidence and self-understanding (ISI, December 2021)

INFORMATION TECHNOLOGY

SPORT & PHYSICAL ACTIVITY

MEDIA

Exam Board: Pearson Equivalent to one A Level

ENTRY REQUIREMENT There are no specific GCSE entry requirements although a level 4 and above in English or English literature is recommended. Students will also benefit from having an interest in film and television production. Candidates’ applications will be considered on an individual basis. The qualification provides a coherent introduction to the study of creative digital media production at this level. Learners develop an understanding of media industries through analysing media representations alongside pitching and producing their own media projects. It is designed for post 16 learners who aim to progress to higher education and ultimately to employment, as part of a programme of study alongside other BTEC Nationals or A Levels.

SUPPORT FOR LEARNING (SfL) Support is offered to any student entering the Sixth Form who feels they would benefit from the support of a specialist SfL tutor. We offer a variety of tuition for KS5 students. You can opt for one or more individual weekly tutorial sessions with a member of the SfL team. Our aim is to underpin learning and work towards transition to Higher Education studies. There is a focus on relevance to study, overlearning, motivation and ‘little and often’. The broad areas considered to create targets are: • • • • • •

Effective study skills Assistive technology Time management and organisation Reading for research Writing: assignments, essays, reports Establishing learning priorities

The SfL team will carry out the necessary assessments for access arrangement applications for public examinations and will help you with the preparation of your CV and personal statement.

SUPPORT FOR LEARNING

MEDIA: CREATIVE DIGITAL MEDIA PRODUCTION BTEC LEVEL 3

This course will suit students who are positive and self-motivated and who can manage their time effectively. The course is taught through a combination of formal teaching and independent research and investigation.

Learners must complete the 2 year course in order to obtain certification.

CANDIDATES COMPLETE 4 UNITS IN TOTAL AS OUTLINED BELOW

ESOL

(for speakers of other languages)

Unit 1: Media Representations Exam. 2 hours. External Unit 8: Responding to a commission Exam. 5 hours. External Unit 4: Pre-production portfolio Internal Unit 10: Film production (Fiction) Internal

ENGLISH LANGUAGE ADVANCEMENT AND IELTS PREPARATION COURSE

ENTRY REQUIREMENT You will have completed Year 10 and 11 at Sibford School or enter the Sixth Form with an IELTS score of at least 5.5. Note: For those who need further English language before progressing to A Levels we also offer an Intensive English Course. Please ask for a copy of our ESOL brochure. The English Language Advancement and IELTS Preparation Course is offered as a full subject option for all Year 12 and 13 overseas students. It will help you to advance your general language skills while also providing specialist preparation for the IELTS (International English Language Testing System) exam.

You will study essential English grammar, vocabulary and language skills and will also spend time reading, writing, speaking and listening. You will also receive support with exam techniques and self-correction techniques and undertake regular practice exams.

ASSESSMENT The exam consists of four sections: • speaking • listening • reading • writing

ESOL

Note: External assessments take place at the end of the second year of the course – no accreditation is given for Year 1.

PSHE

ENRICHMENT

The PSHE Programme has been designed to reflect the needs of our pupils, to equip pupils with a sound understanding of risk the knowledge and skills necessary to make safe and informed decisions. We seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.

“Pupils demonstrate excellent self-confidence and self-understanding”

We follow the core themes stipulated in the KS5 PSHE framework offered by the PSHE Association.

Key Areas in our PSHE programme follow Core Themes set by the PSHE association.

Our aims are to: • To develop and foster the creation of responsible and caring citizens, promoting equal opportunities and environmental awareness. • To promote self-esteem and emotional well-being, helping the formation and maintenance of positive relationships. • To prepare pupils for the next steps in their education, training or employment. Students will learn. • Develop confidence and responsibility and make the most of their abilities. • Develop a healthy, safer lifestyle. • Develop good relationships and respect the differences between people.

These include: 1. Health and Wellbeing 2. Relationships 3. Living in the wider world

Principals and values are actively promoted which facilitate the personal development of pupils as responsible, tolerant, lawabiding citizens (ISI, December 2021)

(ISI December 2021)

Sibford offers a wide variety of super-curricular enrichment opportunities for students to develop their skills and knowledge beyond the curriculum. Opportunities are offered and designed to enhance the life chances of our students whether it be making successful applications to competitive universities, successful apprenticeship applications or entering the world of work after their time at sixth form. ENRICHMENT OPPORTUNITIES INCLUDE: YEAR 12 INDUCTION This will introduce students to the content of the courses they intend to study as well as outlining the expectations of studying in Year 12. Any preparatory work will also be given by departments. It is intended that the induction will be fully interactive to ensure that students are actively involved and are given every opportunity to begin to explore the areas they will be specialising in. WORK EXPERIENCE To ensure all students are prepared for the world of work and can gain valuable experience and insight into future possible areas, all students in Year 12 undertake a period of work experience during Curriculum Enrichment Week. Some previous work experience placements in the past have included local health centres, Doctor/Health Surgeries, Warwick Hospital, Mini Plant Oxford, Landscapers, marketing firms, Victoria Prentis, local primary and secondary schools, Engineering Firms, Ashmolean Museum Oxford. VISITING SPEAKERS An extensive programme of professional, external speakers are organised to support academic pathways and our PSHE programme. Topics will be diverse and relevant to post 16 students and will include: ethical and moral issues, politics, personal safety and making successful post 18 applications. We have several links to universities in the area such as Oxford University, Oxford Brookes and Buckingham University. All three have played active roles in our UCAS ranging from physical/virtual presentations to conducting mock interviews for Oxbridge candidates. DUKE OF EDINBURGH’S GOLD AWARD The DofE Scheme gives young people the chance to serve their local community and to gain a sense of achievement. Often students will already have completed their Bronze Award, however, it is possible to have direct entry into the Award at Gold Level. DofE is a non-curricular activity which is greatly valued by employers and universities. POST 18 OPTIONS / HIGHER EDUCATION PREPARATION The aim of these events is to support students in making important decisions about their future. The UCAS application process will be fully explained so that students can make appropriate choices. They will also receive advice on how to make successful applications to universities, apprenticeships and the world of work. SOCIAL ACTIVITIES In addition to organising social events for the lower school, such as the Christmas Ball, Sixth Form students also get to enjoy a number of events aimed

exclusively at them. These include: • Team Building Activities/Induction into the sixth form • Foxtrot Excursion • Leavers’ Ball and ceremony • Whole Sixth Form trip to University/Apprenticeship live event in London. LEADERSHIP OPPORTUNITIES A team of senior students are chosen each year to lead the Sixth Form. These prestigious students will oversee the direction of the Sixth Form and will represent the Sixth Form at formal events. Other leadership opportunities include: COMMUNITY SERVICE It is an expectation that students engage wholeheartedly in community service. As senior students in the school, we want our students to be a presence and to rub shoulders with younger students. Students can contribute in a variety of ways such as, running a Key Stage 3 club, being a classroom assistant in the junior/senior school or any other way they feel can add value to our community and be in a position to contribute in the service of others. CHARITABLE OBLIGATIONS Each tutor group will be responsible in selecting a charity that they wish to support. Throughout the year, students in the tutor group will be expected to develop a strategy to raise awareness and money for their chosen charity. This offers students the opportunity to organise fundraising events, deliver presentations in front of others, coordinate activities, make decisions and ultimately make a difference in the wider community. WIDER SOCIETIES Students are encouraged to be a part of wider clubs and societies. Students can either opt to join a society or form one themselves. The idea is that it will be open to the wider Sibford community, have a whole school impact and managed, organised and delivered by the student under the guidance of a member of staff. Some noticeable societies and leadership opportunities include the following: • Fair Trade Group • Amnesty International • Young Enterprise • LGBT+ society • Debating • Supporting students in the lower school as mentors • Working within departments or with students in tutor groups • Sport tours • Visits abroad • World Challenge • Charity work

ENRICHMENT

PSHE

EXTRA-CURRICULAR

CAREERS

“Pupils’ communication skills are honed and strengthened through the many opportunities to speak publicly in lessons, debates, drama and meeting for worship”

Careers Education, Guidance and SELF begins in Year 7 and continues through to Year 13 via event days and the tutor based PSHE programme. In addition, visiting speakers address assemblies, and subject teachers help pupils explore careers related to their subjects. We also provide parent information evenings relating to careers information and support.

(ISI, December 2021) Extra-curricular opportunities encourage students to develop new skills, take risks, experiment with new experiences and consequently grow in self-confidence: • •

Peripatetic music lessons LAMDA

• •

School productions Theatre Trips

SPORT Sport is an integral part of Sixth Form life, enabling all pupils to engage in physical activity on a regular basis. This helps to not only develop their personal fitness, but also provides an opportunity for pupils to develop many social attributes as well as supporting their mental wellbeing. Every Wednesday afternoon all Sixth Form students partake in an engaging games afternoon where they can choose activities including basketball, badminton, table tennis and gym. The afternoon also provides training /matches for many of our team sports. For a small school, we are delighted not only with our level of success in the local area and beyond, but also pride ourselves on the number of pupils competing on a regular basis. Sixth Form students are actively

encouraged to develop their leadership skills by assisting the PE Department in running many of our lunchtime and after school clubs. This creates a great opportunity for developing a fantastic community feel throughout the school as well as enabling Sixth Form students to gain valuable life experience which will strengthen any potential university or employment applications.

UNIFROG: ONE STOP PLATFORM We use the platform Unifrog, introduced in Year 7, to support, guide and advise students on their choices and options that they make at various points in their Sibford career. Unifrog provides a one stop platform for students to take individual responsibility for their future choices and where they create and record their own portfolio of skills, competencies, and experiences. One-to-one careers guidance and advice interviews are provided to Year 11 students on various Post-16 options choices available. Sixth Form students are supported fully, and career guidance is offered continuously to all Year 12 and Year 13 students. We focus on personal statement writing, Curriculum Vitae’s and UCAS and post18 applications. Students are also encouraged to undertake independent research, build their skills set and their personal portfolio to enable them to apply for their preferred Post-18 choices. Students are expected to undertake work experience and attend Higher Education Information days and National Careers an apprenticeship Fairs. All Sixth Form students are expected to use the Unifrog platform to build their independent skills sets. There are continuous webinars offered which students are expected to sign up to. Unifrog also offers a Massive Open Online Courses (MOOC’s) adding students to develop their personal super curricular and extra-curricular profiles. The Careers Lead

will interact with students via the platform sending relevant and tailored information/course and articles. We also strongly encourage parents to access the Unifrog platform. All parents are sent a Unifrog login where you are able to access the student side of the platform. Here you can carry out research and search opportunities that will provide a great source of information to help support and discuss future options and opportunities with your child. WORK EXPERIENCE Work experience is expected to be undertaken in Year 12 for all students, during our Curriculum Enrichment Week (CEW) in July. Students are expected to organise their own placement and the Careers Lead will liaise with an external agency to carry out all necessary health and safety checks. This is a fantastic super-curricular opportunity and will unlock crucial employability and transferable skills that will allow students to be competitive and access a variety of post 18 pathways. THE CAREERS LEAD The Careers Lead is available during lunchtime dropin sessions and any student can make an appointment via email: careers@sibfordschool.co.uk For more on Careers please visit the Sibford School Website.

Pupils are confident decision makers… enhanced by the support they had received towards UCAS personal statements and applications (ISI, December 2021)

CAREERS

EXTRA-CURRICULAR

BOARDING

BOARDING AT SIBFORD Boarding at Sibford School is an enriching, positive experience where all are encouraged to live adventurously. Sibford welcomes both day pupils and boarders. A number of our Sixth Form students choose one of our boarding options because boarding can provide a valuable opportunity to experience independent living in preparation for university or leaving home. Sixth Form boarders find that the staff support and supervision in the evenings helps them focus on school work, manage distractions and gain the qualifications they are aspiring to achieve. WHY BOARD AT SIBFORD SCHOOL? Boarders have the opportunity to take responsibility for assisting in the organisation of extra-curricular activities and trips, and find they are able to develop their selfconfidence and leadership skills as senior members of the school community. Homely feel Our two boarding houses are staffed by friendly, experienced House Parents that take a genuine interest in the academic and pastoral welfare of the students and work hard to create a family style environment. Living arrangements Margaret Fell is our boarding house for girls from Year 6 through to Year 13. The house has a large, homely lounge where the girls can relax, watch television/ DVDs and even play the piano. The Margaret Fell kitchen is a popular gathering place and has witnessed numerous baking activities. All the girls have their own individual lockers. Upstairs the house has ten shared rooms, some containing four beds and some containing two beds. There is also a single, en-suite room. All rooms provide the students with space for private study. Fielding is the boys Boarding house, and accommodates pupils from Year 6 through to Year 13.

The House Parents provide a family atmosphere while at the same time giving the students additional independence in recognition of their age and in preparation for university or leaving home. Downstairs the students can enjoy relaxing together in the large common area which includes a lounge with comfortable sofas, TV room, pool table and study area. There is also a well-equipped kitchen and breakfast bar. In the social areas, students can play pool, watch films or form study groups together. Excellent pastoral care The boarding environment is sensitive to the needs of all individuals. Our aim is to have an emphasis on the pastoral support that strongly reflects the school’s ethos and provides outstanding care for boarders. Our House Parents and pastoral staff are always on hand to talk to boarders and ensure they are having the best possible experience. We appreciate that living away from home is a big change, so we keep a watchful eye to support and help the children and make they are comfortable and feel part of the family.

BOARDING OPTIONS We offer various boarding options here at Sibford School with family and work life in mind: Full boarding Full time boarders live on site in a boarding house at Sibford School for seven nights a week during term time. The school is responsible for the pupil’s care and well-being 24 hours a day. Full boarding fees include: -

Weekly boarding This option works well for students who have a lengthy daily commute to Sibford School, but still want to travel back home at weekends. Students have the option to arrive on Sunday night or Monday morning and depart on Friday afternoon or Saturday morning. Students can now regularly stay for one to five nights a week, meaning the school can work effectively around family life and work commitments.

Accommodation Laundry Help with travel arrangements Health care All meals during the week

Transport to and from Banbury train station is available on Monday mornings and Friday evenings.

Weekend brunch and Sunday evening meal at weekends plus a food allowance and a supply of staple foods (milk, bread, fruit etc.)

Flexi- boarding This boarding option means pupils can board for the occasional night if they wish. The cost includes 24-hour care, full board with meals and bed linen. We offer a 50% discount on the cost of occasional boarding should your child be staying over as the result of a school-based event such as an open evening, sports fixture or school trip.

Staff get to know our boarders well, and, like parents, try to keep informed of their progress at school, whilst also giving them a secure home to retreat to from the pressures of academic work.

Support in boarding helps pupils achieve further academically (ISI, December 2021)

Over the last 4 years, 88% of our students have gone on to study at Universities. These include:

School leavers, including the most able, are successful in gaining places at education and employment destinations of their choice (ISI, December 2021)

Sibford School Sibford Ferris I Banbury I Oxfordshire I OX15 5QL Telephone: +44 (0)1295 781200 Email: For general enquiries: office@sibfordschool.co.uk For admissions enquiries: admissions@sibfordschool.co.uk Social:

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2021 LEAVERS’ DESTINATIONS