Parent of a recent Sixth Form leaver Being a Sixth Former is about much more than gaining a good set of A Levels. You will find life in the Sixth Form very different from your time in Main School. You will enjoy greater independence, a more adult relationship with staff and many privileges. The Sixth Form is more like a university than a school, but with the added advantage of being smaller, safer, and a more sheltered environment. It is the ideal preparation, socially as well as academically, for life beyond school, wherever your career may take you. This booklet is designed to introduce you to all that is special about our Sixth Form: the wide range of A Levels; the other valuable awards you may gain and many other exciting experiences that are on offer to all our Sixth Form students. As you look through your options, consider the ever important notion that in Sixth Form, as you take a narrower focus to your studies, you need some passion for your subjects. Choose subjects that inspire you and that you will enjoy learning more about. As a Sixth Form student you will be required to ‘read round’ your subject, finding a depth of study that you will have not enjoyed before. This is a valuable skill you will need in preparation for university. Ultimately, it is our job to prepare you for life beyond the Sixth Form and as you look through this booklet you should see a range of opportunities for you to embrace and enrich your Sixth Form experience. We offer a variety of experiences we hope you will participate in. Leadership and responsibility are key to your personal development and whether you become a member of the prefect team or run your own business through our Young Enterprise scheme, we will support the development of your skills in these areas. Independence is key and opportunities to involve yourself in Leiths Cookery, ‘Warriors’ courses in South Africa, an international trip for a subject or as a cultural interest - or simply make the most of the Sixth Form Yoga room - managing your time to optimise your output is vital. I look forward to getting to know you better and supporting you in your journey through the Sixth Form. As a school, we will do all we can to make your path smooth and give you the confidence and the tools to reach your goals.
Becoming a sixth former is a very special time in your life. This is the first really important decision you have made: to commit yourself to developing your learning by studying A levels. Not only will this widen and improve all the options that will become available to you from now on but in the short term you have the pleasure of studying the subjects that you want to study with teachers who are enthusiastic, knowledgeable and caring. There is great fun to be had in the friendships you will make, there will be many more opportunities available to you to make an impact in the school and you will develop your interests and make new ones. Staff will expect more from you but it will feel satisfying to be able to rise to the new challenges that you face and you will grow. Here at Westonbirt we pride ourselves on providing you with great individual attention and support. We all work together in these years: you, the teachers and the tutors. We recognise that you are an individual with your own interests and needs and we aim to help you gain confidence at your own speed and in your own way. Getting involved in school activities is a sure way to help you to find your own voice and so we encourage you to take every opportunity that comes your way. There is such a range that something will suit and inspire you. It is a great time to try something new. So we in the Sixth Form team here at Westonbirt will be putting all our energy into you and into making your time in the Sixth Form as good as it possibly can be. What we ask in return is simple: that you take responsibility for yourself by doing your best at all times and setting and maintaining a fine example to the rest of the school. I am looking forward to getting to know you and working with you over the next few years as you make this important first step into your future.
Welcome to our Sixth Form House! It is very different from the Junior Houses; you will be given far more independence and you will be encouraged to develop a greater sense of responsibility, for yourself as well as towards others. You will wear smart suits rather than school uniform and are responsible for your own timekeeping. You must ensure that your time is spent wisely and that you develop a healthy balance between your studies and your leisure time. You will, of course, devote a great deal of your time to your academic commitments but, ultimately, I want you to feel happy and fulfilled. The House environment is such that you will develop the self-confidence needed to relate well to your peers and to those you meet outside the school community. My ultimate aim is that when you leave the Sixth Form House you will not only be equipped with academic success but will be a confident individual, ready to rise to whatever challenge life puts before you. I look forward to welcoming you into our special community.
Whether you are a boarder or a day girl, you will have your own study bedroom and a dedicated library known as the Sixth Form Study Centre. Just across the hallway there is a newly refurbished common room where you can enjoy taking a break and relaxing over a cup of coffee with your friends. There are also a number of other smaller common rooms exclusively for Sixth Form use and kitchens, where you can cook yourselves supper or snacks. In the evening you will occasionally enjoy the privilege of our brand new bar and for special occasions, you may wish to go out of school with your friends to celebrate over dinner in a local restaurant. We have our own ‘in House’ Yoga Room and you are welcome to also go and use all the facilities of our Leisure Centre.
Leadership Opportunities Most girls in the Sixth Form go through the formal process of submitting a letter of application and attending an interview for a position of responsibility in Study One, the team of senior prefects. This is a valuable experience for all girls, whether or not they are awarded a position. Leadership training is provided both for Study One and for all Sixth Formers.
Warriors Year 12 girls have the opportunity to fly to South Africa in the Autumn to attend the challenging Warriors Programme. The programme teaches survival skills and self-defence, including outdoor activities such as night navigation in the bush, sky diving, abseiling and hands on interaction with rhinos, cheetahs and reptiles. Everyone gets the chance to work in an orphanage. The programme will provide an exceptional opportunity for you to learn and develop important qualities which will serve them well in the future.
Driving Lessons Sixth Formers have the opportunity to learn to drive, with lessons arranged for their free periods during the school day, starting and finishing at the School.
Social Events with Boys’ Schools The Sixth Form has established links with Abingdon School and Radley College’s Sixth Forms and we entertain one another to dinner, socials and debates. Last term the girls went to Oxford for a Ghost Walk with the boys from Abingdon School followed by a meal and further entertainment. Boys are also invited to our formal charity ball at the end of November.
Librarians You get the chance to have a go at being a Librarian, working closely with Mrs Bomford, the School’s Librarian and Archivist. You will promote our Book Club, ensure the smooth running of the Study Centre, work in the Main School Library and also gain work experience at Westonbirt Prep.
Book Club The Book Club meets every term with “nibbles and wine” to discuss books you are currently enjoying. We are fortunate to have had several distinguished authors attend our club, notably Katie Fforde and Candida Lycett Green. We usually read from our own list of favourites and bring along ‘good reads’ to recommend to each other.
Film Club Established in 2013! We regularly get together to showcase International films and explore cinema history whilst enjoying the obligatory popcorn and pizza!
Current Affairs Our Study One (Senior Prefects) run a weekly current affairs group, covering topics ranging from local and international news stories to the latest fashion for the ‘dog who has everything’. This year we hope to extend the current affairs programme with the younger girls.
Charity Work & Balls Every year we select and support a charity of your choice. Recently we have supported Hop, Skip & Jump and the Sarah Lamping Trust. The November fundraiser takes the form of a Charity Ball and every member of the Sixth Form makes a contribution to the event under the guidance of the social committee. Past themes have included ‘Handbags and Glad Rags’, ‘The Far Pavilions’, ‘The Light Fantastic’, ‘Stardust’ and ‘Gatsby Ball’. This is a very special event at which you, your friends and parents enjoy a wonderful Reception, three-course meal and dancing. Hot off the press - this year, the girls are organising a Charity Auction on the evening of the ball.
Spirituality The School has a Church of England Chaplain Reverend Alice Monaghan who is in school on Mondays, Thursdays and on all major school occasions. She takes assemblies, leads Sunday worship and is available to see girls on an informal basis. She prepares girls for Confirmation and provides an interactive Prayer Room. As a member of the Sixth Form you will attend school assemblies on Monday and Friday mornings, usually in the Chapel. On Tuesday and Thursday evenings there is a short service with singing in the Main School Hall. This is referred to as Vespers. On Wednesday morning there is a hymn practice. All boarders attend the school service on Sundays, either in the morning or the evening. We celebrate Holy Communion together a couple of times a term and all the services are simple, informal and fun. We have visiting preachers along with the Chaplain, Headmistress and other members of staff. All girls are given opportunities to develop their spiritual lives and to explore questions of faith.
Physical Education & Games You will attend one double lesson of PE each week with the choice of lacrosse, swimming, fitness, golf, badminton, volleyball, tennis and at a charge Yoga or Zumba. Along with curricular PE, we encourage you to take responsibility for your own health and fitness. As a member of the Sixth Form, you are given a membership to our onsite leisure centre. Senior teams are selected for inter-school and county competitions, with a number of girls going on to represent the county and attending Centre of Excellence training camps. There are lacrosse teams, netball teams, tennis teams, a swimming team, a golf team and a basketball team. All teams have open training sessions so all girls who wish to, can participate. Commitment to these teams is essential and girls thrive on the team-work and enthusiasm that accompanies these team sports. There is further opportunity for girls to improve their skills in certain sports, as the school employs a fully qualified and experienced tennis coach and golf professional. These extra lessons are organised into the girls’ timetables and charged to the end of term account.
Street Proofing & Well-Being As part of the Life Skills programme all girls take part in a series of workshops provided by a martial arts expert to make you more aware of personal safety. In addition you will also attend workshops aimed at wellbeing and at achieving a good work-life balance, which is key to thriving in the Sixth Form!
First Aid Course All of the Sixth Form may take a First Aid Course organised by the Health and Well Being Centre, which is excellent training for those taking a Duke of Edinburgh Award and in general for adding to their CV.
Challenge and Opportunity Young people growing up are eager to grasp opportunities for enjoyment, for developing their personalities and for working out their place in the world. They are willing to accept substantial challenges if they see them to be worthwhile and to have a relevance to the needs of their own societies. They want to prove themselves, to create, to dare and to work out their relationships with friends and the wider community. The award scheme was introduced to encourage and stimulate their enthusiasms and energies by presenting a challenging programme of activities open to all young people between the ages of 14 and 25 in the UK and throughout the world. Participants follow their chosen activities, largely in their own time, with guidance from someone knowledgeable in each subject. In gaining awards, young people learn by experience the importance of self-discipline, enterprise and effort. They discover a great deal about themselves and come to know the enjoyment of working with and for other people.
The Awards We offer the Award at Bronze and Gold levels. For each you will have to fulfil the requirements of four sections: Volunteering Skill Physical Expedition
to encourage service to others to encourage the discovery and development of personal interests, social and practical skills to encourage participation in physical recreation and improvement of performance to encourage a spirit of adventure and discovery
For the Gold Award participants also have to complete a residential project.
This October some of our Gold team will be travelling to India to develop their ‘service’ element of the award.
This is a five term cookery course which has been devised for schools by Leith’s School of Food and Wine in London. We are privileged to be one of a small number of schools in the UK offering this course – in fact; we were one of the first two schools to pioneer the course. The course concentrates on excellent skills of food preparation and presentation, and the students prepare two or three dishes every week. You will very quickly build up an extensive repertoire of dishes using recipes from Leith’s new cookery book: “How to Cook”. Skills covered include bread and baking, soups and sauces, meat and fish, and pastry and desserts. You will have your own set of professional knives – as well as a chef’s jacket, chef’s trousers and a Leith’s apron and hat. Chefs and tutors from Leith’s visit us each term to conduct assessments and share their skills. The wine appreciation classes are taught by a Master of Wine. You need an interest in food, a basic level of skill competence and a desire to make even the simplest things look and taste as good as possible.
The course is examined by a series of coursework assignments, theory exams, and a final practical examination, which, on successful completion, gives you a professional qualification. If you wish to develop your food knowledge and skills further, this course provides entry to the 2-term diploma at Leith’s in London. This can open doors to a wide range of opportunities within the food industry. A former Westonbirt student did just this and now runs a highly successful catering company offering event management and catering to private and corporate clients alike. You will also take, and need to pass, your Level 2 award in Food Safety in Catering. Once you have achieved your Leith’s certificate, you can use Leith’s List – their job agency for cooking jobs. Two of our ex-students have actually worked at Leith’s School of Food and Wine in London, and job opportunities, both short and long-term, exist all over the world. This is an excellent opportunity to acquire an additional qualification while working for your AS / A2 exams. I hope the weekly practical cookery lessons will give you something of a break from your intense studies. You will still be working hard – only you won’t realise it. You’ll be learning skills of time management and multi-tasking – you will be using your brain in quite a different way to all your other courses.
Weekly Lecture Programme Every Friday there is a compulsory lecture for all girls. We have had a variety of speakers from both outside and inside school, which have included high profile speakers such as Professor Tanya Byron, Chartered Clinical Psychologist. We invite MPs and representatives from all of the political parties to give lectures and engage in debates. Prior to a General Election, the Sixth Form takes part in an “Election Special” - a mock election with candidates standing for all major (and some minor) parties. Every year we take a group of Sixth Formers to an international conference. This is an important event in your Sixth Form calendar as an excellent cultural experience which will increase your knowledge of current affairs and provide useful discussion for those taking part in university interviews and also opens up many possibilities for study and careers in Europe or further afield.
Paris Conference Girls attend a conference for Sixth Form students at The Palais des Congres in Paris. The conference is entitled “Your Future in Europe” and comprises a number of lectures on topical issues relating to Europe and ends with a ‘Question Time’ debate with a panel of MPs. The conference has been chaired by John Sergeant and speakers have included Rt. Hon Charles Kennedy MP, journalist David Aaronovitch, Peter Luff and entrepreneur James Averdierk (Gü Puddings), the economist Evan Davis and MP Simon Hughes. We also have plenty of time to visit various iconic sites, such as Notre Dame, the Eiffel Tower, the Musée d’Orsay, Champs Elysées and Sacré Coeur.
New York Conference Groups of girls sometimes have the opportunity to attend a conference at the United Nations in New York, instead of a trip to Paris. Here we have heard speakers addressing International issues such as ‘Peace and Security’ and ‘Economic Development’. We toured the United Nations building and visited many cultural and tourist sights; Guggenheim Museum, MOMA, Empire State Building, Central Park, Staten Island, 9.11 Ground Zero, and Macy’s.
Young Enterprise is a national scheme which provides a structured environment for young people to learn about setting up and running a business. It is open to all Year 12 pupils. Pupils can sample positions of responsibility - they could be elected to act as a director of the company, perhaps in the areas of finance, personnel, marketing, production, sales or become the company secretary or even the managing director! However, the experiences gained are much broader than this. As well as learning new skills there are opportunities to put into practice problem solving, team work and how to handle people in the real world of business and commerce.
A typical year in Young Enterprise September
October - December January or March February March
April - May
Set up company Elect Board members Raise share capital Carry out market research and decide on product(s) Production, sales and marketing in full swing Re-elect Board Trade fair at Cheltenham Racecourse
Liquidation process begins Develop product(s) Company Report is completed Successful companies may go on to compete for best company in Gloucestershire, the South West, UK or Europe
Throughout the years, Westonbirt companies have had numerous successes. In 2015, Westonbirt ’s Young Enterprise Team were the overall winners in Gloucestershire for their business venture ‘Crazy Creatures’. Awards won include the Best Stand at the Trade Fair, Best Financial Position, Best Company Report, Best Presentation and Best Overall Company in Gloucestershire. Previous companies have included Sudosolve, which designed and made a magnetic travel version of the popular game of Sudoku, ‘Snappy Sticks’ which won the award of Best Manufactured Products for their attractive roll up picnic sets. La Lumiere, made candle products and won an award for best financial results. Last year’s company “Bright Lights Mini City” produced a range of city skylines illuminated by colour changing lights. The team presented their product, where they received positive feedback and useful business advice, to a panel of business advisors at Cisco’s London Innovation Centre in Shoreditch. This was arranged by one of our business advisors, Simon Herbert, development manager of Cisco Systems. Running a Young Enterprise company provides numerous opportunities for gaining Key Skills in problem solving, working with others, numeracy and communication. Young Enterprise adds value to the A Level Business Studies course and provides useful material for CVs and personal statements. If you are looking for a challenge and want to try your hand at making a fortune, join Young Enterprise!
This programme is timetabled for sessions on a Thursday morning and a Friday afternoon in the form of tutorials, workshops, lectures and discussions. However, much of what we actually do is practised across the whole of our school day and becomes real skills for everyday life. Sessions deal with:
Promoting independent learning Careers advice and guidance through the UCAS process, apprenticeships and the real world of work The life beyond school Leadership and responsibility Work in the community and charity fundraising
The Friends of Westonbirt (FOW) brings together parents, staff and members of the local community to fundraise for local projects and charities, as well as contribute to the school for new facilities. You will have the opportunity to put your business and finance skills in to practice by joining this committee, gaining valuable experience in organising events and fundraising. Taking part also gives the Sixth Form the opportunity to make a real difference to the school. We hold an annual Fashion Show in the Spring Term and a number of girls with support from the organisation will be able to model the latest fashions from local boutiques and designers.
Managing money is a necessary part of life and Westonbirt School believes it should be an essential part of education too. The IFS has developed a range of Financial Capability qualifications for 14-19 year olds at four levels.
Level 1 Award in Personal Finance (APF1) Level 2 Certificate in Personal Finance (CPF2) Level 3 Certificate in Financial Studies (CeFS) Level 3 Diploma in Financial Studies (DipFS)
The four qualifications have all resources provided online and with all students having their own login and on demand examinations, they provide very flexible courses that can be delivered in a combination of ways. CeFS & DipFS both can attract up to 60 UCAS points each.
Level 1 Award in Personal Finance The Award in Personal Finance (APF1) has been designed to equip students with the knowledge and skills to be able to manage their own money. APF1 consists of two mandatory units: Unit 1 – The Principle of Money Unit 2 – Money Management Students will gain knowledge of the influences on how we spend or save money, and of the tools available to become competent at managing their own money. All students are expected to pass this course during Year 12, and will be given the option of continuing in Year 13 with the Level 2 certificate.
Level 2 Certificate in Personal Finance The Certificate in Personal Finance (CPF2) has been designed for people who are, or who will shortly be, reaching a life stage when they no longer depend on others for their financial provision. Students will gain knowledge about the practical and legal constraints on the sources and uses of money, the methods of organising their money through personal budgeting, the considered use of appropriate bank and building society accounts and the concepts and consequences of overspending or payment default.
During the last war, St John's College, Oxford, used the cellars of Westonbirt School to store their art treasures in case they should be damaged by enemy action. As a mark of appreciation, the College donated a sum of money towards an Essay Prize which was to be awarded annually. Originally, a topic was set, then researched by each candidate and finally written out under formal examination conditions. Nowadays, however, the subject is decided upon by the girls themselves. The girls involved are those in Year 12. The essay must be completed by October half term and be ready for handing in to the selection committee. This committee consists of the Headmistress, Mr Mew and Mrs Francis, who represent a broad spectrum of interests and disciplines. Recent prizewinning essays have been written on a very wide range of subjects - from Archaeology to UFO's - and it is often the enthusiast or original thinker who is in the final short list. Although the essays should contain some factual material and must be well researched, (not short stories), they should also be as interesting as possible with some positive input from the authors themselves. The essays should be between 1000 and 2000 words in length. You can discuss titles with your subject teachers/tutors at the beginning of the Autumn Term and should research topics thoroughly. The titles of essays are to be handed to Mrs Francis via tutors by the first Exeat in the Autumn Term, so they can be approved in good time. If the exact title cannot be given, the general subject area should be indicated. There is one major prize winner, who will receive a cheque for £100 and a £50 prize for an essay written by a girl with English as her second language, though runners-up should be encouraged to put their achievement on application forms, such as UCAS. The subject matter could be the catalyst for a useful discussion with an admissions tutor. Your own idea is preferable but here are some suggestions:
Climate Change Animal Testing Fox Hunting Euthanasia The future of Education
Peer Pressure The After Life Women and their role in the world Religion versus Science - The Creation of the Universe Do politicians make the world a better place?
Drama The Performing Arts thrive at Westonbirt where there are plenty of opportunities both within the curriculum and as optional extras. We frequently stage concerts and plays in the Orangery, the Great Hall, the Chapel, Camellia House and the newly decorated studio space and we have performed in nearby cultural centres such as Bristol, Bath and Cheltenham.
Productions take place throughout the year and alternate between Senior, Junior and whole school performances. Following the success of last year’s senior play, ‘Our Country’s Good’ we will be performing another play this year, ‘Twelfth Night’. A Spring Gala showcases the work of students from across all the year groups and further performances are delivered by the GCSE and A Level Drama groups. In between, Sixth Form students support events including the bi-annual House Dance and Drama competitions, lunchtime concerts and play host to visiting practitioners. Many pupils opt to take individual or paired Speech and Drama Lessons, working towards ESB and LAMDA examinations to build both their confidence, English spoken word and performance skills. These pupils also have the opportunity to compete in the Mid-Somerset and Cheltenham Festivals of Speech and Drama. Each term you can also sign up for trips to theatres in Bristol, Bath, Cheltenham, Cardiff or London to seek inspiration from the professionals. These are sometimes coupled with backstage tours or workshops to enable to chance to find out more. During August, we took a Senior group of girls to perform at the Edinburgh Fringe Festival and this is planned again for Summer 2017. If you would rather help out behind the scenes, the tech crew are trained in how to light a production; we are always looking for help with set-building, costume-making and prop design. So there is plenty for everyone to get involved in.
Music Even if you choose not to study Music at A Level, there are many opportunities for Sixth Form students to be involved in the musical life of the school, such as joining Senior Choir, Chamber Choir, Orchestra, Flute Choir, Guitar Group, String Group and Reed Group. Girls often form their own rock bands in the Sixth Form and this is very much encouraged. Chamber Choir is an auditioned choir and rehearse once a week. The Senior Choir is open to everyone without audition and rehearses once a week. Both Choirs sing at services and concerts in and out of school throughout the year. Individual music lessons are offered in all orchestral instruments, as well as drums, guitar (acoustic or electric), piano and voice. The school offers weekly aural and theory classes without charge. Many girls take examinations and compete in festivals.
The Music Department involves all singers and musicians in the annual Carol Service at the end of the Autumn Term as well as the large May concert in the summer term. All musicians are encouraged to perform in the informal lunchtime concert series and to audition for the biennial musical production. In recent years these have included Annie and Oliver. There is also the biennial School Music Competition where the Sixth Form are responsible for organising their House Entry involving soloists, small ensembles and a performance from the whole House! Many more informal concerts and charity concerts feature during the academic year. Indeed Sixth Form musical initiatives are very much encouraged and supported by the Music Department.
Westonbirt Association All Sixth Formers are invited to become members of the ‘Old Girls’ Association. In the summer term of their final year, all year 13 girls enjoy a Formal Lunch with the Association’s Executive Committee and Association members to welcome them into the Association. The Association is a valuable resource to the girls in many ways. It offers the Memorial Bursary to those planning to join the Sixth Form, awarded to those who are expected to make a significant contribution to the life of the school. Recipients of this award are invited to the Association’s annual Reunion Day lunch to report back to the Association about their achievements. More recently the Association has set up The Mary Henderson Travel Award to encourage languages. While you are still at Westonbirt, you can benefit from careers and university advice from Association members. After you have left school, the Association also provides useful networking opportunities wherever you go. This year we are developing the ‘Internship and Mentoring’ programme for our Sixth Formers with Association members. In the Autumn term significant Association members will take part in the ‘Enterprising Futures’ day and again in February 2017 with another ‘Inspiring Women’ Day.
Enrichment At the end of the Summer Term of Year 12 the girls have their own enrichment programme. It usually includes: a UCAS day a day visiting University Open Days, Taster Courses or Work Experience a Cultural Day / Experiencing the Retail Industry / Regeneration e.g. Liverpool, London, Birmingham, Cardiff and Edinburgh The Cultural Days follow a similar pattern where we look at the regeneration of a city, visit galleries or the theatre and have some retail therapy with a meal out.
Target Setting All girls in the Sixth Form have individual target setting sessions with all subjects. This is a valuable tool for monitoring progress and achieving potential and allows the girls to take ownership of their learning and progress.
Introduction 'IAG' or 'Preparation for Life and Lifelong Learning' is a multi-faceted programme with input coming from a range of sources. Pupils are encouraged to BE INSPIRED, BE INFORMED and BE AMBITIOUS which describes our aims and objectives. Particular emphasis is placed on 'Skills for Life' with encouragement to develop the all-important transferable skills required in the 'World of Work'. The School Governors, Friends of Westonbirt, School Staff and former pupils are other valuable sources of help and expertise including; giving lectures, advice, mock interviews, work experience placements, and guided tours around universities. The department is especially proud to have as one of its Link Governors, Miss Jenefer Greenwood, a former pupil and Vice-Chairman of Governors. Jenefer is a Chartered Surveyor specialising in redevelopment and regeneration through retail-led projects, such as Bluewater in Kent and Liverpool One. Her professional appointments have included being the first woman professional to join chartered surveyors Hillier Parker May & Rowden. Jenefer is also President of the British Council of Shopping Centres and Chair of the National Skills Academy for Retail. She is a great role model for the girls and her annual lecture on Interview Techniques is not to be missed!
Weekly Seminars (Y12 September-July, Y13 September-May in the IAG Centre) Each group of pupils receives a series of weekly lessons. The programme is designed to prepare them for the next stage in their life, after A Levels. Topics range from setting up Open Day visits to filling in application forms, writing personal statements, and updating CVs. Emphasis is placed on thorough research about courses and career paths. Pupils are encouraged to attend taster courses whenever possible. These are often run by universities and colleges themselves, and are considered invaluable by Admissions Tutors. In addition, they help the potential student 'stand out in the crowd'! Likewise, work experience. Ten difference placements is a total to aim for by the end of Year 13; these can include work shadowing and talking to people in a variety of jobs. Long school holidays can be profitably filled! Look out for Summer School Courses, or get a job! Each pupil is considered on an individual basis and help is tailored to meet their specific needs. We have developed the 3G approach: Gather information using thorough research Gain experience by active involvement in and out of school Use Guidance from the IAG department and from ISCO Staff to help find the best pathway ahead
Lectures and talks Outside speakers give up-to-date information and often relate to personal experiences on a variety of topics from a wide spectrum of careers. In addition speakers may discuss how to apply to higher education, finance for higher education courses, alternative pathways and opportunities in a 'Year Out'. An option to visit a Gap Year Fair is also made available. A particular event run by the IAG department is called ‘Inspiring Women and Routes Ahead’ and has proved to be a great hit with the Sixth Form pupils. January 2015 saw such an event with inputs from seven wonderful former pupils describing their journeys since leaving school, ranging from very successful entrepreneurs to a veterinary surgeon. This was followed by an information session for pupils and parents on three possible post-school pathways: Higher Education, Short Business Diplomas, and School Leavers’ Programme with large companies, all delivered by visiting successful women.
The Tutor System and Specialist Staff The Tutor System provides a most valuable method of support and monitoring progress. Discussion on higher education choices and help with applying online to UCAS (University and Colleges Admissions Service) are two such examples. Oxbridge candidates have particular guidance arranged by Mr Gluning.
Visits to Institutions and Higher Education Convention The whole of Year 12 attends a UCAS Higher Education Convention. The Convention is usually held in the Spring Term and the visit is extended to include a tour of a nearby university (often Exeter). Whenever possible, the tour is led by former pupils. Many institutions and professional bodies have stands at the Convention, and much useful information can be discovered about courses, likely entrance requirements and the type of students for which they are looking. This provides an excellent opportunity for requesting copies of prospectuses as soon as they are published. Official Open Days are held by institutions throughout the year. Pupils are allowed two days out per term in addition to a school organised visit early in the Autumn term. Pupils should choose a variety of visits and use out of school time to make further trips. Parents and Guardians are encouraged to go with them and many institutions run special programmes for the adults.
Independent Schools Careers Organisation (ISCO): Futurewise/Inspiring Futures As members of ISCO, girls up to the age of 23 years can obtain information and help from the Directors of the Board. The local director, Mr Jonathan Hardwick, often visits Westonbirt and is only too willing to help: each Y12 pupil receives one-to-one discussions with Mr Hardwick, thus ensuring ‘Independent and Impartial’ IAG. Look out for the Futurewise courses and events arranged by !SCO – they provide good opportunities for discovering more about post A Level routes and for the development of essential transferable skills. Members receive a discounted charge.
The IAG Centre There is a teaching/seminar room which leads to an area designed by former Sixth Form Pupils. This is the Post 16-18 Research Room equipped with ‘internet café’ style computer points, around tables for mid-level seating, and ultra-modern low-level seating. Leading off the area is a kitchen. An office is available for oneto-one discussions. The emphasis is on independent research in a relaxed and comfortable environment.
Information, Advice and Guidance (IAG) Advice IAG is available at any time, but one-to-one appointments are encouraged in the Spring and Summer Term of Y12. These are reinforced by a Parents’ and Pupils’ Meeting in the Summer term, when parents and pupils together discuss post A Level pathways with careers staff, subject staff and tutors. A seminar, given by a visiting consultant, on application to higher education is a further source of advice as well as a seminar on alternative pathways, which includes study and work abroad. Parents are urged to join pupils in this wonderful opportunity for help and guidance. Y13 pupils concentrate on finalising post A Level routes. During the last week of the summer term further opportunities are available as part of an enrichment programme for Y12. Speakers are invited in to provide detailed information on post A Level routes, ranging from Personal Statements for University applications, to Apprenticeships and Personal Assistant Business Diplomas. Advice is also given regarding Art Foundation applications and on-line applications to Colleges and Universities. Don’t forget – use the 3G approach and BE INSPIRED, BE INFORMED and BE AMBITIOUS!
Application to Specialist Institutions Applications for European Universities, Medical Schools, Art Colleges and Performing Art Colleges will be supported with help from internal staff and also external assistance through our membership of ISCO as well as links with organisations running training courses.
Leavers Destinations 2015 / 2016 Actuarial Science and Mathematics
University of Manchester
Agriculture and Farm Management
Royal Agricultural University
Animal Behaviour
University of Chester
Art Foundation
Central St Martins
Art Foundation
Glasgow School of Art
Biology
Cardiff University
Biomedical Science
University of Essex
Biomedical Science
University of Sheffield
Business Management
University of Essex
Business Management
Queen Mary University of London
Drama
University of Exeter
Drama and Performing Arts
University of Birmingham
Economics
University of Surrey
Electrical Engineering
University of Manchester
English
University of York
English Literature and Film Studies
Kingston University London
Fashion Journalism
University of the Arts, London
Geography
Cardiff University
Geography
Durham University
Geography
Plymouth University
Human Geography
Queen Mary University of London
International Finance and Accounting
Coventry University
International Hospitality
University of Brighton International
Law
University of Amsterdam
Management
Leicester University
Management
Kent University
Management
University of Southampton
Mathematics and Physics
University College London
Medicine
Bristol University
Medicine
University of Southampton
Modern Languages
Durham University
Music
Cardiff University
Pharmacy
University of Manchester
Practical Film Making
University of West London
Rural Land Management
Royal Agricultural University
Sociology
University of Edinburgh
Statistics, Economics and Finance
University College London
Theatre: writing, directing and performance
University of York
The following pages detail each of our available A Level subjects.
Key to Examination Boards
AQA EDEXCEL OCR WJEC
Assessment & Qualifications Alliance The Edexcel Foundation Oxford, Cambridge & RSA Welsh Joint Education Committee
AQA From September 2015 AS and A-Level Art are to become two separate standalone qualifications. This means that AS results DO NOT count towards the A-Level as they have done with the present A2 course. Students currently studying for the OLD A2 qualification should refer to the existing A2 specification. Year 12 AS (2 units) Art and Design builds upon those skills developed at GCSE level although it is not necessary for you to have studied art previously You will be taught how to develop your creativity and ideas and to acquire proficient skills in these areas; being creative is a valuable skill in ALL future careers, from fashion to hi-technology Being able to analyse and evaluate your own work and that of other artists will enable you to strengthen your work considerably The course looks at many significant artists and we visit galleries and exhibitions throughout the year. The course ends with our annual art exhibition in the department Component 1: 7242C
Coursework: Weighting: Component 2: 7242X
Coursework: Weighting: Assessed time: Year 13 A Level Component 1 Coursework: Weighting:
Component 2 Coursework: Weighting: Assessed time:
A portfolio of work. It is Non-exam assessment, set and marked by the teacher, moderated by AQA. Emphasis is on the development of understanding of skills using an appropriate range of materials, processes and techniques. Each student must include in their portfolio a selection of thoughtfully presented work, at least one extended collection of work or project based on an idea, concept, theme or issue. This should demonstrate the student’s ability to sustain work from an initial starting point to a realisation. 96 marks – no time limit imposed 60% of total AS marks Externally set assignment – At the start of February a question paper is provided by AQA with a choice of 5 questions to be used as starting points. Students are required to select one. The students response is marked by the teacher and moderated by AQA during a visit to the school, normally in June. 96 marks 40% of total AS marks Preparatory period + 10 hours supervised time
Personal investigation 96 marks – no time limit imposed 60% of total A Level marks Candidates are required to develop a personal investigation based on an idea, issue, concept or theme supported by 1,000-3,000 words Externally-set Assignment – themes set by the board 96 marks 40% of the total A Level marks Preparatory period + 15 hours supervised time
You are expected to have your own materials, an A1 portfolio and, where possible, a camera. Year 13 students have their own art studio. Many of our students go on to the top Art Schools. Studying Art does not limit your horizons - it extends them.
OCR Why study Biology in the Sixth Form? The best reason for taking A Level Biology is because you are interested in living things and how they work, or you might be thinking of studying courses like Genetics, Animal or Plant Biology, Medicine, Veterinary Science at university or Environmental Studies. Biology A-level helps you to build up research, problem solving, organisation and analytical skills. Topics in A-level Biology Year 12 Skills of planning, implementing, analysis and evaluation; Cell structure; Biological molecules; Nucleotides and nucleic acids; Enzymes; Biological membranes; Cell division, cell diversity and cellular organisation. Exchange surfaces; Transport in animals; Transport in plants; Communicable diseases, disease prevention and the immune system; Biodiversity; Classification and evolution. Year 13 Communication and homeostasis; Excretion as an example of homeostatic control; Neuronal communication; Hormonal communication; Plant and animal responses; Photosynthesis; Respiration; Cellular control; Patterns of inheritance; Manipulating genomes; Cloning and biotechnology; Ecosystems; Populations and sustainability. Assessment Structure A Level Biology is now fully linear, so assessment of a student’s knowledge and understanding of the whole course takes place at the end of two years of study. The AS Level Biology qualification won’t count towards the final grade of an A Level, but will be separate, stand-alone qualifications in its own right. It will examine the topics studied during Year 12 of the course. Teaching of practical skills is integrated with the theoretical topics and they’re assessed through the written papers. For A Level only, the Practical Endorsement will also support the development of practical skills. Other points to note:
• Mathematical skills will account for 10% of the total marks • Multiple choice questions will be included as one of the elements of the assessment • AS papers will be longer to meet the requirements of a minimum of 3 hours of assessment • A2 papers will be longer to fulfil the requirements for a minimum of 6 hours of assessment A Level Biology remains a course that is challenging intellectually, up-to date in content and relevant to modern life.
EDEXCEL
Business Studies The Business Studies department is forward thinking, dynamic and brings theory to life through the study of case studies and modern teaching methods. This combined with school trips to a variety of modern businesses allows students to get a feel for the world of work in an international context. The subjects are taught to the highest standards and students are encouraged to achieve beyond their expectations with many continuing to study Business Studies or Accounting and Finance at university, or pursue a career in a related subject. Westonbirt Business School offers the Edexcel A level Business Studies course which aims to:
Develop an interest in and enthusiasm for the study of business Gain a holistic understanding of business 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 solutions to business problems and issues Be aware of the ethical dilemmas and responsibilities faced by organisations and individuals Acquire a range of relevant business and generic skills, including decision making, problem solving, the challenging of assumptions and the quantification and management of information.
The Business Studies course covers the following topics: AS level Theme 1: Marketing and people Theme 2: Managing business activities A2 level Theme 3: Business decisions and strategy Theme 4: Global business Student will take AS Business Studies at the end of year 12. If they decide to take A2 Business Studies their AS examination will not count and they will have to retake all units. Entering all students for AS Business Studies gives them the practice they need for the A2 examination. The course will be taught to provide flexibility so students can make a decision later in the year as to which route they wish to take.
AS option 1 A level option 2
September January 2016 2017 Theme 1 Theme 2
Theme 1
Theme 2
June September January 2017 2017 2018 Enter for AS level qualifications Enter for AS Theme 3 Theme 4 level qualifications
June 2018
Enter for A level qualification
Why Study Chemistry in the Sixth Form? This course will try to give you the skills and understanding to make decisions about the way chemistry affects your everyday life by applying concepts into contemporary areas of chemistry including climate change, green chemistry and pharmaceuticals to name but a few. In addition, an A Level in Chemistry allows you to develop a range of generic skills requested by both employers and universities. For instance, a successful A Level chemist will be an effective problem-solver and be able to communicate efficiently both orally and with the written word. Handling data will be a key part of your work, allowing you to demonstrate information retrieval skills as well as use of numeracy. You will build up a range of practical skills that require creativity and accuracy as well as developing a firm understanding of health and safety issues. As chemistry is a subject in which much learning stems from experimental work it is likely that you will need to work effectively as part of a group, developing team participation and leadership skills. As you become more skilled you will take responsibility for selecting appropriate qualitative and quantitative methods, recording your observations and findings accurately and precisely as well as critically analysing and evaluating the methodology, results and impact of your own and others' experimental and investigative activities. What do I need to know, or be able to do, before taking this course? The qualification builds on the knowledge, understanding and process skills that you achieved in GCSE Science, Additional Science and Chemistry. In chemistry you will need to be able to communicate effectively, be able to carry out research, work independently and critically think about problems. Good practical skills are also important as chemistry is a very practical subject. How will I be assessed? In light of Michael Gove’s changes to A levels this is a new specification that we have just started teaching. However, there is little difference in content to the old specification; it is just the order the topics are taught and the method and timing of how they are assessed which differ. All the examinations for AS or A level have to be sat at one sitting in June. AS Level You will complete a written exam that lasts for 75 minutes for each of Paper 1 and 2. The papers will contain objective questions, short answer questions and extended answer questions. As there is no longer any formal practical examination, the papers will include questions that assess conceptual and theoretical understanding of experimental methods (indirect practical skills). A Level You will complete three written exams Paper 1: Advanced Inorganic and Physical Chemistry is 90 minutes long and accounts for 30% of the marks Paper 2: Advanced Organic and Physical Chemistry is also 90 minutes long and accounts for 30% of the marks Paper 3: General and Practical Principles in Chemistry is 150 minutes long and accounts for 40% of the marks. Questions in this paper may draw on any of the topics in the specification and will include synoptic questions that may draw on two or more different topics. The paper will also include questions that assess conceptual and theoretical understanding of experimental methods (indirect practical skills) What next? Speak to your Chemistry teacher and to find out more about careers involving GCE Chemistry visit websites such as: http://www.rsc.org/Education/SchoolStudents/index.asp
Product Design OCR The product design course consists of two units of study in Year 12 leading to a grade at AS level and two units in Year 13 making a full A Level. Year 12 During the first year candidates undertake an in-depth study of a familiar product to analyse its strengths and weaknesses in comparison to other similar products. This is followed by suggested design improvements in the form of drawings together with 3D scale models and testing of the idea. Please note the outcome can be in the form of a range of scale models and not necessarily a full size product. The second unit of the AS course consists of a six hour practical ‘Advanced Innovation Challenge’ completed over the course of one day. Candidates are given a theme by the examination board to research and then asked to produce a range of design solutions in the form of drawings and models. This is followed later on by a one hour written ‘reflection’ paper about the challenge undertaken and the outcome. Year 13 During Year 13 you will have the opportunity to design and make a product of your own choice. Candidates need to produce a coursework portfolio and product that fully demonstrates their design, production and evaluation skills using creativity, flair and innovation. The design portfolio and final product are equally weighted and together are worth 60% of the A Level. There is one final written examination worth 40%. Products designed previously (using Resistant Materials or Textiles as the focus) have included a cocktail dress with a Spanish influence, a rowing machine, a 4 X 4 vehicle gun chest, tubular bells, a sensory toy, school lectern and an animal enrichment device for Bristol Zoo.
AQA The Performing Arts thrive at Westonbirt where there are plenty of opportunities both within the curriculum and as optional extras. We frequently stage concerts and plays in the Orangery, the Great Hall, and the newly decorated studio space, as well as found spaces in the school grounds. We have performed in nearby cultural centres such as Bristol, Bath and Cheltenham and recently at the Edinburgh Fringe. This year over 70 girls were involved on stage and behind the scenes in the all singing, all dancing whole school summer production of The Wizard of Oz, which took place on the Orangery stage.
Productions take place throughout the year, starting with the Sixth Form play in November. Over the last three years, plays have included highly symbolic interpretations of ‘The Gut Girls’ and ‘Our Country’s Good’, whilst this year’s production of ‘Twelfth Night’ takes inspiration from a 6 hour workshop with, physical theatre company, Frantic Assembly. A Spring Gala showcases the work of students from across all the year groups and further performances are delivered by the GCSE and A Level Drama groups. Recent performances have included Goodnight, Mister Tom, Macbeth, Monsters and The Yellow Wallpaper. In between, Sixth Form students support events including the bi-annual House Dance and Drama competitions, lunchtime concerts and play host to visiting practitioners. Many pupils opt to take individual or paired Speech and Drama Lessons, working towards ESB and LAMDA examinations to build both their confidence, English spoken word and performance skills. These pupils also have the opportunity to compete in the Mid-Somerset and Cheltenham Festivals of Speech and Drama. Each term you can also sign up for trips to theatres in Bristol, Bath, Cheltenham, Cardiff or London to seek inspiration. These are sometimes coupled with backstage tours or workshops to enable to chance to find out more about the theatre industry. Over the last two years, a highlight of the Drama calendar has been the trip to the Edinburgh Fringe Festival. In 2015, a group of Year 12 and 13 students prepared an interactive performance of ‘Alice in Wonderland’ to perform both at the Fringe and in local venues and prep schools. The visit to Edinburgh also encompassed the opportunity to see a range of theatrical styles in practice as the girls managed to take in around 15 shows during their 5 day visit! If you would rather help out behind the scenes, we are always looking for help with set-building, costumemaking and prop design as well as recruiting lighting and sound technicians, so there is plenty for everyone to get involved in.
What should you bring to the course?
A willingness to think, work with others, read, write, research and - above all - DO! An interest in theatre and what it tells us about ourselves and our world
Students are assessed on their knowledge and understanding of drama and theatre, which is developed through: The study of two set plays Analysis and evaluation of live theatre Creation and performance of Devised Drama The study and imitation of a range of influential practitioners Performance of a range of scripted extracts Assessments This is a linear course, with all examinations taking place at the end of Year 13. The 3 hour written examination is worth 40% of the A-level and assesses the interpretation of two plays from a list that includes Antigone, The Servant to Two Masters, Hedda Gabler, Metamorphosis, Our Country’s Good and Bronte. Candidates are also asked to write analytically about the work of theatre makers in live theatre that they have seen during the course. In the practical components students will work both individually and in groups and may have the opportunity to specialise in performing, sound, set, costume, puppets and/or directing. The Devised performance (worth 20 marks) and the accompanying working notebook (worth 40 marks) represent 30% of the A Level. Students are required to study the work and methodologies of an influential practitioner and apply them to the process and performance of a piece. Practitioners may include the work of directors and companies such as Stanislavski, Max Stafford Clark, Katie Mitchell, Shared Experience, Kneehigh and Frantic Assembly. The final 30% of the course requires students to undertake practical exploration and interpretation of three extracts from different plays and involves the application of a further influential practitioner. Students may contribute as a performer, designer or director. The projects are supplemented by a 20 mark reflective report, analyzing and evaluating the theatrical interpretation of all three extracts. How will you benefit? The course directly improves: teamwork skills presentation skills problem solving skills empathy skills reading for meaning analysis through practical work Independent research skills Whatever your future studies or career, you will probably need: to present information or ideas with conviction to apply methodology to solve current problems to work as a member of a team to a common end to recognise and use your creative side All of this will be developed during your course.
Edexcel Why study Economics in the Sixth Form? A Level Economics forms part of the Westonbirt Business School. Students gain a fascinating and realistic insight into the world around them. Understanding what influences decisions made by consumers, businesses and governments helps them to be able to make informed choices and decisions themselves. Economics is an ever changing and evolving subject. The economy does not stand still and the study of Economics helps to understand these changes as well as helping us understand what the future might look like. Westonbirt Business School offers the Edexcel Economics course which aims to:
Demonstrate knowledge and understanding of the specified content Apply knowledge and understanding of the specified content to problems and issues arising from both familiar and unfamiliar situations Analyse economic problems and issues Evaluate economic arguments and evidence, making informed judgements Develop an understanding of a range of concepts and acquire an ability to use these concepts in a variety of different contexts Use an enquiring, critical and thoughtful approach to the study of Economics and develop an ability to think as an economist
The Economics course covers the following topics: AS level Theme 1: Markets, consumers and firms Theme 2: The wider economic environment A2 level Theme 3: Making markets work Theme 4: The global economy
AS option 1
A level option 2
September 2016 Theme 1
January 2017 Theme 2
Theme 1
Theme 2
June September 2017 2017 Enter for AS level qualifications Enter for AS Theme 3 level qualifications
January 2018
June 2018
Theme 4
Enter for A level qualification
OCR Why study English Literature in the Sixth Form? English Literature is the mirror of life. Through it we find answers, ask new questions and crystallise our own experience. On this course you will study some impressive authors from the canon of English Literature, from Shakespeare to more contemporary writers, including works published post 2000. As we study early literature, through to contemporary poetry, you will almost certainly run through an emotional roller coaster as we travel through romance and pathos, from comedy to tragedy. It is guaranteed that every student will have a very individual response to this course. When we read a text, we all project onto it our own gender, experience, opinions and era. This makes this subject unique and one which students find immensely rewarding. The course will build upon the skills you have acquired during GCSE English and English Literature. You will need a willingness to read widely and independently as well as the ability to think for yourself, support your views and write cogent essays, drawing comparisons between texts. Final assessment will come from a combination of two examination papers (80% in total) at the end of the two year course and coursework (20%). You will benefit directly in the following areas:
Improved reading skills Improved writing skills Improved presentational skills Improved vocabulary Enhanced communication skills Enhanced general knowledge Developed ability to think/analyse
Studying English Literature enhances skills in extracting and reorganising information, summarising relevant material from numerous sources, skim reading and reading intensively. These skills are relevant in other A Levels too. Finally, English Literature has enjoyed a long tradition of happy students and successful results at Westonbirt, and we are proud of our reputation.
AQA “Geography is the subject that holds the key to our future. More than ever we need the geographer’s skills and foresight to help us learn about our planet - how we use it and how we abuse it.” Michael Palin Geography studies the real world, tackling subjects that directly affect you. You will enjoy this exciting and challenging course if you have an interest in and concern for the environment and want to learn more about the physical and economic forces and decisions that shape our planet. The Geography syllabus is a new, exciting course commencing in September 2016. The course includes both physical and human geography as well as fieldwork and skills. The papers are based on contemporary issues and there is a personal fieldwork 3,000 – 4,000 words enquiry to complete. The course has three components at A level. The (draft) AQA Course Units comprise: Component 1
Physical Geography – Section A: Water and carbon cycles. Section B: either hot desert
environments and their margins or Coastal systems and landscapes. Section C: either Hazards or Ecosystems under stress or Cold environments (2½ hour exam worth 40% of A level)
Component 2
Human Geography - Section A: Global systems and global governance. Section B:
Changing places Section C: either Contemporary urban environments or Population and the environment or Resource security (2½ hour exam worth 40% of A level) Component 3 Geographical Investigation. Students complete an individual investigation which must include data collected in the field. The individual 3,000 – 4,000 words investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content. (Worth 20% of A level, marked by Westonbirt Geography department and moderated by AQA)
There are opportunities for discussion, decision making, presentations and individual work. Fieldwork is an integral part of the A level course. A residential course is arranged in the Spring Term of Year 12 when data for the coursework is collected and the theory brought impressively to life in the natural environment. It is important that families budget financially and logistically for this in advance. The course costs around £280 and usually takes place over a weekend during the Spring term. Geography provides a fundamental bridge between the arts and the sciences. It therefore combines well with all other subjects giving breadth and balance to your Sixth Form studies. Taken with sciences like Mathematics, Physics, Chemistry and Biology, it supports applications for almost any science-based university course (e.g. Engineering, Psychology, Environmental Sciences, Oceanography and Geology). Taken with humanities like English, German, Spanish, French, Politics, History or Sociology, it supports an equally wide range of humanity university courses such as Business, Law, Media, Politics and Philosophy. With excellent results maintained in the department at A Level, many Westonbirt A Level geographers go on to read Geography at university. Geographers are highly employable in a wide variety of careers owing to their unique position in being able to interpret, analyse and organise a variety of evidence to produce coherent arguments. Some possible career options include: advertising, the diplomatic service, education, environmental agencies, finance, land management, law, marketing, sales and social/health services.
OCR Other subjects teach you the answers, but History teaches you to ask the questions. During the course students learn how to evaluate evidence, assess ideas and attitudes, produce informed arguments and plan a comprehensive historical investigation. These skills are of immense value in a variety of careers including law, journalism, accountancy, public relations and publishing. It is a subject valued by all universities and all employers. You must be inquisitive by nature. Note-taking, reading, class discussion, essay writing and independent investigation will be expected. It is beneficial to have gained at least a grade B at GCSE but every application will be judged on its merits. History in Westonbirt follows the OCR syllabus for A Level and there are a variety of options available which are changing in September 2015 and are as yet not fully confirmed by the examinations board. However, the areas of study for the full two year A Level course are likely to be: 1. Italy Democracy and Dictatorship 1890 – 1942 2. The Tudors: including the Mid Tudor Crisis as a depth study 3. Elizabeth 1 4. The Middle East from fall of the Ottoman Empire 1906 – present day For the AS level course the first two will be completed in one year.
AQA History of Art makes sense of everything else – it develops your analytical skills and teaches you how to interpret images and information both valuable ‘skills for life’ If you intend to study the subject:
you do not need any prior knowledge of the subject you will develop your interest and enjoyment in the study of art history, fostering its value to life-long learning you need to bring a genuine interest - we take you to various exhibitions and you will be expected to visit many more independently. Students are encouraged to visit major art centres; Paris, Florence, Rome, New York, Barcelona and Madrid. and it is suitable and indeed desirable for students from a wide range of backgrounds (Sciences as well as humanities)
AS Unit 1 Written paper: Weighting:
Unit 2 Written paper: Weighting:
A2 Unit 3 Written paper: Weighting:
Unit 4 Written paper: Weighting:
Visual Analysis and Interpretation 1 hour (60 marks) 40% of total AS marks, 20% of total A Level marks Questions on images provided in the paper assess knowledge and understanding of formal aspects and how they contribute to learning. Themes in History of Art 1½ hours (90 marks) 60% of total AS marks, 30% of total A Level marks Questions test knowledge and understanding of significant art historical themes.
Investigation and Interpretation (1) 1½ hours (60 marks) 25% of total A Level marks Questions test knowledge and understanding of art and architecture in relation to a teacher-selected art historical period, e.g. Art and Architecture in Fifteenth Century Europe. Investigation and Interpretation (2) 1½ hours (60 marks) 25% of total A Level marks Questions test knowledge and understanding of art and architecture in relation to a teacher-selected art historical period, e.g. Art and Architecture in Europe and America 1900-1945.
What will you gain? Apart from the understanding of art, this subject will contribute to your understanding of many spiritual, moral, ethical, social and cultural issues. History of Art enhances the experience of life.
Applied ICT - OCR The future! At Westonbirt we believe that ICT is an integral component of your education. Whilst used to support other subject areas, ICT is very relevant in today’s society as a subject in its own right. Understanding the theory behind ICT will aid your development of all the skills and techniques you will need in the future. The increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life. ICT capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. ICT capability is fundamental to participation and engagement in modern society. ICT can be used to find, develop, analyse and present information, as well as to model situations and solve problems. Year 12 At AS, the two units are complementary and are concerned with applying ICT to solve problems and the study of the opportunities for and effects of using ICT in the world today. Candidates will have the opportunity to put into practice a range of software and hardware to create solutions to solve problems. Unit 1: Practical Problem Solving in the Digital World Practical use of ICT, identifying, designing, producing, testing, documenting and evaluating solutions Data entry, storage, output of information, use of software, current health and safety legislation Assessment: Written Paper: 1 hour 30 minutes, supported by a piece of coursework Unit 2: Living in the Digital World ICT systems, their components, uses, users, safety and security Data and information, data transfer, backup and recovery Assessment: Written Paper: 1 hour 30 minutes Year 13 At A2, the two units are complementary and are concerned with the theory of ICT in the digital world and the practical issues surrounding ICT. Candidates will explore how ICT is used from the high-level organisational usage to the ground-level physical installation and implementation. Unit 3: The Use of ICT in the Digital World Future developments in technology, ICT systems, management of ICT Developing ICT systems, introducing large ICT systems into organisations Training and supporting users of ICT systems Assessment: Written Paper: 2 hours Unit 4: Coursework: Practical Issues Involved in the Use of ICT in the Digital World Investigating, analysing, defining requirements Selecting and using appropriate technologies and designing solutions Creating a piece of bespoke software for an individual or an organisation Methods for testing and installation, documenting and evaluating Assessment: Creation of a piece of software and the associated project report
Why choose ICT? Information and Communication Technology has become a vitally important part of business, academic and industrial life. This course takes you through the main ideas of ICT but allows you to choose your own areas of specialisation by means of the practical work and projects. Do you enjoy working with computers and technology? Do you want to find out more about the ICT "revolution" and how it has affected businesses, organisations and the lives of individuals? If so, ICT is the course for you. It can be an exciting career choice. From developing software and web sites, to creating multimedia or graphics, to handling data and modelling financial situations, there is a career in ICT for any of us.
EDEXCEL What will I learn on this A Level course? Mathematics at AS and A2 Level is a course worth studying in its own right. It is challenging but interesting. It builds on work you will have met at GCSE, but also involves new ideas that some of the greatest minds of the millennium have produced. It serves as a very useful support for many other qualifications as well as being a sought-after qualification for the workplace and courses in Higher Education. While studying Mathematics you will be expected to:
use mathematical skills and knowledge to solve problems solve quite complicated problems by using mathematical arguments and logic simplify real-life situations so that you can use mathematics to show what is happening and what might happen in different circumstances use mathematics to solve problems given to you in a real-life context use calculator technology and other resources (such as formulae booklets or statistical tables)
You will be expected to have achieved at least a grade B in your GCSE. What do you do? In Year 12, you will study C1 and C2 (these are pure modules) and S1 (statistics). These will gain you an AS Level. In Year 13, you will study C3 and C4 (these are more pure mathematics modules) with either M1 (Mechanics) or D1 (Decision Maths). The six modules give you a full A Level. Pure Mathematics When studying Pure Mathematics at AS and A Level, you will be extending your knowledge of such topics as Algebra and Trigonometry as well as learning some brand new ideas such as Calculus. If you enjoyed the challenge of problem-solving at GCSE using such techniques, you should find the prospect of this course very appealing. Statistics When you study Statistics you will learn how to analyse and summarise numerical data in order to arrive at conclusions about it. You will extend the range of probability problems that you started for GCSE by using the new mathematical techniques studied on the Pure Mathematics course. Mechanics When you study mechanics you will learn how to describe mathematically the motion of objects and how they respond to forces acting upon them, from cars in the street to satellites revolving around a planet. You will learn the technique of mathematical modelling, that is, of turning a complicated physical problem into a simpler one that can be analysed and solved using mathematical methods. Decision Maths Decision Maths uses mathematical modelling to solve real life problems such as what is the best route for a postman to travel to visit every house in the shortest distance. It links to Business Studies, ICT and Accounting. What could I go on to do at the end of my course? An AS in Mathematics is very valuable as a supporting subject to many courses at A Level and degree level, especially in the Sciences, Geography, Sociology and Medical courses. A Level Mathematics is a much sought after qualification for entry to a wide variety of full-time courses in Higher Education.
EDEXCEL Further Mathematics is an AS/A Level qualification which both broadens and deepens the Mathematics covered in AS/A Level Mathematics. Further Mathematics at Westonbirt is taught independently from the normal AS and A2 qualification and is timetabled as a Further Mathematics course in its own right. You will be expected to have achieved at least a grade A in your GCSE Mathematics. The Further Mathematics modules are taken in addition to the normal six modules that are required at ALevel. The AS Further Mathematics Award is made up of an additional three modules, one of which must be Further Pure 1 (FP1). This course involves studying nine modules over two years. The A2 Further Mathematics Award is made up of an additional six modules. This course involves studying twelve modules over two years. The modules available are:
Core Mathematics 1-4 Mechanics 1 & 2 Statistics 1 & 2 Decision Maths 1 & 2 Further Pure Mathematics 1 & 2
There are many good reasons to take Further Mathematics:
Students taking Further Mathematics overwhelmingly find it to be an enjoyable, rewarding, stimulating and empowering experience.
It enables students to distinguish themselves as able Mathematicians in the University and employment market.
Some prestigious university courses will only accept students with Further Mathematics qualifications.
Any student planning to take a Mathematics-rich degree (this covers a very wide range of academic areas, for example Engineering, Sciences, Computing, Finance, Economics as well as Mathematics itself) will benefit enormously from taking Further Mathematics, at least to AS level.
It should be noted that the option to study Further Mathematics should not be taken lightly, as the dedication and workload is demanding from the onset. You will be expected to work a lot harder than the normal A Level students.
OCR This interesting and thought provoking course in designed to give you a grounding in Industry standard Adobe software – Photoshop, InDesign and Final Cut Pro. We also study the grammar and language of film-making and how to both read and make meaning in films and TV programmes. Students will maintain a Blog for the duration of the course where they can write about what they have been doing and post their coursework. Good subject options to choose alongside Media Studies are Drama, English and History and Art. Students need to be interested in film and in using contemporary technology such as blogs, iPads, camcorders and iMac computers. After the Sixth Form, students could study a wide variety of film and design based courses at University. The course is comprised of 4 Units as follows: AS G321 Coursework: Foundation Portfolio - 50% of the year’s marks; 100 marks. Coursework is internally marked and externally validated. Students will be taught how to use the software and hardware and will do a preliminary task followed by the making of a 2 minute opening of a new film, including the titles, music and graphics, a poster and a two page magazine spread advertising and featuring ‘their’ film. G322: Key Media Concepts (TV Drama) - 50% of the year’s marks: 100 marks This paper covers the two areas of Textual Analysis and Representation alongside Institutions and Audiences. This unit is externally examined. Section A requires students to answer one question based on an unseen moving image [TV Drama] extract. Section B requires students to answer one question based on Media Institutions and Audiences. A2 Builds upon the skills and knowledge acquired in AS. G324: Advanced Portfolio in Media 50% of the year’s marks: 100 marks This is a coursework unit where candidates engage with contemporary media technologies to produce a media portfolio through a combination of two or more media and then present their research, planning and evaluation in digital format. This is a development of the skills from Unit G321 and is also internally assessed and externally moderated. The brief is to design and make a promotion package for a new film, to include a trailer, together with two of the following three options: a website homepage for the film; a film magazine front cover, featuring the film; a poster for the film. G325: Critical Perspectives in Media 50% of the year’s marks: 100 marks The purpose of this unit is to assess candidates’ knowledge and understanding of media concepts, contexts and critical debates, through their understanding of one contemporary media issue and their ability to evaluate their own practical work in reflective and theoretical ways. Section A: Theoretical Evaluation of Production (50 marks) Section B: Contemporary Media Issues (50 marks)
Contemporary Media Regulation
What is the nature of contemporary media regulation compared with previous practices? What are the arguments for and against specific forms of contemporary media regulation? How effective are regulatory practices? What are the wider social issues relating to media regulation?
Candidates might explore combinations of: Film censorship, the regulation of advertising, the Press and regulation / control, computer / video game classification, the regulation of online media, social networking and virtual worlds, contemporary broadcasting and political control, the effects debate and alternative theories of audience, children and television, violence and the media or a range of other study contexts relating to the regulation of contemporary media. Regulation might be researched in regard to media content, access, ownership and control and / or in relation to politics, public interest and democracy.
French & Spanish AQA Why choose to study AQA AS and A-level Languages? These qualifications will appeal to students looking to broaden their existing knowledge of languages. They will enable you to develop your linguistic skills alongside your understanding of the culture and society of countries where French and Spanish are spoken. Bringing out the best in you they will help you on your journey to further studies and the world of work. Both qualifications are linear which means you will sit your exams at the end of the course. The AS course is fully co-teachable with the first year of the A-level course, enabling flexibility for students as they plan their course of study. AS-level You will study social and technological change alongside highlights of artistic culture, including music and cinema. You will also explore the influence of the past on present French or Spanish-speaking communities. Throughout your studies, you will learn the language in the context of French or Spanish-speaking countries and the issues and influences which have shaped them. You will study a text or a film. Subject content: Core content 1. Social issues and tends 2. Artistic culture 3. Grammar Options 4. Works: Literary texts and films Assessments: Paper 1: Listening, reading and writing 40% What is assessed? Aspects of French or Spanish-speaking society: current trends Artistic culture in the French or Spanish-speaking world Grammar Paper 2: Writing 30% What is assessed? One text or one film from the lists in the specification Grammar Paper 3: Speaking 30% What is assessed? One sub-theme from Aspects of French or Spanish-speaking society: current trends and one subtheme from Artistic culture in the French or Spanish speaking world A2-level You will study technological and social change, looking at diversity and the benefits it brings. You will study highlights of French or Spanish-speaking artistic culture, including music and cinema, and learn about political engagement and who wields political power in the French or Spanish-speaking world. You will also explore the influence of the past on present-day French or Spanish-speaking communities. Throughout your studies, you will learn the language in the context of French or Spanish-speaking countries and the issues and influences which have shaped them. You will study texts and films and have the opportunity to carry out independent research on an area of your choice.
Subject content: Core content 5. Social issues and tends 6. Political and artistic culture 7. Grammar Options 8. Works: Literary texts and films Assessments: Paper 1: Listening, reading and writing 40% What is assessed? Aspects of French or Spanish-speaking society: current trends Aspects of French or Spanish-speaking society: current issues Artistic culture in the French or Spanish-speaking world Aspects of political life in the French or Spanish-speaking world Grammar Paper 2: Writing 30% What is assessed? One text and one film or two texts from the lists set in the specification Grammar Paper 3: Speaking 30% What is assessed? Individual research project One of four sub-themes i.e. Aspects of French or Spanish-speaking society: current trends, Aspects of French or Spanish-speaking society: current issues, Artistic culture in the French or Spanishspeaking world, Aspects of political life in the French or Spanish speaking world Choice is the keyword of this new specification, which gives a variety of pathways through the examination. With the AS option this flexibility is enhanced still further and opens the possibility of a post-GCSE modern language qualification to people who do not necessarily see themselves as language specialists, but who appreciate the importance of a foreign language, as well as to those seeking employment in the world market. People wanting to study languages must have ideas, interest and imagination. You will need to discuss newspaper articles and current affairs, to be open-minded and prepared to offer your own views, whilst listening to those of others. Obviously a prolonged stay in France or Spain during the course is essential. You could attend a language course, try a stint as an au-pair or as a one-way paying guest ‘en famille’. If you have good contacts yourself you might even be able to organise some work experience with a French or Spanish firm. The possibilities are endless! You are all aware of the vital and growing importance of Europe and your role in it. An A Level or AS Level in a modern foreign language will broaden your horizons but also open up opportunities in employment.
AQA This is an exciting course! A Level Music involves the maturity of diverse skills: theoretical, practical, aural and intellectual. It is a multidisciplinary course exploring all areas of musical skill: performing, composing, listening and analysis. By choosing A Level Music you will:
study a diverse range of music learn to listen critically and analytically gain an understanding of compositional processes perform in a range of contexts, including solo and ensemble work develop a professional approach to communication and performance
Practical skills in an instrument or voice to the equivalent of at least Grade V are a requirement. A Level music is a well respected qualification when applying for University courses across the spectrum of academic disciplines, and is essential for those wishing to read the subject at university or Music College. The specification contains six units: AS Units Unit 1: Influences on Music (written examination 30% of AS or 15% of A Level) Students acquire, explore and apply musical language and context. Section A: Students develop their listening skills and respond to structured listening questions. Students explore a variety of music, from the renaissance to early jazz, in preparation for their examination. Sections B & C: Students explore two areas of study: The Western Classical Tradition and Music Theatre: a study of the Musical from 1940-1980. Study involves listening to music from these two Areas of Study, study of scores and gaining an awareness of the context in which the music was composed. Haydn’s Symphony no 104, the 1st and 3rd movements are studied as a set work. Unit 2: Composing (coursework 30% of AS or 15% of A Level) Students demonstrate their ability to create and develop their composing skills with technical control and expressive understanding, making creative use of musical devices, conventions and resources. Unit 3: Performing (internally assessed 40% of AS or 20% of A Level) Students develop their performing skills and offer two performances from the options below: a. A solo performance on an instrument; b. A solo performance on voice; c. A solo performance on a second instrument; d. An ensemble performance. Each performance should last 5-8 minutes. Students may submit a single piece or a programme of shorter pieces. A2 Units Unit 4: Music in Context (written examination 20% of A Level) Students acquire, explore and apply musical language and context. Section A: Students develop further their listening skills from Unit 1 and respond to structured listening questions. Students enjoy exploring a variety of music in preparation for the examination.
Sections B & C: Students explore two areas of study. The first area of study, The Western Classical Tradition, is an extension of study completed at AS level. Students study a new set work, Symphony No. 1 in A ƅ major, by Elgar. Pupils can then choose between Jazz and Blues or English choral music for their second area of study. Unit 5: Developing Musical Ideas (coursework 15% of A Level) Students develop and extend their skills acquired in Unit 2, choosing one of the following options: a. compositional techniques: i. Harmonisation of a Bach chorale melody ii. Completing part of a movement from a classical string quartet b. Composing a 5-8 minute piece in any style or genre. c. Arranging a piece of popular ‘classical’ music in response to a brief and should be 5-8 minutes in length. Unit 6: A Musical Performance (externally assessed 15% of A Level) Students offer two (or more) contrasting pieces to form a short solo recital of a balanced programme of music. The programme should last 10-15 minutes in length, showing a variety of style, technique, period and/or approach.
EDEXCEL This is an exciting AS and A2 Level course covering a wide range of study areas both practical and theoretical. The course encourages girls to:
develop knowledge and skills in selected physical activities develop the skills of planning, performing and evaluating physical activities foster an understanding of the historical, cultural and sociological factors underpinning sport and physical education gain an understanding of the physiological and mechanical basis of performance in sport and physical education develop an understanding of psychological factors influencing behaviour in sport and learning in physical education develop an ability to appreciate the relationship between theory and practice and to apply theoretical knowledge to develop understanding of practical performance in sport
AS UNITS Unit 1: Participation in Sport and Recreation (25%) (written paper, 1hour 30 minutes) Healthy and Active Life study Opportunities and Pathways Unit 2: (25%) (30%) (15%) (15%) (30%)
The Critical Sports Performance (90 marks) (Coursework) Personal Performance Local Study National Study Performance Analysis
A2 UNITS Unit 3: Preparation for Optimum Sports Performance (25%) (2 hours examination paper) Short-term preparation Long-term preparation Managing elite performance Unit 4: (25%) (45%) (15%) (20%) (10%)
The Developing Sports Performance (90 marks) (coursework) Development Plan International Study Progressive Participation Life Plan
EDEXCEL Physics has no limits – physics seeks to explain everything in your life, on this planet, other planets, to the far reaches of universe and beyond. Physics also deals with the big questions: How do we search for aliens? Are there parallel universes? Will we ever travel back in time? Why do we always find the smallest bits of cereal at the bottom of the packet? During your GCSE course you will have come across the main concepts of physics: forces, energy, waves, radioactivity, electricity and magnetism. At A-level you will start to see how these ideas work together, and begin to grasp the universal principles that apply to everything from the smallest atoms to the largest galaxies. Do you want to investigate the limits of space, the beginning of time and everything in between? Whatever you do the knowledge and skills you gain by studying physics will be useful. Physics is more than a subject – it trains your brain to think beyond boundaries. The structure of the course: Year 12 Topics: Mechanics, Electrical Circuits, Materials, Waves and the Particle Nature of Light. Year 13 Topics: Further Mechanics, Electric and Magnetic Fields, Nuclear and Particle Physics, thermodynamics, Space, Nuclear Radiation, Gravitational Fields and Oscillations Assessment: AS Physics candidates will study only the Year 12 topics and be assessed by two examinations. A Level candidates will study all components and have three examinations at the end of Year 13. One of these examinations will include questions on practical principles. There will also be a practical skills endorsement component that is assessed separately to the A Level as either pass or fail. Westonbirt School Physics Department believes strongly in the exposure of our students to practical experiences. We believe the practical endorsement is an opportunity to enrich the A Level physics curriculum. Why study physics? “There are millions of students in the world, but to get a job you have to stand out from the crowd. Physics will help to give you that edge; people are always impressed by a qualification in physics.” If you study physics you can go on to a wide variety of careers and courses, including: medicine, astrophysics, weather forecasting, law, media and TV, renewable energy, mechanical engineer, architecture, accountant, particle physicist, publishing, environment and climate, computer games development, sound engineering, music producing, satellite engineer, and a wide variety of other areas and roles.
OCR Psychology is the scientific study of behaviour and the mind. It offers a unique educational experience that develops a distinctive and broad set of skills. The brand new A Level will provide students with the opportunity to gain a deeper understanding of Psychology and encourage them to think like Psychologists. As a Psychology student, you will develop a wide-ranging set of key skills, including being able to communicate effectively using appropriate language and critically assess scientific data. In addition, you will research and critically evaluate a range of sources. The course also encourages the development of strong literacy and numeracy skills. The acquisition of such a diverse range of skills will be of great benefit to you in your further education, the workplace and society in general. Overview of the A Level in Psychology Component 1: Psychology – Past to Present Written examination: 2 hours 15 minutes (33% of qualification) This component provides a foundation in some of the core aspects of Psychology. You’ll study classic evidence spanning the past one hundred years, to gain an appreciation that Psychology continues to evolve and contains a variety of approaches (Biological, Psychodynamic, Behaviourist, Cognitive and Positive). Component 2: Psychology - Investigating Behaviour Written examination: 2 hours 15 minutes (33% of qualification) The purpose of this component is for you to acquire the skills of working scientifically. It is divided up into three parts: Principles of Research, Personal Investigations and Application of Research Methods to a Novel Scenario. Component 3: Psychology – Implications in the Real World. Written examination: 2 hours 15 minutes (33% of qualification) Having learnt about the various approaches in Component 1, you’ll be expected to apply your knowledge to human/animal behaviours. You’ll study three different behaviours (e.g. criminal behaviours, Schizophrenia and Stress) and five controversies (cultural bias, ethical costs of conducting research, non-human animals, scientific status, sexism). To study Psychology successfully at A Level you need to have a good GCSEs in Mathematics and English Literature / Language. You should also enjoy reading because there is a lot of this during the course. You should consider studying this subject if:
you enjoy reading, learning lots of new terminology (words), group discussions, giving presentations and investigative work you are prepared to work hard because of the volume of reading, learning and preparation required You are ready to be focused in class whilst asking plenty of questions
OCR Religious Studies is an exciting subject, highly regarded by top universities for its academic rigour and transferable skills. It promotes deep discussion of some of the fundamental questions we have about our existence and morality, and develops the enquiring minds of those who opt to study it. Students do not need to have studied the subject at GCSE level to commit to the subject at A Level. However, they must enjoy writing essays, so a good GCSE grade in English Literature or English Language would certainly be beneficial. As mentioned above, the subject promotes skills transferable to the study of a wide range of subjects at university. In addition, an A Level in Religious Studies is useful for careers in Medicine, Law, Politics, Education, Journalism, Social Work and Counselling, to name just a few. The course is broken down as follows: Year 12 AS Philosophy of Religion (Unit G571) is assessed by 1 x one and a half hour examination at the end of year 12, which makes up 50% of the AS and 25% of the A2:
Ancient Greek influences on philosophy of religion Judaeo-Christian influences on philosophy of religion Traditional arguments for the existence of God Challenges to religious belief
AS Religious Ethics (Unit G572) is assessed by 1 x one and a half hour examination at the end of year 12, which makes up 50% of the AS and 25% of the A2:
Ethical theories Applied ethics topics (Medical Ethics and the Ethics of War)
At AS Level, you will be marked according to the following assessment objectives:
A01 Knowledge and Understanding (70%) A02 Analysis, Application and Evaluation (30%) Quality of written communication
Year 13 A Level Philosophy of Religion (Unit G581) is assessed by 1 x one and a half hour examination at the end of year 13, which makes up 25% of your final A2 grade:
Religious language Experience and religion Nature of God Life and death Miracle
A Level Religious Ethics (G582) is assessed by 1 x one and a half hour examination at the end of year 13, which makes up 25% of your final A2 grade:
Free will and determinism Conscience Virtue ethics Applied ethics topics (Sexual Ethics and Environmental & Business Ethics)
At A2 level, you will be marked according to the following assessment objectives:
A01 Knowledge and Understanding (65%) A02 Analysis, Application and Evaluation (35%) Quality of written communication
Further information about this qualification may be obtained from the OCR website: http://www.ocr.org.uk/qualifications/as-a-level-gce-religious-studies-h172-h572/
WJEC The Leisure & Tourism Industry is one of the most dynamic industries in the world. In the UK alone there are over 2.5 million people employed in either a leisure or tourism based organisation. You will investigate a wide range of areas, including marketing, customer service and health and safety and see how and why they are important within a leisure and tourism environment. The subject provides you with a broad understanding of the growing and diverse sectors of travel and tourism. The AS units aim to give an overview of the industry and to build a sound knowledge of travel and tourism issues, from which you can build the deeper understanding required for A2 units. This subject combines well with other AS and A2 Levels, particularly Modern Languages, Geography and Business Studies. The best reason for taking AS and A2 Travel and Tourism is because you are interested in travel but also want to keep your options open. The Travel and Tourism course is designed to give students:
The opportunity to gain a broad knowledge and understanding of the travel and tourism industry, both nationally and globally An understanding of the scale and importance of the travel and tourism industry and the interdependence of the sectors within it An appreciation of the impact of information and communication technology (ICT) on the development of the travel and tourism industry The opportunity to develop and use skills relevant to working in the travel and tourism sectors such as research, analysis, evaluation and customer service skills Insight into what it means to work in the travel and tourism sector and a chance to explore working methods linked to industry practice A sound basis for progression to further study or employment with training
A Level Travel and Tourism is designed to provide students with a course that links classroom activities with the vocational sector. Students who choose to study the course will have an opportunity to bridge the gap between school and the world of work. In order to understand the nature of travel and tourism, students must actively experience the sector environment. This can be achieved through a variety of approaches including meeting professionals who work in the sector, linking with local employers and carrying out case studies based on particular travel and tourism facilities. The course comprises a combination of the following 4 units: AS Introducing Travel & Tourism Investigating Tourism Destinations
A2 Tourism Impacts & Tourism Developments Trends and Issues in Travel & Tourism or Event Management in Travel & Tourism
At both AS and A2 there is a high coursework component (60%) and a portfolio is produced. Students’ portfolio work is marked by their teachers and moderated by the awarding body. The exact nature of the external assessment will vary according to the content of the unit concerned. This portfolio helps girls who achieve best in coursework an excellent final grade. It is important to note that the vast majority of the assessment is by coursework, the department has scored extremely highly in this area in previous assessments. Visits to local visitor attractions, accommodation and transport as well as visits by tourism professionals help in the acquisition of data for this.
NOTES