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Curriculum Guide

2024

Prospectus &

How to Apply for Sixth Form Entry September 2024: Applications for Stratford upon Avon Sixth Form should be made online. Applications open on 17th November 2023 and close on the deadline of 31st January 2024.

Please go to www.stratforduponavonschool.com Where courses are over-subscribed, priority will go in the order in which applications were received. Please email sixthform@stratfordschool.co.uk with any queries. Although every care has been taken to give you a representative view of Sixth Form life, things do occasionally change. We work hard to make sure our website is up to date and you can always email: sixthform@stratfordschool.co.uk with any specific questions.

welcome to STRATFORD UPON AVON SIXTH FORM We are delighted you are considering Stratford upon Avon Sixth Form as your next step. On joining our Sixth Form, you will discover a lovely, welcoming community of approximately 250 students. You will be supported by excellent staff who work with you to ensure you achieve the best possible outcomes. New students are struck by how welcome they are made to feel by staff and students, and how easy it is to fit in and make friends. “Since coming to Stratford Sixth Form I have felt welcome and have settled in really well with the help of approachable, understanding teachers and kind students.” Jim, Year 12 Students can choose from more than 20 academic courses, and a range of additional enrichment courses. Our students benefit from truly excellent facilities and we provide you with the structures and support needed to achieve success. “The Sixth Form offers excellent teaching and opens opportunities for students who want to go onto any future” Fern, Year 13

A-Level Geography Trip

“From the students, to the teachers, everyone is so willing to help you. I had high expectations already and the school have exceeded them. “ Iulia, Year 12

SIXTH FORM

TEAM

We are here to support and challenge you to achieve your full potential. Your academic progress is the primary concern of the Sixth Form Academic Team, based in the Library. Mrs McLeary (Head of Sixth Form), Mrs Beveridge (Assistant Progress Leader) and Mr Bolton (Assistant Headteacher) work with your Sixth Form Academic Mentors, Mrs Anderson and Mrs Dove, and subject teachers to ensure you are supported and challenged in your studies. Our goal is for all students, when they open their A-Level results, to feel proud of their achievements, so that they can progress to their chosen next step. Ensuring your pastoral needs are met, the Upper College Leaders are based near the Sixth Form Common Room. Mrs Arrandale, Mrs Attwood and Mrs Shaw work alongside Mr Hill (Assistant Headteacher) and your Tutors. As a team, they focus on supporting you through difficult times, helping you develop into a well-rounded young adult, and ensuring your experience of Sixth Form is a happy one. Our full-time Careers Team, Mrs Miles and Mrs Andrioli, attend to your next steps. Whether you wish to move on to an apprenticeship, employment or university – or if you are not sure where to go – the Careers Team will give you the attention, expertise and time you need to secure your next step.

SIXTH FORM BURSARY

We can also offer financial support to those who qualify for the Sixth Form Bursary. This can include a daily allowance at the Sixth Form Servery, contributions towards trips, provision of textbooks and covering public transport costs. L-R Mr Bolton, Mrs Anderson, Mrs McLeary, Mr Hill, Mrs Shaw, Mrs Arrandale, Mrs Attwood

A-Level Physics trip to CERN, Geneva

YOUR

FUTURE

Supported by our excellent Careers Team, and by the expert knowledge and experience of the Sixth Form Academic Team, our students graduate to an exciting range of post-18 destinations, from an Audi Apprenticeship to a Zoology degree. We have “a successful history of ensuring that pupils and students go on to further study, employment, or training.” Ofsted, 2019 We will give you the support you need to complete your first job application, to find a place on a competitive apprenticeship, or to complete a compelling UCAS application. In 2023, 1 in 6 students achieved all A* - B grades. For those who chose to go on to further study, these were their ticket to a place at a competitive university.

Recent Desinations for Year 13 leavers

SIXTH FORM

LIFE @ STRATFORD

Sixth Formers speak positively about how the social scene compares to Year 11. It’s a different mix of individuals, with a very different feel. We do fun things for no other reason than that we like our students and want them to be happy, PGL, bowling, Christmas quiz, silly sports day… We listen to our students – in the last two years we have introduced Leaving Early privilege, Role Model Awards, Law AS, Politics, Computer Science, all because our students have put forward these ideas. Unlike in some other schools, we want all students to have the opportunity to demonstrate and develop leadership skills. We don’t just have the traditional Head Boy/Girl, we have more than 60 students in leadership roles in Year 13. Two of our three current Student Presidents joined us from other schools, showing that opportunities are very much open to all. Our curricular trips offer amazing opportunities to broaden horizons and in recent years have included: Iceland, CERN, Geneva, Barcelona, and New York to name a few. The Common Room is the social hub of Sixth Form. Students working independently, playing card games, chatting – it’s a lovely atmosphere and the chicken is great from the Sixth Form Servery! Ann and Marta bring a smile to our faces every day and it really feel like a close-knit community.

Pho tog rap hy Tr ip

The Independent Study Centre (ISC) is the setting for Sixth Form study. Kitted out with computers and with a programme of a minimum of ten supervised study sessions per week, it’s a great place to work with support structures in place to maximise learning potential. Visitors from other schools say they’ve never seen Sixth Form study done as well as here.

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ACADEMIC SUBJECTS “I chose Stratford Sixth Form as it offered a really wide variety of subjects .“ Natalie, Year 12

APPLIED SCIENCE LEVEL 3 EXTENDED CERTIFICATE EXAM BOARD: AQA

Why study Applied Science?

Final Exam Format:

This is a substantial vocational qualification that provides a broad understanding of applied science. The course is 50% portfolio based and 50% written examination. Studying this qualification will enable learners to develop their knowledge and understanding of scientific principles, as well as those scientific practical skills recognised by higher education institutions and employers to be most important. The qualification also offers learners an opportunity to develop transferable skills such as problem solving, research and communication as part of their applied learning.

Each unit is worth 16.6% of the qualification. Three units are assessed by external written examinations (one with pre-release material), the remainder is portfolio based.

The course is ideal for students who have an interest in the science subjects but would like an alternative to the traditional science A-levels. Subject Specification Outline: The course is comprised of 5 mandatory units: • Key concepts in science • Applied experimental techniques • Science in the modern world • The human body • Investigating science Followed by an optional unit, with choice from: • Microbiology • Medical physics • Organic chemistry Progress Assessment: The first three units must be passed before progressing onto the remaining units. The units with written examinations will include at least one “mock” examination before the external examination. Portfolio work is ongoing through most of the course with regular submission deadlines.

Each unit has one re-sit opportunity. All units must be passed to gain the qualification. Self Study Requirements: The qualification is very learner-driven and all portfolio work should be the independent work of the student. It is expected that some portfolio work will need to be completed outside of lessons, including independent research. Tasks will also be set to support the units assessed by written examination. Progression Pathways: This qualification prepares learners to take up employment in the applied science sector, either directly after achieving the qualification or via higher education. It is supported by a range of universities, and taken alongside other qualifications it can fulfil the entry requirements for a number of science-related higher education courses, including biomedical, forensic and sports science, as well as nursing. It is worth the same number of UCAS points as 1 A-level.

ARCHITECTURE

(DESIGN ENGINEER CONSTRUCT) LEVEL 3 DIPLOMA EXAM BOARD: COYO Why study Architecture? The Design Engineer Construct Level 3 qualification is an advanced programme for learners looking to increase their knowledge of professional practice in the digital built environment. Students advance their digital skills throughout the learning programme, including the use of digital modelling and analysis tools using industry standard software for building and infrastructure design. Aligning with the Sustainable Development Goals, the themes of social, environmental and economic sustainability run throughout the programme, and learners discover how to minimise their own and their community’s impact on the planet through project based learning. Thus enabling students to understand the value of inclusivity and diversity,designing for a world where everyone matters.

Students will be provided with a unique opportunity to develop the knowledge, competencies, behaviours and skills fundamental to successful engagement in the professional aspects of architecture, engineering and construction. Subject Specification Outline:

Learners develop, design, deliver and evaluate a fit for purpose, functional building based on their own interpretation of a ‘real’ project brief. This brief can be obtained from a range of sources, for example a local project where access has been provided by industry professionals known to the school. Their building should be highly sustainable and inclusive and enable learners to demonstrate advanced knowledge and use a range of industry process and digital skills. Building types they might consider are: • Office blocks • Retail Units • Housing • Outdoor Activity Centres • Mixed Use Developments • Schools for special educational needs Learners can use an existing site as the ‘building site’ location of their building and/or use webbased mapping tools and other technology platforms to access a range of industry specific site information.

Final Exam Format: DEC students operating at Level 3 produce a sizeable portfolio and explore more advanced elements of building design, for example geospatial surveying techniques, life-cycle analysis, financial planning and structural detailing. The final grade is determined though a combination of portfolio work and external examination. Self Study Requirements: Coursework tasks are not completed purely within lesson time. Pupils are expected to carry out extensive researching around their work in order to create the required portfolio. Extension activities will also be set. Progression Pathways: Successful completion of the course will provide students with an excellent basis for entry into a variety of pathways within the design, engineering and construction industry including Architecture, Building Management, Building Surveying, Quantity Surveying, Land Surveying, Building Control, Design Engineer, Multimedia Designer, Engineering, (Civil, Mechanical, Structural). The course can also lead to progression to Higher Education Courses including Architecture, Architectural Technology, Product and Industrial Design, Building and Construction, Engineering, and Art & Design Foundation Courses.

FINE ART

Year 13 Coursework Project: based on a theme of your choice (This year many chose decay and degrading, disassociation, loss and change, which were expressed in art form from sculpture to portrait and installation using a range of materials and processes)

EXAM BOARD: EDEXCEL

Sketchbook + final piece(s): should have connections with your personal study (see below)i.e. what you have learnt from your research that has helped you with your own practical work… In depth, thorough investigations in the sketchbook, experimentations and practicing techniques in a range of media appropriate to your intentions. What will make your work stand out from the crowd and make it individual to you?

PAINTING & DRAWING Why study Fine Art?

Here at Stratford upon Avon School we have an excellent track record and reputation for helping our ALevel artists become exciting, innovative and individual artists who often go on to pursue art at a higher level. After nurturing their love of the subject at Stratford they go on to academic and professional careers. We want you to make our reputation even stronger by learning how to express yourself visually in a way that makes you unique and then exploring in depth the project themes that will show off your artistic attributes.

Year 13 Personal Study: 1000-3000 word essaycan be visual, presented in any format. Here you can follow your heart – dig deep into understanding your favourite area or art movement as long as you cover the following… Research into an artist(s) looking at: • Technique and style, influence on your own work etc • Focusing on their use of a visual element e.g. line, tone, colour, texture, pattern, shape, perspective • Making sure you can back up your research having visited galleries

Final Exam Format: Students receive their exam paper in February of Year 13. They then have until early May to prepare for the 15 hour exam, spread across three days. During the preparation period students should visually evidence how/where they have researched their chosen subject matter, made references to other artists, developed ideas through investigating a range of appropriate media and techniques. To support this process we take our A-Level students to London to visit galleries. This takes place in February. Self Study Requirements: We would expect Students to want to use available time in school to carry on their studies in the Art Dept. We currently have a specialist Art/Photography study room available for students to access throughout the week. Outside of school time we would expect Students to be working at least 5 hours of additional worktime per week. Progression Pathways:

Subject Specification Outline: This specification consists of four main elements Year 12 Coursework Assignments: based on a range of themes and starting points, this year will help establish best working practice i.e. use of sketchbook, use of a range of media and techniques. You will also learn about different artists especially looking at Modern Art movements.

Students who choose Art tend towards either future artists/designers, or engineers/ architects. Careful selection of other A levels can facilitate this. The most common and expected route to get onto a creative degree course will be to first complete a one-year Foundation course. The Foundation course exposes students to a broadened Art experience beyond A level. Our students have successfully gained entry onto the Foundation course at Leamington. A Level Art and the portfolio it creates can lead to a host of apprenticeships and career pathways, as creativity is a valued skill in many roles

BIOLOGY EXAM BOARD: AQA Why study Biology?

Biology A-Level will give you the skills to make connections and associations with all living things around you. Biology literally means the study of life and if that’s not important, what is? Being such a broad topic, you’re bound to find a specific area of interest, plus it opens the door to a fantastic range of interesting careers. At Stratford Upon Avon School, A-Level Biology is taught by a very experienced and passionate team with a wide range of biology backgrounds from Ecology to Molecular Biology which allows us to use our expertise to inspire our students. Biology, like all sciences, is a practical subject. Throughout the course you will carry out investigative activities including: using microscopes to see cell division dissection of animal and plant systems aseptic technique to study microbial growth investigating activity within cells investigating animal behaviours and investigating distributions of species in the environment These practicals will give you the skills and confidence needed to investigate the way living things behave and work. It will also ensure that if you choose to study a Biology based subject at university, you’ll have the practical skills needed to carry out successful experiments in your degree. Subject Specification Outline: Subject Specification Outline: 1. Biological molecules 2. Cells 3. Organisms exchange substances with their environment 4. Genetic information, variation and relationships between organisms 5. Energy transfers in and between organisms 6. Organisms respond to changes in their internal and external environments 7. Genetics, populations, evolution and ecosystems 8. The control of gene expression

Progress Assessment: Regular homework tasks of past exam questions. In class diagnoses at the end of each topic. Required practical activities (12 across the two years). Ongoing ½ termly progress test assessments. Final Exam Format: Paper 1 – Topics 1-4, 2hrs Paper 2 – Topics 5-8, 2 hrs Paper 3 – Topics 1-8, 2hrs Self Study Requirements: An hour of self study for every hour of taught lesson. Self study will include consolidating lesson notes, questions from the textbook, past paper questions and online research. Progression Pathways: As well as being a qualification which is well respected by employers, according to bestcourse4me.com, the top seven degree courses taken by students who have A-Level Biology are: • Biology • Psychology • Sport and exercise science • Medicine • Anatomy • Physiology and Pathology • Pharmacology • Toxicology and Pharmacy • Chemistry Studying Biology at university gives you all sorts of exciting career options, including: doctor, clinical molecular geneticist, nature conservation officer, pharmacologist, research scientist, vet, secondary school teacher, marine biologist, dentist.

BUSINESS STUDIES EXAM BOARD: OCR

Why study Business Studies? An A-Level in Business will encourage learners to be inspired, motivated and challenged by following a broad, coherent, practical, satisfying and worthwhile course of study.

It provides insight into, and experience of, how businesses work, stimulating learners’ curiosity and encouraging them to engage with commerce in their everyday lives and to make informed choices about further study and about career choices.

• be aware of the ethical dilemmas and responsibilities faced by organisations and individuals • take a more strategic view of business opportunities, problems and issues • acquire a range of relevant business and generic skills, including decision making, problem solving, the challenging of assumptions and critical analysis • apply numerical skills in a range of business contexts Subject Specification Outline: The course is comprised of 5 mandatory units: • Business objectives and strategic decisions • External influences facing businesses • Marketing and marketing strategies • Operational strategy • Human resources • Accounting and financial considerations • The global environment of business Assessment Overview, learners must complete all three components to be awarded an OCR A-Level in Business Operating in a local business environment

The UK business environment

The global business environment

80 marks 2 hrs written exam

Progression Pathways: Many universities recognise the value of a business qualification and learners can go on to an exciting and varied array of careers including law, business, or finance.

Aims & Learning Outcomes: The aims of this specification are to encourage learners to: • develop an enthusiasm for studying business • gain an holistic understanding of business in a range of contexts • develop a critical understanding of organisations and their ability to meet society’s needs and wants • understand that business behaviour can be studied from a range of perspectives • generate enterprising and creative approaches to business opportunities, problems and issues

CHEMISTRY EXAM BOARD: OCR

Why study Chemistry? Chemistry is everywhere in the world around you! It’s in the food you eat, clothes you wear, water you drink, medicines, air, cleaners... you name it.

Chemistry is sometimes called the ‘central science’ because it connects the sciences to each other, such as Biology, Physics, Geology and Environmental Science. In Chemistry at Stratford we firmly believe in the PiXL method to making progress. Throughout the year students undergo continual diagnosis, therapy and testing. In diagnosis, areas for improvement are identified, whether this be through dialogue in lesson or more formal assessments. Once weaknesses have been identified therapy can take place, involving afterschool revision sessions, opportunities to drop-in to teachers and the availability of resources that can be accessed online to develop the independent learner. Finally, we ensure that the student has progressed in the identified areas through further assessment. Subject Specification Outline: This specification consists of six modules: 1. Learners will be required to develop a range of practical skills throughout the course in preparation for the written examinations. 2. Foundations in Chemistry: this module acts as an important bridge into A-Level Chemistry from the study of chemistry within science courses at GCSE level. 3. Periodic table and energy: the focus of this module is inorganic and physical chemistry, the applications of energy use to everyday life and industrial processes, and current environmental concerns associated with sustainability. 4. Core Organic Chemistry: the module provides learners with a knowledge and understanding of the important chemical ideas that underpin the study of organic chemistry. 5. Physical Chemistry and transition elements: this module extends the study of energy, reaction rates and equilibria, and the periodic table, providing a context for synoptic assessment and linking with the content encountered in Modules 2 & 3. 6. Organic Chemistry and analysis: this module introduces several new functional groups and

emphasises the importance of organic synthesis. This module also adds NMR spectroscopy and provides a context for synoptic assessment, linking with the content encountered in Modules 2 & 4. Progress Assessment: • Regular homework tasks of past exam questions • In class diagnoses at the end of each topic (on average once a fortnight) • Required practical activities (12 across the two years) • Ongoing ½ termly progress test assessments, including whole past paper mocks.

Self Study Requirements: To complete an hour of work outside of lessons for each hour taught in school. Assessment overview: Periodic Table, Elements & Physical Chemistry

Synthesis & Analytical Techniques

Unified Chemistry

Practical Endorsement in Chemistry

2hrs 15 mins written, 37%

1hr 30 mins written, 26%

Reported separately, non-exam

Progression Pathways: Chemistry complements the study of other science subjects well, with common themes shared with Biology and Physics. Maths may also help in your studies of Chemistry and if you are thinking of taking Chemistry further it is a requirement for entry to some degree courses. A- Level Chemistry is a challenging and academically rigorous subject and is a requirement for almost all medical schools and for veterinary medicine. A-Level Chemistry can lead to degrees and careers in healthcare including pharmacy and dentistry and can also be useful for reading Law as it shows you can understand challenging topics.

COMPUTER SCIENCE EXAM BOARD: OCR Why study Computer Science? Computer Science is a practical subject where learners can apply the academic principles learned in the classroom to real world systems.

It is an intensely creative subject that combines invention and excitement, and can look at the natural world through a digital prism.

Aims & Learning Outcomes: Theaimsofthisqualificationaretoenablelearnerstodevelop: • an understanding of and ability to apply the fundamental principles and concepts of computer science including; abstraction, decomposition, logic, algorithms and data representation • the ability to analyse problems in computational terms through practical experience of solving such problems including writing programs to do so • the capacity for thinking creatively, innovatively, analytically, logically and critically • the capacity to see relationships between different aspects of computer science • mathematical skills • the ability to articulate the individual (moral), social (ethical), legal and cultural opportunities and risks of digital technology Content Overview: • The characteristics of contemporary processors, input, output and storage devices • Software and software development • Exchanging data • Data types, data structures and algorithms • Legal, moral, cultural and ethical issues • Elements of computational thinking • Problem solving and programming •Algorithms to solve problems and standard algorithms Thelearnerwillchooseacomputingproblemtoworkthrough: • Analysis of the problem • Design of the solution • Developing the solution • Evaluation

Assessment overview: Learners must take 3 components; 1, 2 & 3 or 1, 2 & 4

An A- Level in Computer Science values computational thinking, helping learners to develop the skills to solve problems, design systems and understand the power and limits of human and machine intelligence. Learners will develop an ability to analyse, critically evaluate and make decisions. The project approach is a vital component of ‘postschool’ life and is of particular relevance to Further Education, Higher Education and the workplace. Each learner is able to tailor their project to fit their individual needs, choices and aspirations. A rigorous assessment structure ensures the integrity of the project

(1) Computer Systems

(2) Algorithms & Programming

(3)Programming Project

(4)Programming Project

2hrs 30 mins written, 40%

Moderated upload, nonexam, 20%

Moderated postal, non exam, 20%

Progression Pathways: Developing software and hardware that solves key problems is crucial to a vast range of careers, from personalised medicine to the entertainment industry. Computing personnel are required by industries as diverse as space and aeronautics, national defence, sports equipment, transport and travel, modern media and social networking. As well as leading to degrees and apprenticeships in computer science, software engineering, cyber security, artificial intelligence and robotics, A-level computer science helps you develop the skills needed to analyse big data, leading to careers in banking, stock broking and finance.

CRIMINOLOGY

LEVEL 3 APPLIED DIPLOMA EXAM BOARD: WJEC Why study Criminology?

An understanding of criminology is pertinent to many job roles within the criminal justice sector, social and probation work as well as sociology and psychology. The WJEC Level 3 Applied Diploma in Criminology is a qualification with elements of law, psychology and sociology that go well with studies in humanities. This is an ‘Applied General’ qualification which means it is designed mainly to support students progressing to university. It offers exciting and interesting experiences that focus learning for Sixth Form students through acquiring knowledge and understanding in purposeful contexts associated with the criminal justice system. This qualification would support learners’ progression from any study at Level 2, particularly GCSEs in Citizenship, Humanities, History, Law and Sociology. Each unit within the qualification has an applied purpose which acts as a focus for learning. The applied purpose requires learning that is related to authentic case studies. It also requires students to consider how the use and application of their learning has an impact on themselves, other individuals, employers, society and the environment. The applied purpose will also allow students to learn in such a way that they develop: •skills required for independent learning and development •skills that are generic and transferable •the ability to solve problems •project-based research, development and presentation •ability to work in conjunction with other professionals, in a professional environment •ability to apply learning in vocational contexts Subject Specification Outline: This specification consists of 4 mandatory units: Unit 1 (Changing Awareness of Crime) The purpose of this unit is for learners to plan campaigns for change relating to crime. Unit 2 (Criminological Theories) Learners apply their understanding of the public perceptions of crime and campaigns for change studied in Unit 1 with criminological theories to examine how both are used to set policy.

Unit 3 (Crime Scene to Courtroom Learners develop the understanding and skills needed to examine information in order to review the justice of verdicts in criminal cases. Unit 4 (Crime and Punishment) The purpose of this unit is for learners to develop skills in order to evaluate the effectiveness of the process of social control in delivering policy in practice. Progress Assessment: As well as ongoing formal half term assessments, you will be regularly set a variety of practice exam questions which will be completed both in class and as homework. You will also be set learning tasks to support and supplement the internally assessed units. Teacher-, self- and peer-assessment will be used throughout by means of exam board mark schemes coupled with the expertise of teaching staff. Final Exam Format: Year 12 after which you will receive a Level 3 Certificate in Criminology

Year 13 after which you will receive a Level 3 Diploma in Criminology

Unit 1 Internal Controlled Assessment

Unit 2 External Exam

Unit 3 Internal Controlled Assessment

Unit 4 External Exam

100 marks 8 hrs

75 marks 1 hr 30 mins

100 marks 8 hrs

75 marks 1 hr 30 mins

Self Study Requirements: For every hour spent in the classroom during a fortnightly period, you will be expected to spend the equivalent amount of time outside the classroom completing learning tasks set by teaching staff. Full details about the nature of these tasks will be available at the end of each lesson from teaching staff Progression Pathways: The principal purpose of the WJEC Level 3 Applied Diploma in Criminology is to use the qualification to support access to higher education degree courses, such as: Criminology, Criminology and Criminal Justice, Criminology and Psychology, Law with Criminology, Criminology and Sociology, and Psychology and Sociology. Alternatively, the qualification allows students to gain the required understanding and skills to be able to consider employment within aspects of the criminal justice system, such as the Courts and Tribunals Service the National Probation Service, or the National Offender Management Service.

DANCE

BTEC LEVEL 3 NATIONALS PERFORMING ARTS : DANCE EXAM BOARD: PEARSON Why study Dance? In addition to the performing arts sectorspecific content, this qualification

provides students with the opportunity to develop all-round performance skills and transferable skills such as self-confidence, self-presentation, personal discipline, time management and organisational skills which are highly regarded by higher education and employers.

There is a significant proportion of written work which is as important as practical dance work and as such students will develop their academic skills to the same high level as their practical work. Progress Assessment and Final Exam Format: Mandatory units: • Unit 1 Investigating Practitioners’ Work externally assessed • Unit 2 Developing Skills and Techniques for Live Performance - internally assessed • Unit 3 Group Performance Workshop externally assessed Optional unit: • Unit 12 Contemporary Dance Technique internally assessed Qualifications in the suite are graded using a scale of P to D*, or PP to D*D*, or PPP to D*D*D*. Self Study Requirements: Students will be expected to complete additional rehearsals to generate choreography with their peers and develop performance skills. Students will also be expected to complete tasks to support the written assessment for Unit 1 and the evaluation of their personal skill development and performance for Units 2, 3 and 12. Progression Pathways:

Subject Specification Outline: The BTEC Level 3 National Extended Certificate includes 4 units of which 3 are mandatory. Within the mandatory units are 2 externally assessed units that are set by the exam board. You will be assessed through both studio and live performance, in addition to being video recorded to support the completion of external units.

Students’ experiences whilst studying the BTEC Level 3 National Extended Certificate will enable progress to vocational dance training or Degree Courses in Dance/ Musical Theatre, Community Dance, Dance Therapy, or Dance Science. The dance course at Stratford upon Avon School enables students to work in areas such as dance performance, choreography, community, arts administration and management and education / teaching.

DRAMA & THEATRE EXAM BOARD: PEARSON, EDEXCEL Why study Drama & Theatre? The A-Level in Drama and Theatre will give you the opportunity to gain a deeper understanding of how theatre works. You will have opportunities to be a performer, theatre maker and a critical audience member. You will be required to work practically with your peers, but will also need to spend time working independently researching material and putting your knowledge and understanding on paper. As Drama students you must be prepared to put in your own time; watching theatre productions, carrying out research, learning lines and rehearsing for performances.

This course provides opportunities to develop your creativity, really sharpen performance skills and give a good grounding in the technical aspects of drama and theatre work. We’ll expose you to the professional world of Theatre and will see you grow in confidence, imagination and allow you to demonstrate how collaborative working creates great outcomes for you, your colleagues and the wider audience. Subject Specification Outline & Exam Format: Component 1-Devising: 40% of the A-Level and Internally Assessed Two parts: 1) a portfolio (60 marks) 2) the devised performance/design realisation (20 marks) Content Overview: ● Devise an original performance piece ● Use one key extract from a performance text and a theatre practitioner as stimuli ● Centre choice of text and practitioner ● Performer or designer routes available Component 2-Text in Performance: 20% of the A Level and Internally Assessed 1) Group performance/design realisation (36 marks) 2) Monologue or duologue/design realisation (24 marks) Content overview: ● A group performance/design realisation of one key extract from a performance text ● A monologue or duologue performance/design realisation from one key extract from a different performance text ● Centre choice of performance texts

Component 3 - Theatre Makers in Practice: Written examination: 2 hrs 30 mins 40% of the ALevel Section A: Live Theatre Evaluation (20 marks) Section B: Page to Stage: Realising a Performance Text (36 marks) Section C: Interpreting a Performance Text (24 marks) Content overview: ● Live theatre evaluation – choice of performance ● Practical exploration and study of a complete performance text – focusing on how this can be realised for performance ● Practical exploration and interpretation of another complete performance text, in light of a chosen theatre practitioner – focusing on how this text could be reimagined for a contemporary audience ● Centre choice of 15 performance texts from two lists on the next page ● Choice of eight practitioners. Self Study Requirements: Students will be required to make use of available studio space and rehearse their performance pieces outside of lesson times, this will include after school slots. Students will be expected to be proactive and independently watch and examine set works, bringing ideas and opinions to lessons. Progression Pathways: Drama and Theatre Studies naturally leads to a variety of courses at all the major universities where you can select routes with an academic, technical or performance focus. As a subject it provides a good complement to the Social Sciences, English, Arts, Humanities and Law and along the way you will develop many transferable skills, including, planning and organisation, team work, communication and critical analysis. Jobs are equally diverse. Subjects often paired with Drama & Theatre are Dance, English Literature, History, Sociology, Psychology.

ECONOMICS

EXAM BOARD: AQA

Macroeconomics:

Why study Economics?

• You will learn how the macroeconomy works • The government’s main economic objectives of economic growth, low inflation, low unemployment and a stable balance of payments on current account will be examined and how these can be influenced through fiscal, monetary and supply-side policies • The UK cannot be studied in isolation. Globalisation and the UK’s trading relationship with the EU and the rest of the world has to be considered. • Financial markets and regulation of the banking system is now an important area of study since the financial crisis of 2008 and independence of the Bank of England.

Economics is a relevant and dynamic subject which allows students to understand the changing world in which they live. Students will learn the theory of how the economy works and will be given opportunities to apply this in order to analyse economic problems and issues as they arise during the course of study. This course gives students the knowledge and skills required to mature into informed young adults.

This course gives students the knowledge and skills required to mature into informed young adults.

Progress Assessment: Homework will be set and returned on a 2 week rotation. Ongoing ½ termly assessment. Final Exam Format: Paper 1: Markets and Market Failure (2 hrs written exam) • Section A: data response questions • Section B: one essay Paper 2: National and International Economy (2 hrs written exam) • Section A: data response questions •Section B: one essay Paper 3: Economic Principles and Issues (2 hrs written exam) • Section A: 30 multiple choice questions • Section B: case study questions

Subject Specification Outline:

Self Study Requirements:

Microeconomics: Learning how markets work involves using demand and supply diagrams to determine the effect on the price and quantity of goods sold when there are changes in the market conditions e.g. the price of petrol increasing due to the actions of OPEC, changes in US or China’s demand, the pandemic or wars.

You will be expected to read around the topic, keep up to date with current affairs and allocate time after every lesson to revise the content you have been working on in order to consolidate your understanding. One hour lesson time should mean one hour of study outside the classroom.

• You will learn how the level of competition in an industry affects how firms behave • Market failure can lead to an inefficient allocation of resources. You will learn about the policies the government can use to improve this situation e.g. taxes and subsidies • You will also learn about labour markets, how wages are determined and the causes of inequalities in the distribution of income and wealth. You might be surprised at what you find out!

Progression Pathways: A-Level Economics is an academic subject which is highly regarded by universities and employers. It is valuable to anybody considering a career in accountancy, banking, insurance, journalism and management in any area of business. Economics is useful to life in general and will help in whatever direction you choose to go.

ENGLISH LANGUAGE & LINGUISTICS EXAM BOARD: AQA Why study English Language & Linguistics?

As an English Language student at Stratford you will explore how language works, from how words are formed to how they are used to influence our decisions.

You will build a toolkit for linguistic analysis. You will engage in debates around language use, looking at accent and dialect; language and gender; how social class, age and ethnicity affect language use; how children learn language and how language changes over time. In addition to benefiting from the expertise of passionate, specialist teachers, you will be given opportunities to engage in a variety of enrichment activities which, which in the past have included conferences and workshops with eminent linguists and visits to places of interest such as the British Library and The Guardian newspaper in London.

Subject Specification Outline: This specification consists of three main units: 1. Language: the individual and society: provides a thorough grounding in the concepts of audience, purpose, genre, mode and representation. You will become adept in linguistic analysis, studying lexis, semantics, grammar, phonology, discourse structure and graphology. You will also get to discover how language develops in children including, how babies and toddlers acquire spoken language and how children learn to read and write. 2. Language diversity and change: you will study social attitudes and debates about areas as diverse as: idiolect and sociolect; gender; occupation; English around the world; attitudes to language varieties and how language changes. 3. Language in action: you will complete your own research project where you will collect and analyse your own data. You will write your own piece of original writing, which may include a piece of journalism, poetry, prose, formal speech, blog – it’s entirely up to you! Progress Assessment: Regular, structured exam-style assessments in preparation for two terminal examinations. Ongoing ½ termly assessment. The non-examined element

(Language in Action) accounts for 20% of the overall grade and is internally assessed. You will receive feedback throughout the drafting process.

Final Exam Format: Paper 1: Language, the Individual and Society • 2 ½ Hours

• 4 Questions

• 100 Marks

Section A: analyse two texts for meaning and representation and compare for contextual factors. Section B: a discursive question on Child Language Acquisition Paper 2: Language Diversity and Change • 2 ½ Hours • 3 Questions • 100 Marks. Section A: an evaluative essay on either language diversity or language change. Section B: • an analysis and comparison of two newspaper articles on a sociolinguistic topic • a directed writing task linked to the same topic and the ideas in the texts. Self Study Requirements: •Regular reading on topics being studied (some provided by the teachers) •Research of concepts and topics from the lesson •Completion of assignments and essay questions •Preparation and completion of the non examined investigation and original writing. One hour of lesson time should result in one hour of self-study to consolidate and build understanding. Progression Pathways: English Language goes with virtually any subject. It is a highly regarded, multidisciplinary course which develops a range of skills, including critical reading, data analysis, evaluation, argument and a number of different writing skills invaluable for further study and future employment.

ENGLISH LITERATURE

EXAM BOARD: AQA

Why study English Literature?

At Stratford upon Avon School, we recognise the potential for literature to enrich the lives of everyone.

If you choose to study A-Level English Literature with us, we can offer you a rewarding experience which includes: a wealth of support from expert teaching staff with a range of specialisms; varied, stimulating resources; opportunities to pursue your own areas of expertise and interest; a supportive classroom environment in which the development of sophisticated, individual interpretations is encouraged and rewarded; and a varied programme of enrichment opportunities.

guidance of your teachers, you will complete a comparative critical study of two texts on a theme of your choice. Progress Assessment: Regular, structured exam-style assessments in preparation for two terminal examinations. Ongoing ½ termly assessment. The independent critical study accounts for 20% of the overall grade and is internally assessed. You will receive written and oral feedback throughout the drafting process. Final Exam Format: Paper 1: Love Through the Ages • Written exam: 3 hours • Open book in Section C only • 75 marks • 40% of the A-Level Paper 2: Texts in Shared Contexts • Written exam: 2 hrs 30 mins • Open book • 75 marks • 40% of A-level. Non-exam assessment: Independent critical study: texts across time Comparative critical study of two texts, at least one of which must have been written pre-1900. One extended essay (2500 words) and a bibliography. Assessed: • 50 marks • 20% of A-level • assessed by teachers • moderated by AQA. Self Study Requirements:

Subject Specification Outline: This specification consists of three main units: 1. Love through the ages: a richly rewarding unit which involves the study of prose, poetry and a Shakespeare play. The range of texts allows you to explore representations of love by a variety of writers over time. 2. Texts in shared contexts: texts in shared contexts: Currently, we offer Option B, the study of modern literature from 1945, which encourages you to reflect on the changes to Literature post-World War 2. The variety of texts on offer is exciting and includes the modern classic drama ‘A Streetcar Named Desire’. 3. Independent critical study: this is a challenging and wide-ranging opportunity for university-style independent study. Under the

Research particular authors and contexts • Research different literary movements to create an in-depth understanding of how literature has changed over time • Read a wide breadth of authors spanning different literary movements and different forms • Complete regular plans for practise questions • Complete regular practise questions • Consolidate understanding of core skills by mentoring other students • Prepare for the NEA by reading a range of literary texts and preparing minipresentations on them. Progression Pathways: A-Level English Literature is a multidisciplinary course of study which affords you opportunities to develop and demonstrate a wide range of study and life skills. You will be encouraged to become perceptive, independent critical readers and thinkers with the skills to communicate complex ideas in both speech and writing. Argumentative skills will be crucial, as will a high level of technical accuracy in written work. In short, this qualification is highly valued by universities and employers.

FURTHER MATHEMATICS Offered as a fourth A-Level only, to be taken alongside Mathematics. EXAM BOARD: EDEXCEL

Why study Further Mathematics? Mathematics touches more aspects of modern living than ever before – communications, media, and financial management as well as the more traditional computer and physical sciences, engineering, technology and business related subjects. The list continues to grow! Mathematics has long been regarded as a ‘facilitating subject’ giving future employers, universities and colleges clear evidence of highly valued numeracy and problem-solving skills irrespective of the actual role/course being considered. Here at Stratford upon Avon School, we have staff who, prior to becoming mathematics teachers, have many years direct experience of the application of mathematics within a wide variety of industrial, commercial and public sector organisations – not as mathematicians but as engineers and management accountants and scientists. In some cases, this has also involved working overseas.

An A-Level in Further Mathematics demonstrates mathematical reasoning of the highest order and is very highly regarded by many employers and universities particularly in the engineering, information technology and financial sectors. These will include the Russell Group universities and blue-chip companies looking for the highest calibre applicants for both specialist and general management careers. Subject Specification Outline: This specification comprises a compulsory core Pure Mathematics component together with a second component that can be chosen from Further Pure Mathematics, Further Mechanics, Further Statistics or Discrete Mathematics with the constraint that the second module of any option cannot be selected unless the first module has also been selected). Compulsory content: Core Pure Mathematics 1 and 2: intended to develop mathematical argument, language and proof in the context of problem solving and mathematical modelling. Content will include proof, complex numbers, matrices, further algebra and functions, further calculus, further vectors, polar coordinates, hyperbolic functions and differential equations. Additional content (to be selected from): 1. Further Pure Mathematics 1 and 2: content will include further trigonometry, further calculus, further

differential equations, co-ordinate systems, further vectors, further numerical methods, inequalities, groups, further matrices, further complex numbers, number theory & further sequences and series. 2. Further Mechanics 1 and 2: content will include dimensional analysis, momentum and impulse, work and power, elastic energy, elastic collisions in one and two dimensions, circular motion, centres of mass, moments, further dynamics and further kinematics. 3. Further Statistics 1 and 2: content will include discrete probability distributions, Poisson and binomial distributions, geometric and negative binomial distributions, hypothesis testing, central limit theorem, Chi squared testing, probability generating functions, quality of testing, linear regression, continuous probability distributions, correlation, combinations of random variables and estimating confidence intervals. 4. Discrete Mathematics 1 and 2: content will include algorithms, graph theory, algorithms on graphs, critical path analysis, linear programming, transportation problems, flows in networks, dynamic programming, game theory, recurrence relations and decision analysis. Progress Assessment: The first three units must be passed before progressing onto the remaining units. The units with written examinations will include at least one “mock” examination before the external examination. Portfolio work is ongoing through most of the course with regular submission deadlines. Final Exam Format: Four equally weighted written papers each of 90 minutes. There is no coursework. All papers to be sat on completion of the course and all must be sat within the same examination season (no individual paper resits are permitted). Self-Study Requirements: Each taught hour will require a minimum of an additional two hours of self study (split between supervised study in school and homework). Teaching staff will give guidance as to material to be covered or completed and associated deadlines. Progression Pathways: A-Level Further Mathematics supports a wide range of university level Mathematics courses and also supports an even wider range of science, engineering, economics, business studies, computer science courses (and indeed may be an essential requirement for certain courses/universities).

GEOGRAPHY EXAM BOARD: OCR

• Independent Investigation (coursework)

Why study Geography?

There is a strong emphasis upon geographical skills running throughout each topic area and techniques such as data presentation and manipulation will be explored in addition to subject content.

The Geography team at Stratford upon Avon School believe in preparing our students to be global citizens. We recognise that our students are highly likely to pursue careers linked to global issues, work for global companies or travel and work abroad. Geography A level provides the perfect preparation for this future, as well as allowing students to develop a vast range of transferable skills through the study of topical geographical issues.

“Where we come from, what we do, what we eat, how we move about and how we shape our future are all directly the province of the geographer. More than ever we need the geographer’s skills and foresight to help us learn about the planet; how we use it and how we abuse it.” Michael Palin

Opportunities to develop these skills further will be drawn together during a residential field trip at the start of Year 13. Progress Assessment: 3 exams (80% of total A-Level) one for each of the units above which include traditional questions as well as synoptic style assessment and the assessment of geographical skills). 20% of the total A-Level is coursework. Final Exam Format: All exams contain a combination of source based questions, short answer and essay style questions. There is also a requirement to tackle questions involving geographical skills, e.g. data analysis/statistics and data presentation. Self Study Requirements: Students should be prepared to spend as much time studying outside the classroom as they do in lessons. This would include homework set by teachers, additional reading and research and keeping an eye on current geographical news stories. We would also encourage an active ownership of their coursework area, with personal responsibility to ensure deadlines are met and case study evidence is purposefully assembled.

Subject Specification Outline: This specification consists of four units: • Physical Systems (Coastal Landscapes and Earth’s Life Support Systems) • Human Interactions (Changing Places, Global Connections) • Geographical Debates (Topical Issues such as Natural Hazards and Climate Change) 13.

Progression Pathways: A good A-Level geographer can write well, manipulate data, work in a team, problem solve, understand current affairs; they are highly employable! There are a range of higher education possibilities that would also build on this A-Level. There is a strong ‘skills element’ in the A Level where statistical skills will be developed so Maths is also a good subject to combine it with. Possible careers include: local government, resource management, logistics, environmental management, climatology, development work, population and service planning, education, environment agency (flood prediction and management).

HISTORY

Self Study Requirements:

EXAM BOARD: OCR Why study History? Here at Stratford upon Avon School the History modules were chosen to play to our strengths and passions as a department. The topics were selected by staff who have a real interest in that time period or topic and wish to impart that to the students. The exam board we selected allows us the flexibility of modules that both gives us a wide breadth of study and a range of topics that offer something really different to the ‘traditional’ ALevel. At Stratford School the topic based essay, which is the independently researched component in year 13, is entirely chosen and directed by students in consultation with staff.

The students are able to select any topic in history that is of interest to them. Previously, essays have ranged from the causes of the fall of the Roman Empire, to whether the Germans were active supporters of the Holocaust. Subject Specification Outline: This specification consists of four main topics: Topic-based essay which is an independently researched essay (20%). Alfred and the Making of England 871–1016 (25%). The Cold War in Asia 1945–1993 (15%). Popular Culture and the Witchcraze of the 16th and 17th centuries (40%). Progress Assessment: Structured essays and individual question responses set and returned on rotation. Ongoing ½ termly assessment. Final Exam Format: 3 Exams Alfred & the Making of England 871 - 1016

The Cold War in Asia 1945 - 1993

PopularCulture&the Witchcraze ofthe16th& 17thcenturies

1hr 30 mins written, 25%

60 mins written, 15%

150 mins, 40%

Reading around the subject, in particular academic articles and university level books and a thorough use of other A-Level texts and alternative research opinions. Participation in extracurricular trips to Birmingham University library for research. Very careful and thorough planning for the coursework section. Progression Pathways: A-Level History challenges students’ minds and develops independent learners, critical thinkers and decision-makers. These are all personal qualities that can make them stand out as they progress to higher education and/or the workplace. History develops: Communication - the ability to discuss and evaluate key issues in writing is vital to any future success. Historians use this skill daily and so universities and employers will value someone who can articulate their evidenced thoughts in a clear and professional way. Time management - the skill of prioritising work is very important. By working through questions and completing coursework, an A level History student will have effectively developed this skill. Problem solving - History is full of problems that need solving. The skills used to solve historical conundrums are the same as those used to solve issues in the commercial and legal world. Planning and organising. History teaches students how to plan effectively to complete any tasks, essential for any leadership career. Drive and determination - any successful History A-Level student will have shown the drive and determination to succeed, exactly what an employer or university will be looking for!

MATHEMATICS EXAM BOARD: EDEXCEL Why study Mathematics? Mathematics touches more aspects of modern living than ever before – communications, media, and financial management as well as the more traditional computer and physical sciences, engineering, technology and business related subjects. Mathematics has long been regarded as a ‘facilitating subject’ giving future employers, universities or colleges clear evidence of highly valued numeracy and problem-solving skills irrespective of the actual role/course being considered.

and techniques that are used in the various applications of mathematics. These rules are widely found across many diverse applications, whether deep within the code of a smartphone app or whether being used to analyse trials of new vaccines or to ensure the performance of a new car engine. They build on the mathematics you did at GCSE – indeed you will find many familiar topics – some with additional context to make you think! Pure content will include: proof, algebra and functions, coordinate geometry in the (x, y) plane, sequences and series, trigonometry, exponentials and logarithms, differentiation, integration, numerical methods, vectors. 2. Applied – Statistics & Mechanics, 33%: Statistics includes probability and is the evaluation and quantification of risk and the manipulation of data in order to gain insight. You will already be familiar with calculating simple probabilities and using different types of average and spread for small sets of data. This will be extended to look at more complex risk problems and larger sets of data. Indeed, the handling of very large data sets (medical trials for new vaccines, census data, on-line surveys) made possible by modern computers and the internet is currently one of the fastest growing applications of mathematics and hence careers. Mechanics is the mathematics behind how things work in the real world and is closely linked with physics. All engineering disciplines have their origins in physics – with their mathematics elements catered for by mechanics. Statistics content will include: statistical sampling, data presentation and interpretation, probability, statistical distributions, statistical hypothesis testing. Mechanics content will include: quantities and units in mechanics, kinematics, forces and Newton’s laws, moments.

Here at Stratford upon Avon School, we have staff who, prior to becoming mathematics teachers, have many years direct experience of the application of mathematics within a wide variety of industrial, commercial and public sector organisations – not as mathematicians but as engineers and management accountants and scientists. In some cases, this has also involved working overseas.

An A-Level in Mathematics in conjunction with other subjects ensures the widest possible range of future careers – many amongst the most lucrative as well as the most interesting and rewarding. Indeed, many such careers have yet to be defined and are still waiting for the technology to catch up and it is mathematics that makes this possible! Subject Specification Outline: This specification consists of two compulsory components (pure and applied mathematics): 1. Pure Mathematics 1 & 2, 67%: This is the basic mathematics – the rules, formulae

Progress Assessment: • Formal exam-style homework on a 3-weekly cycle • Ongoing ½ termly assessment • Mock examinations at the end of terms 1 and 2 • End of year 12 examination. Final Exam Format: Three equally weighted written papers, each of 120 mins. Papers 1 & 2 are Pure Mathematics and Paper 3 is Statistics and Mechanics combined. Self Study Requirements: Each taught hour will require a minimum of an additional two hours of self-study, split between study in school and homework. Progression Pathways: Mathematics is a ‘facilitating subject’ offering evidence of numeracy and problem-solving skills and a key partner for Physics. A-Level Mathematics supports a wide range of university level mathematics courses and also supports an even wider range of science, engineering, economics, business studies, computer science courses (and indeed may be an essential requirement for certain courses/universities). It also supports a wide range of A-Level entry specialist and general management careers (e.g. accountancy, engineering and retail based companies).

MEDIA STUDIES EXAM BOARD: WJEC EDUQAS Why study Media Studies? At Stratford upon Avon School, we would like to enhance your enjoyment and appreciation of the media and the essential role it plays in our lives.

During this stimulating and challenging course, we aim to develop your critical understanding of the media through the detailed study of a variety of texts, genres and theories, whilst also encouraging you to learn and hone new creative skills as you produce your own, professionalstandard media work.

Final Exam Format: Paper 1: Media Products, Industries and Audiences (35%) -

We will also help you to become more independent in research skills, developing your own views and interpretations.

Written exam: 2 hours 15 minutes, 4 questions; • Section A: two extended questions • Section B: two stepped questions.

Subject Specification Outline:

Paper 2: Media Forms and Products in Depth (35%) -

This specification consists of three main units:

Written exam: 2 hours 30 minutes, 3 questions; • Section A: one two-part question or one extended response question • Section B: one two-part question or one extended response question • Section C: one two-part question or one extended response question.

1. Media Products, Industries and Audiences: during this unit, you will acquire a thorough understanding of media forms, from music videos, video games, advertising, film and marketing to newspapers and radio news/current affairs programmes. Focussing on media language, representation, media industries, audiences and media contexts. It is assessed by an external examination. 2. Media Forms and Products in Depth: covering three broad themes, this unit is assessed by external examination, will provide you with a detailed knowledge of media language, representation, industry and audiences. The three sections are: Television in the Global Age; Magazines: Mainstream and Alternative Media; and Media in the Online Age. 3. Cross-Media Production: in this non-exam unit, you will be given the opportunity to demonstrate your creative skills, producing work in response to a given brief. This is 30% of the overall qualification. Progress Assessment: Regular, structured exam-style assessments in preparation for two terminal examinations. Ongoing ½ termly assessment. The Cross-Media Production component accounts for 30% of the overall grade and is internally assessed. You will receive written and oral feedback throughout the drafting process.

Self Study Requirements: •Research particular media texts and contexts • Research different media theory •Research a range of media from different times to create an in-depth understanding of how media has changed over time •To experience a wide breadth of media texts and forms •Complete regular plans for practice questions •Complete regular practice questions. One hour of lesson time should result in at least one hour of self study to consolidate and build your understanding. Progression Pathways: A-Level Media Studies is a multidisciplinary course of study which affords you opportunities to develop and demonstrate a wide range of study and life skills. For students who so choose, the course will provide a foundation for the study of Media Studies or a related area on a range of higher degree courses, for the next level of vocational qualifications, or for employment.

PHOTOGRAPHY EXAM BOARD :AQA Why study Photography?

Here at Stratford upon Avon School we have an excellent track record and reputation for helping our A-Level Photographers become exciting, innovative and individual Photographers who often go on to pursue Photography/Art & Design at a higher level. We want you to make our reputation even stronger by learning how to express yourself visually in a way that makes you unique and then exploring in depth the project themes that will show off your artistic attributes.

2. Alongside this you will carry out research into a range of photographers/artists and design movements, producing critique, relevant to your own area of interest. 3. Once mastered you will then move on to create images using creative lighting techniques. This will involve shooting with studio lighting, flashguns, utilising off-camera flash techniques, as used in fashion/ editorial shoots. You will also be shown how to make and adapt existing lighting gadgets for creative effect. 4. At the end of each assignment students carry out a short competency test to demonstrate their newly acquired skillset. Year 13 Coursework Project: personal Investigation (based on a theme of your choice via negotiation with tutor) Students research a genre of choice, carrying out initial research and experimentation to develop ideas. To maximise grades and demonstrate technical and creative competencies students are encouraged to shoot both traditional film, 35mm and medium format 120 and to contrast results against DSLR shoots or similar, to develop ideas fully. Alongside practical experimentation (darkroom and digital) students should research relevant photographers/artists/designers, producing an essay of 1000 – 3000 words. As part of the course students are expected to shoot in their own time off site, at their own expense, and to seek out and visit relevant art galleries/exhibitions to push their own creative processes and thoughts forward. (Funding support may be available through the post-16 bursary) All evidence should be recorded in a journal/ sketchbook, showing what has been learnt from research, experiments, visits and clearly demonstrating how this has influenced the investigation. It is important to remember that the Personal Investigation relies upon the student working extensively in their own time off site, practicing a range of techniques across different formats – making the work stand out, demonstrating their individual creative goals. Final Exam Format: 15 hours This is the ‘externally’ set exam. It will feel very similar in format to your GCSE Photography exam i.e. you will receive the exam paper and have 8/9 weeks before the 15 hour exam days to prepare your idea

Subject Specification Outline: Year 12 • Component 1 Skills Development Portfolio Year 13 • Component 1 Personal Investigation • Component 2 AQA Externally Set Theme This specification consists of four main elements: Year 12 Coursework Assignments: 1. Camera control and technique. In order to become an artistic and creative photographer, first you need to master the basics. You will be shown how to shoot on film and digital formats, learning traditional wet processes in the darkroom and contrasting these skills to modern day digital processes using DSLR cameras and image manipulation software, such as Adobe Photoshop. This forms part of the Year 12 Skills Development folder.

Self-Study Requirements: Students are required to research, develop and experiment away from school, in addition to committing to shooting new test shoots on a weekly basis to push ideas forward. Progression Pathways: Photography is ideal for students wishing to pursue a career in either journalism or the media industries, and is therefore a popular choice with English, Media and Humanities students. A-Level Photography can lead to a host of HE / apprenticeships, career pathways., most common would be access into higher education. Important: Prior to joining the course, students will be expected to purchase or at least have ongoing access to a DSLR camera or similar, for the duration of two years. The school has a limited number of DSLR cameras but is unable to guarantee ongoing access to cameras for sixth formers as the photography courses are very popular across the wider school cohort.

PHYSICAL EDUCATION EXAM BOARD: EDEXCEL

Why study Physical Education?

Physical Education is a subject that gets to the bare bones of sports performance. It enables an individual to understand how performance can be affected both in a physical and a psychological sense. You will learn about the diverse nature of sport; the interdependence of various areas of sport and physical education; sporting success and failure; how athletes need to adapt physically and mentally to the changing sports environment; investigating the impact of technology and commercialism on participation and performance; how to refine and analyse your own performance and how to make decisions about what to do in your own fitness and training. Physical Education is the right subject for you if you enjoy learning about the world of Sport and Physical Education through research and investigation; keeping up to date with national and international sporting issues; performing and developing your practical performance; working strategically and making decisions; communicating and explaining your ideas; independent thinking, reflective learning and problem solving. Subject Specification Outline: The course consists of four components: Component 1: Scientific Principles of Physical Education - you will learn about the physiological and biomechanical workings of the body. You will be introduced to the anatomical make-up of a performer and how this works alongside training, nutrition and recovery to impact performance. Component 2: Psychological and Social Principles of Physical Education - you will develop knowledge of the psychological and social principles that underpin physical education and sport. You will explore the role that sports psychology has in facilitating optimal sporting performance of an individual athletes and sports teams.

Progress Assessment:

Component 3: Practical Performance - you will develop your practical skills in the role of either a player or a coach. You will demonstrate a range of skills, tactics and strategies or compositional ideas while under pressure, in both a conditioned practice and a formal/ competitive situation. Component 4: Performance Analysis and Performance Development Programme - you will undertake an independent study to complete a Performance Analysis and a resulting Performance Development Programme (PDP) in your chosen sport as a performer or coach. Final Exam Format: At the end of the course there are two written exams (2 ½ and 2 hours in length), a practical assessment and a written, performance analysis, coursework element. Self Study Requirements: Students will be expected to complete their written coursework and fitness training programme outside of lessons using our fitness facilities. On average each 1 hour lesson will receive 1 hour of extension work to be completed outside of lessons. Progression Pathways: Studying Physical Education will prepare you for a multitude of courses at university or moving into the world of work. You will become skilled in making decisions, solving problems, communication, and working with both quantitative and qualitative data; gain a greater understanding of your own practical performances in order to support progression to the next level of study; develop a blend of scientific and social knowledge which will allow you to access the numerous higher education programmes. Courses could include sports science, sports marketing, sports technology, leisure and sports coaching; be a strong candidate for employment to a wide range of careers from management, to working in public sector organisations or charities.

PHYSICS EXAM BOARD: AQA

Why study Physics? When you decide to study Physics with us at Stratford Upon Avon School you will be committing to discovering not only the fundamental underpinning reasons for every aspect of how our universe functions but also to developing a method of thinking, questioning and problem solving that will allow you to continue pushing your understanding of the physical world long after you’ve stopped directly studying.

7 Fields and their consequences 8 Nuclear physics 9 Option Module either Engineering or Astrophysics Alongside the subject content students learn the fundamental skills, experimental working methods and modes of thinking required to succeed at A level Physics. The mix of topics will allow students to cover both the breadth and depth of Physics. From the very large-scale explanations of how a galaxy orbits a supermassive black hole, to the mechanics by which the crumple zones in cars dissipate energy, to the counter intuitive quantum model of subatomic behaviour. Even more exciting than discovering and understanding these discrete areas of physics is identifying the common links and underlying fundamental laws of physics underpinning everything. If nothing else the structure of the course will allow students to be the people at the dinner party who understand what Brian Cox is talking about and what they talk about on The Big Bang Theory.

Progress Assessment: • Regular in-lesson micro assessment to ensure that any misconceptions or gaps in knowledge can be dealt with swiftly to allow students to maximise their learning potential • Semi-regular short assessments per topic (approx. one every 2 to 3 weeks) allow our students regular practice at applying their learning to exam scenarios and receive individual feedback and time to act on this • Less frequent longer exam style assessments to prepare students for the reality of terminal examinations Final Exam Format: Paper 1 – Topic 1-5 & 6.1, 2hrs Paper 2 – Topic 6.2, 7 and 8, 2hrs Paper 3 – Section A Compulsory section linked to practical skills, topics 1-8, and Section B the Option Module, 2hrs. Have you ever wondered? • Where lightning comes from? • Why the standby light on a computer or TV stays on for a few seconds after it’s been turned off? • Why is the sky blue? • Why is the earth round and not square? • How can you catch a cricket ball without breaking your fingers? • How do we know what the sun is made of? • What is light? • What has Stephen Hawking been talking about for the past 40 years? • Why are black holes black?

If you decide to study Physics, after every single lesson you will leave the room knowing and understanding something amazing. Subject Specification Outline:

1 Measurements and their errors 2 Particles and radiation 3 Waves 4 Mechanics and materials 5 Electricity 6 Further mechanics and thermal physics

Self Study Requirements: An hour of self study for every hour of taught lesson. Self study will include consolidating lesson notes, questions from the textbook, past paper questions and online research. This will include Independent Study work which encourages students to recap over previously learnt work. Progression Pathways: There is no hiding from the fact that A-Level Physics is hard, you will have to learn to put aside everyday common-sense notions and accept mind-bending ideas that are completely counter intuitive. Although Physics is one of the hardest A-Levels, it is also one of the most respected by universities and potential employers, it is the critical thinking, accuracy and meticulousness that is respected. To this end an A Level in Physics would be esteemed and valued in any future pathway but would have particular relevance to studying; medicine, law, finance, engineering, science degrees, research scientists, journalism & broadcasting, energy industry, electrical, lighting & sound engineer, logistics, VFX and Gaming, Robotics and AI and medical physics.

POLITICS EXAM BOARD: EDEXCEL Why study Politics?

Component 3: Comparative Politics

Qualification aims and objectives:

Written examination: 2 hours 33⅓% of the qualification 84 marks

To enable students to: • develop knowledge and an informed understanding of contemporary political structures and issues in their historical context, both within the United Kingdom (UK) and globally • develop a critical awareness of the changing nature of politics and the relationships between political ideas, institutions and processes • develop knowledge and an informed understanding of the influences and interests which have an impact on decisions in government and politics • develop knowledge and an informed understanding of the rights and responsibilities of individuals and groups • develop the ability to critically analyse, interpret and evaluate political information to form arguments and make judgements • develop an interest in, and engagement with, contemporary politics

“Politics is an interesting subject which gives participants useful information on the UK’s political system. Other than that, the atmosphere is positive, the teachers are unique (in a good way) and the subject is incredibly useful.” Jamie Subject Specification Outline: Component 1: UK Politics Written examination: 2 hours 33⅓% of the qualification 84 marks Content overview 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 Written examination: 2 hours 33⅓% of the qualification 84 marks Content overview 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.

Students study either units on USA or Global Content overview For USA, students will study: • the US Constitution and federalism, US Congress, US presidency, US Supreme Court and civil rights, democracy and participation, comparative theories. Content overview for or Global, students will study: • sovereignty and globalisation, global governance: political and economic, global governance: human rights and environmental, power and developments, regionalism and the European Union, comparative theories. Progression Pathways: Students can progress from this qualification to: • university courses that relate directly to government and politics • university courses that will benefit from the skills acquired from this GCE, for example law, economics, philosophy • employment where analytical skills are essential, for example management, finance, government, industry and business environments

PSYCHOLOGY EXAM BOARD: AQA

Why study Psychology? Our teaching, distinguished for highlighting the scientific rigour and applications of Psychology, gives you the unique opportunity to experience the world of Psychology like no other place. You will participate in fascinating scientific experiments such as exploring how your memory works and be introduced to the high-tech apparatus used to measure brain activity. At Stratford upon Avon School Psychology is not just a subject, it’s an experience. We organise educational visits to enrich your learning; we visit a Zoo to gain practical experience of designing and conducting observational research. In addition, a variety of expert speakers are invited throughout the year to deliver inspirational talks on the applications of psychology in various settings ranging from hospitals to the armed forces. Considerable attention is devoted to developing your skills in the use of research methods in psychological science, learning how to apply your knowledge in different contexts and getting to grips with the important mathematical requirements integral to psychology. You will get outstanding personalised support from dedicated staff through one-to-one mentoring and small group sessions to develop these important skills that are in high demand by universities and employers. Our staff are highly experienced A-Level Examiners, active members/affiliates of the British Psychological Society and American Psychological Association and have had research published in scientific journals.

Our department is the best place to get a clear and accurate representation of how Psychology works as a science. We want you to achieve a psychology qualification that gives you more than just knowledge. Subject Specification Outline: This specification consists of three papers, broken down as follows: Paper 1 - Introductory Topics to Psychology: • Social influence: How does the behaviour of others affect your behaviour? • Memory: How do we remember things? Why do we forget? • Attachment: Why is attachment to a caregiver so important? • Psychopathology: How do we define, explain, and treat disorders of the mind, brain, and behaviour? Paper 2 - Psychology in Context • Approaches in Psychology • Biopsychology: How and why is biology important for the understanding of psychology? •Research methods: How do scientists carry out research and analyse data in psychology?

Paper 3 - Issues and options in psychology: Options to be chosen from; • issues and debates in psychology • relationships, gender • cognition and development • schizophrenia • eating behaviour • stress, • aggression • forensic psychology • addiction

Progress Assessment: As well as ongoing formal half term assessments, you will be regularly set a variety of practice exam questions which will be completed both in class and as homework. Teacher-, self- and peerassessment will be used throughout by means of exam board mark schemes coupled with the expertise of teaching staff. Final Exam Format: Final Exam Format: 3 Exam Papers (two hours each, 33.3% each) at the end of Year 13. Self Study Requirements: For every hour spent in the classroom you will be expected to spend the equivalent amount of time outside the classroom completing learning tasks set by teaching staff. Progression Pathways: A-Level Psychology can lead to a host of exciting prospects. Many of our students go on to study Psychology at university, either as a standalone subject or it can be combined with various other subjects such as Biology, Chemistry, Mathematics, Neuroscience and even Criminology or Marketing. Job opportunities include becoming a Chartered Psychologist after completing advanced university courses in one of the following specialist areas: Clinical, Educational, Forensic, Health, Neuropsychology, Occupational and Sports psychology. Other career routes include: business, counselling, human resources, law enforcement, media and social work.

SOCIOLOGY EXAM BOARD: AQA

Why study Sociology? Sociology gives students a chance to develop their critical and creative thinking. Our teaching staff have outstanding knowledge and understanding of existing and emerging social problems and theoretical approaches integral to Sociology which they skilfully apply to the course, leading to consistently excellent results. We strongly value the importance of learning beyond the classroom. Our department offers you the unique opportunity to experience the Karl Marx Walking Tour in Central London where you can immerse yourself in the remarkable tales of this influential figure in Sociology. Our lessons are hands-on. One of our specialities is developing your ability to investigate, evaluate and communicate empirical information. We also place strong emphasis on developing motivation and team work skills. These skills are in high demand by universities and employers and we are very proud to be the department that offers youngsters the platform to build, through their Sociology studies, these essential transferable skills. We live in a diverse, dynamic and constantly changing world. Our department is without a doubt the best place to develop your sociological imagination; the special ways of identifying, describing and evaluating the nature of social life and what makes us who we are.

Studying Sociology in our department is truly transformative, once your sociological imagination has been developed, you will never see the world in the same way again. Subject Specification Outline: This specification consists of four main topics: 1. Education with Theory and Methods: You will study differential educational achievement of social groups by social class, gender and ethnicity in contemporary society. You will assess the significance of educational policies, including policies of selection, marketisation and privatisation, and policies to achieve greater equality of opportunity or outcome. You will explore the theoretical, practical and ethical considerations influencing choice of topic, choice of method(s) and the conduct of research. You will debate the nature of science and the extent to which Sociology can be regarded as scientific. 2. Families and Households: You will study changing patterns of marriage, cohabitation, separation, divorce, childbearing and the life course, including the sociology of personal life, and the diversity of contemporary family and household structures. Along with gender roles, domestic labour and power relationships within the family in contemporary society.

3. The Media: You will explore the media, globalisation and popular culture. You will research media representations of age, social class, ethnicity, gender, sexuality and disability. 4. Crime and Deviance with Theory and Methods: You will study the social distribution of crime and deviance by ethnicity, gender and social class, including recent patterns and trends in crime. You will explore crime control, surveillance, prevention and punishment, victims, and the role of the criminal justice system and other agencies. Progress Assessment: As well as ongoing formal half term assessments, you will be regularly set a variety of practice exam questions which will be completed both in class and as homework. Teacher, self and peer-assessment will be used throughout by means of exam board mark schemes coupled with the expertise of teaching staff. Final Exam Format: You will sit three Exam Papers (two hours each) at the end of Year 13. Self Study Requirements: For every hour spent in the classroom during a fortnightly period, you will be expected to spend the equivalent amount of time outside the classroom completing learning tasks set by teaching staff. Full details about the nature of these tasks will be available at the end of each lesson from teaching staff. A workbook will be given to each student for each topic studied to complete during supervised study. Progression Pathways: A-Level Sociology can lead to a host of exciting future prospects. Many of our students go on to study Sociology at university either as a standalone subject or it can be combined with various other subjects including Law, Politics, Anthropology and Criminology. Job opportunities include: Social Worker, Lawyer, Prison Officer, Police Officer, Welfare Officer, Counsellor, Politician, Youth & Community Worker and even Business & Management.

ACADEMIC ENRICHMENTS

EXTENDED PROJECT QUALIFICATION (EPQ) ENRICHMENT OPTION: EXAM BOARD - AQA

How do universities view the EPQ?

What is the Extended Project Qualification (EPQ)?

Universities view the EPQ very positively. The EPQ gives students the opportunity to develop independent learning skills (e.g. project management, decision-making, problem-solving, planning, research, critical thinking) that are important at university but which are underdeveloped during ALevel courses

The EPQ requires students to create “a single piece of work, requiring a high degree of planning, preparation and autonomous working. The projects that students complete will differ by subject, but all will require persistence over time and research skills to explore a subject independently in real depth.” What is the EPQ worth? The EPQ is worth a maximum of 28 UCAS points.

How is the EPQ taught? The EPQ course is taught over four terms. The first term is primarily concerned with developing the project title and the skills required to complete the project. During the the course they receive 30 hours of essential study skills to help them realise their projects under the supervision of their Project Supervisor. How is the EPQ supervised and assessed? The Project Supervisor will be responsible for overseeing the development of the project during regular meetings with the student and assessing the project once it is completed. What are the requirements for the EPQ? The EPQ is intended to be accessible to students with a wide range of abilities. Students undertaking the EPQ will need to demonstrate a great deal of commitment and motivation, and an ability to work independently. Students who have difficulty completing coursework or handing in work on time would be advised to consider other options.

What is an Extended Project? All projects must include a written report of at least 1000 words but the outcome of the EPQ can be almost anything: a dissertation (of 5000 words), an artefact or model, a performance, a short film, a website or piece of software, a design or blueprints, etc. Once their project is completed students must also give a short presentation on their project to a non-specialist audience. What range of topics are available for EPQ? Students may study any topic they wish; there is no requirement for students to study a topic within the range of subjects offered at A Level.

LAW

ENRICHMENT OPTION - AS LEVEL EXAM BOARD: OCR

Why study Law? Students will learn about the legal system, law making, the nature of law, criminal law, the law of tort and human rights law or the law of contract.

Law students develop a range of skills including the application of legal rules and principles to present an argument, analysis and evaluation of the law, legal issues and concepts. Are you . . ? • Are you interested in a becoming a solicitor, barrister or legal executive? • Are you interested in a career in business? Are you interested in a career in politics or government? • Are you studying business or economics? Are you studying humanities or social science subjects? • Are you interested in debating controversial issues? Have you ever wondered . . ? • Why do we need law? • How are laws made? • How do judges make decisions? • What are the different types of court and how do they operate? •How do people become solicitors or barristers? Do you want to know about...? • offences such as murder and theft? • negligence? • contracts? • your rights?

Thought provoking questions: • How is the law changing? • What is the relationship between law and morals? • Does the law provide justice? Subject Content: • the legal system • law making • criminal law • the law of tort

Final Exam Format: Two exam papers, each 1 hour 30 minutes which are both worth 50% of the marks. Progression Pathways: Students wishing to continue their legal studies after A-Levels can opt for a university degree or work-based apprenticeship. Both of these routes can lead to the qualifications required to become a solicitor, barrister or legal executive. Other popular careers include the police, teaching, social work, business and accounting.

MATHEMATICAL STUDIES ENRICHMENT OPTION - AS LEVEL EXAM BOARD: AQA

18-year-olds. The Mathematical Studies qualification is designed for students who achieve a 9 - 5 in GCSE Mathematics, but who choose not to continue with AS or A level Mathematics. It supports student progression by: •preparing them for the mathematics requirements of other level 3 qualifications such as A level Biology, Business Studies, Economics, Geography, Physics, Psychology, Product Design and BTEC Applied Science and IT. •developing their understanding and ability to apply mathematics •equipping them to apply for employment or higher apprenticeships in a wide range of industry sectors, professional training or university. Mathematical Studies reflects the content of the new GCSE in Mathematics and is measured as a Level 3 qualification, accredited by Ofqual, is equivalent in size to an AS qualification and carries the corresponding number of UCAS points. However, it is distinct from AS Mathematics as learners consolidate mathematical techniques that can be directly applied to real-life contexts. Subject Specification Outline:

Why study Mathematical Studies?

Mathematics touches more aspects of modern living than ever before – communications, media, and financial management as well as the more traditional computer and physical sciences, engineering, technology and business related subjects. The list continues to grow! Mathematics has long been regarded as a “facilitating subject” giving future employers, universities or colleges clear evidence of highly valued numeracy and problem-solving skills irrespective of the actual role/course being considered. Here at Stratford upon Avon School, we have staff who prior to becoming mathematics teachers have many years direct experience of the application of mathematics within a wide variety of industrial, commercial and public sector organisations – not as mathematicians but as engineers and management accountants and scientists. In some cases, this has also involved working overseas. In 2013, the Department for Education announced plans for new mathematics qualifications for 16 to

This specification which leads to an AS level award, comprises two components one of which is compulsory whilst the second is selected from three options. Stratford School will be delivering the Statistics option as we believe that its content is the most supportive to other subjects being offered here at Stratford. Thus the content of this AS award comprises:•Analysis of data •Maths for personal finance •Estimation •Critical analysis of given data and models •The normal distribution •Probabilities and estimation •Correlation and regression Much of the content is based on GCSE Maths, however there is also significant new material particularly within the statistics units.

Progress Assessment: •Formal exam-style homework on a 3 weekly cycle •Monitoring of supervised study work •Ongoing ½ termly assessment •Mock examinations at the end of term 2 Final Exam Format: Each taught hour will require a minimum of additional two hours of self study (split between supervised study in school and homework). Teaching staff will give guidance as to material to be covered or completed and associated deadlines. Progression Pathways: This qualification is designed to support other numerate subjects requiring a competence in mathematics beyond standard GCSE level. As such, progression pathways are to be found by reference to these subjects within this document.

OTHER ENRICHMENTS

To compliment academic study, we offer a broad array of extracurricular opportunities. These are hugely important for developing a wide-range of highly-valued life skills, whilst also providing some well-earned time away from study to learn new things, strengthen friendships and develop as an individual.

DUKE OF EDINBURGH In the Sixth Form you have the opportunity to complete the two-year Gold Duke of Edinburgh Award. Students will have an hour a week of contact time with their Subject Leader and will undertake expeditions with an approved activity provider. Expeditions include training, practice expedition to South Wales and assessed expedition to Snowdonia. We support students in organising and going on their residential. This is a fantastic opportunity to complete a Gold Duke of Edinburgh Award.

PEER MENTORING We provide the opportunity for students to work alongside teachers in mentoring younger students and supporting their learning. Students develop interpersonal skills and learn the basic competencies involved in working with children.

SPORT & LEISURE Two slots per every two weeks of sports ranging from basketball, football, handball, volleyball, badminton, fitness, netball, table tennis, rounders and tennis.

The sports usually take place in a competitive manner and involve training and then team competitions within an on-going league based on the different sports.

SPORT LEADERS LEVEL 3 As a Sport Leader you will:

Gain 16 UCAS points Lead at least 12 hours to groups in and out of school Help run different events during the school year such as Transition Day Help with after-school clubs Help host primary school activities such as Indoor Athletics and our own Sports Day

STUDENT PRESIDENTS

EDUCATIONAL TRIPS Subject areas offer a range of educational trips and visits. In 2022/23, our Sixth Formers had opportunities to go to... Madrid (Art) Shrewsbury Prison (Sociology) PGL Activity Centre Warwick University (History) Oxford University Worcester University (Biology) Ski Trip CERN, Switzerland (Physics) London (Art) Scarborough (Geography) Bristol (Photography

Every year, students apply to be appointed a 'Student President'. We have three Student Presidents, and they are in charge of ensuring that our Sixth Formers involve themselves in a range of extracurricular activities, as well as taking a leading high-profile role in representing our school at internal and external events.

YOUNG ENTERPRISE COMPANY PROGRAMME An immersive programme which provides a real-life learning opportunity that introduces young people to the realities of the world of work.

Stratford upon Avon School Alcester Road Stratford upon Avon CV37 9DH www.stratforduponavonschool.com