SACKVILLE SCHOOL
Sixth Form Curriculum Booklet 2027 A guide for students and parents to the courses, opportunities and support available in our Sixth Form.
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SACKVILLE SCHOOL SIXTH FORM
Contents 2027
Everything you need to know about choosing courses in the Sixth Form at Sackville.
WELCOME
SUBJECTS
3
Message from the Headteacher
9
Art, Craft and Design
4
Welcome to our Sixth Form
10
Biology
5
Options and qualifications
11
Business
6
Careers and guidance
12
Chemistry
7
Enrichment opportunities
13
Computer Science
8
Subject options
14
Criminology
15
Design & Technology
16
Drama and Theatre Studies
17
English Literature
18
Film Studies
19
Food Science and Nutrition
A D D I T I O N A L Q U A L I F I C AT I O N 36
Extended Project Qualification (EPQ)
20 Geography 21
Health and Social Care
22
History
23
Mathematics (Applied)
24
Modern Foreign Languages (French and Spanish)
25
Music Performance
26
Photography
27
Physics
28
Politics
29
Psychology
30 Sociology
2
31
Sport and Exercise Science
32
Textiles
33
Travel and Tourism
34
Business (Level 2)
35
Creative Media (Level 2)
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WELCOME
Message from the Headteacher The Sixth Form at Sackville is not only a stimulating and inspiring environment, but it is also a place where every student can develop both personally and academically. Sixth Form students are regarded as leaders within the school, with a heightened responsibility allowing for a development in independence, self-reliance and self-awareness – preparing our young adults for life beyond school. Sackville Sixth Form also offers opportunity. The opportunity to flourish academically; to develop leadership skills; to build up resilience and to take responsibility. The numerous opportunities and energising environment will enhance intellectual inquisitiveness and innovation. Our curriculum is traditional whilst being progressive, placing value on both academic and creative successes. The school encourages not only development but also an environment allowing the discovery of new talents and interests. Here, at Sackville, we encourage critical thinking – to question theories and to take risks within an empathetic environment.
“A Sackville Sixth Former will be empowered to be the best they can be.” The vast majority of our Year 13 students go on to university; some choose to study highly academic pathways, including Oxbridge and Russell Group institutions, some opt for more vocational courses and some wish to continue their studies via alternative routes. Our objective is to provide an environment where students are happy, self-motivated and mindful. A Sackville Sixth Former will be empowered to be the best they can be, prepared for an ever-changing future and confident to embrace the challenges that lie ahead.
Leoni Ellis HEADTEACHER
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WELCOME
Welcome to our Sixth Form At Sackville Sixth Form, we strive to open doors of opportunity for our whole student body. We provide outstanding academic paths with a broad choice of traditional A Levels and also offer a diverse range of BTEC qualifications for those looking for a more applied style of study. We are well-equipped to prepare students in a holistic way for further education, apprenticeships and for entering the workforce, offering exceptional enrichment opportunities, personalised mentoring and work experience opportunities.
98%
A Level pass rate (A*–E)
Small
class sizes and a personalised learning experience
UCAS
guidance, careers advice and university fairs
Our small class sizes and subject expertise mean that we can offer each student a personalised learning experience. We encourage our students to challenge, question and engage with their learning in an independent and mature way. We offer dedicated study areas for all Sixth Form students and our team of tutors help and guide students in organising and using their time effectively. Students are rewarded for their hard work and dedication to their studies with an extensive enrichment programme which includes access to the school fitness suite, driving lessons and exclusive Sixth Form trips abroad to destinations such as Split, Porto, Prague, Sicily and Iceland. At Sackville, we have a proven record of success, with an A Level pass rate (A*–E) of 98%. Our expert teaching staff are dedicated to helping every individual reach and surpass their potential. Students are guided through the UCAS application process and given appropriate and market-driven careers advice throughout their time with us. They are given plenty of opportunities to visit UK-wide university and apprenticeship fairs as well as national careers fairs. We are proud that many of our leavers’ destinations have included Russell Group universities and include a hugely diverse range of subjects and courses. We pride ourselves on helping our students become well-rounded, ambitious and driven young people who are well equipped to deal with the rigours of further education and the world of work.
Harriett Gibbs HEAD OF SIXTH FORM
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YOUR CHOICES
Options and Qualifications 27
3–4
subjects on offer
courses taken through to Year 13
4–5
4
hours of direct teaching per subject
students – average class size over the last 5 years
The curriculum for Sixth Form students at Sackville considers the broad range of skills and interests of our students. We offer 27 subjects in total, including traditional academic courses and creative disciplines. In recent years, we’ve added Level 3 BTEC courses to suit a mix of learning styles and in some cases provide a modular approach to exams. Students take 3 or 4 courses through to Year 13, but we aspire to provide flexibility in the first few months, to ensure they have selected the right courses. Each subject has four to five hours of direct teaching, with an expectation that students spend an equal amount of time on each subject outside the classroom. Classes tend to be small with an average class size of 4 students over the last 5 years.
Additional qualifications In addition to their courses, students are encouraged to expand their curriculum with additional qualifications. Taking an EPQ can provide an added interest and extra UCAS points, and is a valuable addition to writing UCAS personal statements.
PSHE and feedback Financial management
Leadership
Careers and CV writing
UCAS
Mental health
The school runs a weekly PSHE programme which covers topics such as financial management, leadership, careers and CV writing, UCAS and mental health. Parents can expect regular feedback throughout both years, both written and in person.
Gary Dewhirst DEPUTY HEADTEACHER
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YOUR FUTURE
Careers and Guidance Careers True to our ethos, Sackville students will receive a bespoke and tailored individual careers guidance programme over their Sixth Form career to ensure that they can realise their ambitions for the future. We are proud of our diverse leavers’ destinations and we work tirelessly with every individual to support and prepare them for the future. We provide students with a combination of expert one-to-one careers counselling, visits to national careers fairs and a variety of lectures and talks from external providers. Alongside careers advice, we run a structured work-experience programme at the end of Year 12 which gives students that vital real-world experience to help make informed choices and support their university or job applications. We make use of our Microsoft Teams platform to centralise all the information and guidance for students. As well as a wealth of resources on CV writing, psychometric testing, personal statement advice and exemplars, the careers Team is frequently updated with live work experience and apprenticeship opportunities open to our students. As a partner school with InvestIn Education, our students benefit from a wealth of online resources as well as discounted access to a broad range of work experience programmes and career taster workshops.
One-to-one careers counselling
Year 12 work-experience programme
Weekly one-to-one UCAS sessions in Year 13
National careers and university fairs
University and Apprenticeships At Sackville we pride ourselves on preparing students in a holistic way for life beyond school. Throughout their academic careers with us, students learn to study independently; learn to challenge and question; and are encouraged to pursue their own academic curiosity. We start to prepare students at the beginning of Year 12 for the UCAS application process. We encourage and support students to research all their options so that they can make the best decisions about their own futures. We make sure that students have access to all the latest opportunities at universities and industry-led apprenticeship schemes. Students are given the opportunity to attend several nationwide University and Apprenticeship fairs where they can interact with potential universities and companies and understand how to make the best application possible. In Year 13 every student receives weekly one-to-one sessions to support their UCAS applications and all tutor time in the lead-up to submission is dedicated to advising and improving their applications and honing their interview skills. We also use this dedicated time to encourage students to enhance their studies by participating in MOOCs, preparing for the EPQ and taking advantage of Oxbridge-run ‘bridging’ platforms such as Oxplore and HE+.
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BEYOND THE CLASSROOM
Enrichment Opportunities
School fitness suite
Driving lessons
Throughout the Sixth Form all students will have access to our on-site fitness suite. Students can make use of the gym during their weekly Games lessons and also during their study periods if they can balance this with their subject workload.
As part of our Sixth Form offer, we provide driving lessons with a local driving instructor. This entitles each of our students, once they turn 17, to up to eight lessons in preparation for their driving test. As with the fitness suite, these lessons can take place during specified school hours if appropriate and agreed with the Head of Sixth Form.
Senior student roles
School council
Our Sixth Form students are given the opportunity to apply to be Head Boy/Girl and prefects, giving them a lead role in the student body and the chance to organise student-led initiatives including planning of Sixth Form social events and the Leavers’ Ball.
Alongside our prefect roles we also offer the opportunity for our Sixth Form students to be involved in the running of the School Council. These representatives are encouraged to discuss school affairs – both positive and negative – with their peers throughout each year group. The ‘student voice’ then present their concerns to the Senior Leadership Team for initiatives to be implemented.
Games and PE
Sixth Form trips and activities
Sixth Form students are required to attend a weekly Games and PE session. Students can take advantage of the fitness suite or access the sports hall and school field for structured lessons. Students can also assist in the delivery of lunchtime clubs within the PE department, including basketball and football, where they are encouraged to serve as role models to younger pupils. The PE department also continues to run competitive fixtures for our senior teams throughout both Year 12 and 13.
Each year a Sixth Form residential trip is organised in the academic year to enable students to form lasting friendships throughout their time at Sackville. Previous destinations include Split, Porto, Prague, Sicily and Iceland. In addition, prefects are encouraged to organise Sixth Form social events throughout the year – previously these have included trips to Bewl Water Aqua Park and ten-pin bowling.
Additional opportunities First aid course
Personal finance course
Academic coaching of younger students
7
Young drivers’ course
Survival cooking
Sports coaching
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SEPT 2027
Subject Options We offer a varied and personal curriculum and allow students a free choice of subjects rather than placing subjects in option blocks. We currently offer a suite of 27 subjects to our Sixth Form students. Each subject has its own page in this booklet – the number shows where to find it.
Our subjects 9
Art, Craft and Design
10
Biology
11
Business
12
Chemistry
13
Computer Science
14
Criminology
15
Design & Technology
16
Drama and Theatre Studies
17
English Literature
18
Film Studies
19
Food Science and Nutrition
20
Geography
21
Health and Social Care
22
History
23
Mathematics (Applied)
24
Modern Foreign Languages (French and Spanish)
25
Music Performance
26
Photography
27
Physics
28
Politics
29
Psychology
30
Sociology
31
Sport and Exercise Science
32
Textiles
33
Travel and Tourism
34
Business (Level 2)
35
Creative Media (Level 2)
Additional qualification 36
8
Extended Project Qualification (EPQ)
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SUBJECT OPTIONS
Art, Craft and Design Exam board: AQA
Aims Students must be introduced to a variety of experiences that explore a range of two-dimensional and/or three-dimensional media, processes and techniques. They should be made aware of both traditional and new media. Students should explore relevant images, artefacts and resources relating to a range of art, craft and design, from the past and from recent times, including European and non-European examples. This should be integral to the investigating and making processes. Students’ responses to these examples must be shown through practical and critical activities that demonstrate their understanding of different styles, genres and traditions.
Entry requirements Ideally, students choosing to embark upon the A Level Art, Craft and Design course should have attained at least a grade 5 in GCSE Art and Design or show evidence of adequate skills, enthusiasm and understanding of Art, Craft and Design.
Course structure Component 1 – Personal investigation (60% of total marks) A practical investigation supported by written material. Component 2 – Externally set assignment (40% of total marks) Separate question papers will be provided for each title. Each question paper will consist of a choice of eight questions to be used as starting points. Students are required to select one. Students will be provided with exam papers on 1 February, or as soon as possible after that date.
Career opportunities Possible career paths include advertising, film editor, graphic designer, jobs in creative media, press photographer, stylist and media planning.
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SUBJECT OPTIONS
Biology Exam board: OCR
Aims Students who choose to study Biology at A Level are encouraged to develop their interest in and enthusiasm for the subject, appreciate how society makes decisions about scientific issues and develop practical skills. Students are expected to work independently outside of lesson time and do some background reading. Students will have the opportunity to carry out microscope work, biochemical experiments and physiological investigations. Some of the practical work will be assessed as part of the Practical Endorsement. Your progress will be assessed regularly by end of topic tests and practice exam questions for which you will be expected to revise thoroughly.
Entry requirements Ideally, students choosing to embark upon the A Level Biology course should have attained at least a grade 6 in GCSE Biology and/or appropriate Sciences. Students should have interest and enthusiasm for the subject.
Course structure Six modules are studied throughout the course, assessed through three exam papers in Year 13. The development of practical skills
Biodiversity, evolution and disease
Foundations in Biology
Communications, homeostasis and energy
Exchange and transport
Genetics, evolution and ecosystems
Career opportunities Biology is suitable preparation for Medical School, Physiotherapy, Occupational Therapy, Speech Therapy, Psychology, Nursing and Sports Science.
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SUBJECT OPTIONS
Business Exam board: Edexcel
Aims The aims and objectives of the Pearson Edexcel Level 3 Advanced GCE in Business are to enable students to: develop an enthusiasm for studying business gain a holistic understanding of business in a range of contexts develop a critical understanding of organisations and their ability to meet society’s needs and wants understand that business behaviour can be studied from a range of perspectives generate enterprising and creative approaches to business opportunities, problems and issues 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 critical analysis apply numerical skills in a range of business contexts.
Entry requirements Ideally, students choosing to embark upon the A Level Business course should have attained at least a grade 5 in GCSE Business, whilst having an interest and enthusiasm for the subject and the world of business.
Course structure Students will complete four themes throughout the course, being assessed through three exam papers in Year 13. Theme 1 — Marketing and People Theme 2 — Managing Business Activities Theme 3 — Business Decisions & Strategy Theme 4 — Global Business
Career opportunities Possible career choices with A Level Business include management, marketing, finance, accounting, banking, retailing, manufacturing and local government. Many universities will accept Business as an A Level when applying for courses such as economics, business studies and many other options.
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SUBJECT OPTIONS
Chemistry Exam board: OCR
Aims This course will give an exciting insight into the world of Chemistry in a range of different contexts and shows how it has an impact on industry and many aspects of everyday life. A lot of practical work is integrated into the course along with the opportunity to develop many transferable skills, including investigating, problem solving, research, decision making, mathematical skills and analytical skills.
Entry requirements Ideally, students choosing to embark upon the A Level Chemistry course should have attained at least a grade 6 in GCSE Chemistry, whilst having an interest and enthusiasm for the subject and the Sciences.
Course structure The course comprises six modules, assessed through three exam papers totalling 6 hours (2 × 2 hours 15 minutes and 1 × 1 hour 30 minutes) at the end of Year 13. Development of practical skills in Chemistry
Core organic chemistry
Foundations in Chemistry
Organic chemistry and analysis
Physical chemistry and transition elements
Periodic table and energy The A Level assessment also includes a Practical Endorsement which is assessed internally.
Career opportunities A Level Chemistry is an excellent base for a university degree in medicine, pharmacy, dentistry, biological sciences, pharmacology, natural sciences, veterinary science, biochemistry, biomedical engineering, environmental science, materials science, chemical engineering and many others. Career opportunities include chemical manufacturing, pharmaceuticals, forensics, environmental protection and healthcare. The problem-solving skills are also useful in many other areas including law and finance.
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SUBJECT OPTIONS
Computer Science Exam board: OCR
Aims The OCR A Level in Computer Science provides progression for students that have successfully completed a GCSE Computer Science course, but may also be considered by students who have a strong mathematical and programming background and feel the qualification will be an appropriate addition to their other Sixth Form courses. The aims of this qualification are to enable learners to develop: an understanding and ability to apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms and data representation the ability to analyse problems in computational terms through practical experience of solving such problems, including writing programs to do so the capacity to think creatively, innovatively, analytically, logically and critically the capacity to see relationships between different aspects of computer science mathematical skills.
Entry requirements Ideally, students choosing to study A Level Computer Science will have studied the subject at GCSE and achieved a grade 6 or above, or have achieved a grade 6 or above in Maths and have text-based programming experience, preferably in Python.
Course structure Component 1 – Computer Systems (40%) — 2 hours 30 minutes written exam Component 2 – Algorithms and Programming (40%) — 2 hours 30 minutes written exam Component 3 – Programming Project (20%) — Non-exam assessment (NEA)
Career opportunities The course is suitable for students who are considering a specialist career in Computing or IT, as well as students with other career ambitions who are looking to extend their knowledge and understanding of Computing.
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SUBJECT OPTIONS
Criminology Exam board: WJEC
Level 3 Applied Certificate / Diploma
Aims The two-year WJEC Level 3 Applied Diploma in Criminology is a qualification with elements of psychology, law and sociology that is designed primarily to support learners progressing to university, and complements studies in humanities. This course offers an exciting and interesting base, from which students will gain the required knowledge and understanding of areas linked to the Criminal Justice System in England and Wales. If you are interested in why people commit crimes, the criminal justice system and criminal cases in the media, then this modern course offers an interesting mixture of topics.
Entry requirements Ideally, students choosing to embark upon the Level 3 Criminology course should have attained at least a grade 5 in relevant subjects, e.g. Psychology or Sociology, whilst having an interest and enthusiasm for these particular subject areas.
Course structure The two-year course covers the following units: Unit 1 – Changing awareness of crime — Internal controlled assessment Unit 2 – Criminological theories — Assessed through a 90-minute exam Unit 3 – Crime scene to courtroom — Internal controlled assessment Unit 4 – Crime and punishment — Assessed through a 90-minute exam
Career opportunities The qualification will allow students to consider employment within some aspects of the criminal justice system, e.g. the Probation Service, HM Courts and Tribunals Service, HM Prison and Probation Service or the police service. It can also be used to access higher education degree courses, particularly if you are interested in studying Criminology at university.
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SUBJECT OPTIONS
Design & Technology Product Design Exam board: AQA
Aims This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers, especially those in the creative industries. They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning into practice by producing prototypes of their choice. Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers.
Entry requirements Ideally, students choosing to embark upon the A Level Product Design course should have attained at least a grade 5 in GCSE DT or show evidence of adequate skills, enthusiasm and understanding of DT.
Course structure Unit 1 – Written examinations Paper 1: Technical Principles – 2½ hours, 120 marks, 30% of A Level. Paper 2: Designing and Making Principles – 1½ hours, 80 marks, 20% of A Level. Papers are based on a variety of topics covered over the two-year course, such as materials, processes and techniques, digital technologies, factors influencing the development of products, potential hazards and risk assessments, inclusivity of design and sustainability. Unit 2 – ‘Design and Make’ NEA (50% of A Level) A substantial design and make project completed during lesson time, worth 200 marks. The task results in the development of an appropriate product supported by a design folder. The folder, which should include ICT-generated images where appropriate, must be submitted on A3 paper only and is likely to be between 30 and 40 pages long.
Career opportunities Design and Technology is broadly recognised as a useful course for many university degrees and careers such as Engineering, Architecture and all design-based industries.
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SUBJECT OPTIONS
Drama and Theatre Studies Exam board: AQA
Aims You will learn about the history and the terminology of theatre and study some of the world’s greatest literature. The course ranges from texts written hundreds of years before the birth of Christ to plays written by playwrights living in the 21st century. You will develop your creativity, your communication skills and your powers of analysis. The course is very practical and you need to be willing to participate in drama either in a performing or a production role. You may spend an afternoon rehearsing a play and then have to go out to the theatre for homework.
Entry requirements Ideally, students choosing Drama should have a strong interest in theatre and a good background in subjects such as Drama and English Literature. Having studied Drama at GCSE is advantageous, yet not essential.
Course structure The subject content for A Level Drama and Theatre is divided into three components: Component 1: Drama and Theatre Knowledge and understanding of drama and theatre Study of two set plays Component 2: Creating Original Drama (practical) Process of creating devised drama Performance of devised drama (students may contribute as performer, designer or director) Component 3: Making Theatre (practical) Practical exploration and interpretation of three extracts, each taken from a different play
Career opportunities There are all kinds of careers in drama and theatre. If you are interested in performing, be it on stage, television or any other performance-based medium, there are many ways to do that. There are also lots of jobs for people who don’t necessarily want to perform but still want something related to the arts. Actor
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Casting Director
Playwright
Screenwriter
Set Designer
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Theatre Director
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SUBJECT OPTIONS
English Literature Exam board: Edexcel
Aims The Pearson Edexcel Level 3 Advanced GCE in English Literature consists of three externally examined papers and one non-examination assessment component (coursework). The qualification requires the study of eight literary texts plus unseen poetry. Students must complete all assessment in May/June in any single year.
Entry requirements Ideally, students choosing to study English Literature at A Level should have achieved a grade 6 or above at GCSE. Students should enjoy reading and be prepared to read widely and independently.
Course structure Component 1: Drama (30%) Students will study two plays: Shakespeare’s Othello and Tennessee Williams’ A Streetcar Named Desire. We will explore the use of literary and dramatic devices, themes, ideas and contexts and different critical approaches to understanding the plays. Students will write an exam essay on each play. Component 2: Prose (20%) Students will study two prose texts linked by the theme of Science and Society: Mary Shelley’s Frankenstein and Kazuo Ishiguro’s Never Let Me Go. We will explore links and connections between the texts and the contexts in which they were written and received. Students will write one comparative exam essay on both texts. Component 3: Poetry (30%) Students will study a selection of poems from two published poetry texts. Students will apply their knowledge of poetic form, content and meaning, and develop their skills in comparing an unseen poem with an example of studied poetry. Component 4: Non-Examination Assessment (20%) Coursework study of two texts linked on the theme of dystopia: George Orwell’s 1984 and Margaret Atwood’s The Handmaid’s Tale. Students will write one comparative coursework essay on the two texts, including exploration of themes, language, context and critical approaches.
Career opportunities The study of Literature fits well into careers in Communications, Media, Journalism, Editorial, Publishing, Law and Advertising. English Literature is a broad-reaching subject which encourages students to think critically and imaginatively and communicate eloquently and thoughtfully. It is a highly regarded A Level by universities and industry alike.
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SUBJECT OPTIONS
Film Studies Exam board: WJEC Eduqas
Aims Film Studies makes an important contribution to the curriculum, offering the opportunity to investigate how film works both as a powerful medium of representation and as an aesthetic medium. This is done through a diverse range of film, including documentary, film from the silent era, experimental film and short film.
Entry requirements Ideally, students choosing Film Studies should have a strong interest in film and a good background in subjects such as Drama and English Literature.
Course structure Component 1: Varieties of film and filmmaking (35%) — Written examination: 2½ hours Component 2: Global filmmaking perspectives (35%) — Written examination: 2½ hours Component 3: Production (30%) — Non-exam assessment
Career opportunities The most common sectors you may find work in are the media, creative, cultural and heritage industries. As well as traditional destinations in the film and broadcasting industries, you may also be interested in other media sectors such as publishing, journalism and research.
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SUBJECT OPTIONS
Food Science and Nutrition Exam board: WJEC
Level 3 Diploma
Aims The WJEC Level 3 Diploma in Food Science and Nutrition offers exciting and interesting experiences that focus learning for 16–19 year-old learners through applied learning, i.e. through the acquisition of knowledge and understanding in purposeful contexts linked to the food production industry.
Entry requirements Ideally, students choosing Food Science and Nutrition should have a strong interest in food and nutrition. A developed understanding from GCSE Food Preparation and Nutrition would be desirable, yet not essential.
Course structure All learners must take Units 1 and 2, and then either Unit 3 or Unit 4. Unit 1 – Meeting the Nutritional Needs of Specific Groups — Assessed internally and externally Unit 2 – Ensuring Food is Safe to Eat — External assessment Unit 3 – Experimenting to Solve Food Production Problems — Internal assessment Unit 4 – Current Issues in Food Science and Nutrition — Internal assessment
Career opportunities An understanding of food science and nutrition is relevant to many industries and job roles. Care providers and nutritionists in hospitals use this knowledge, as do sports coaches and fitness instructors. Hotels and restaurants, food manufacturers and government agencies also use this understanding to develop menus, food products and policies that support healthy eating initiatives. Many employment opportunities within the field of food science and nutrition are available to graduates.
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SUBJECT OPTIONS
Geography Exam board: AQA
Aims AQA Geography looks at issues and concepts of the modern-day world. It looks at both Physical and Human Geography, how these affect our lived experiences and how they are being managed.
Entry requirements In many cases, students choosing A Level Geography will have studied the subject at GCSE and achieved grade 5 or above. However, it can equally be studied by those who have not taken GCSE Geography – an enthusiasm for Geography and a desire to learn are equally important.
Course structure Two examined papers and one coursework component. Paper 1 – Physical Geography (40%) You will study how the Water and Carbon Cycles affect our Earth, along with two optional topics such as Coastal Areas and Hazards affecting our planet. Paper 2 – Human Geography (40%) You will study World Globalisation, Changing Places and one optional module (such as Modern-Day Cities). Non-Exam Assessment (20%) This coursework is an investigation into a topic of your choice and is closely linked to your own chosen fieldwork and research.
Career opportunities Geography is recognised as one of the broadest of subjects, linking both the Arts and the Sciences. It is extremely popular for further study such as at university and offers a stepping stone to many possible careers, such as those environmentally based, Planning, Management of Urban and Rural Areas, Conservation, Land Science, Teaching, various service industries and many more.
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SUBJECT OPTIONS
Health and Social Care Exam board: Pearson
Level 3 BTEC National Extended Certificate
Aims This qualification is designed to support progression to higher education when taken as part of a programme of study, for learners who wish to pursue a career in health and social care – either via higher education to access graduate-entry employment in health and social care, or through junior health and social care-based employment.
Entry requirements To study Health and Social Care, students must have an interest in the sector and be willing to develop their ability to work independently through assignment-based research.
Course structure The course is equivalent to one A Level. Students study four units – three mandatory units and one optional unit – each worth 25% of the final grade, giving an equal split between exams and coursework. Unit 1 – Human Lifespan and Development — External assessment (90-minute exam) Unit 2 – Human Health and Biology — External assessment (90-minute exam) Unit 3 – Principles of Health and Social Care Practice — Internal assessment (coursework) Optional unit (one from) Health, Policy and Wellbeing; Promoting Health Education; Safe Environments in Health and Social Care; Health Science – all internally assessed through coursework.
Career opportunities In addition to leading on to higher education, possible career routes include progression to job opportunities in health and social care at a variety of levels. Jobs available in these areas include nursing, social care, physiotherapy, occupational therapy, speech and language therapy and counselling.
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SUBJECT OPTIONS
History Exam board: AQA
Aims AQA History qualifications have been designed to help students understand the significance of historical events, the role of individuals in history and the nature of change over time. This qualification will help them to gain a deeper understanding of the past through political, social, economic and cultural perspectives.
Entry requirements Ideally, students choosing History at A Level will have studied the subject at GCSE and achieved a grade 5 or above. However, an enthusiasm for the subject and a desire to learn are equally important.
Course structure Unit 1 – Breadth study: The Tudors, 1485–1603 (40%) The study of significant historical developments over a period of around 100 years and associated interpretations. Unit 2 – Depth study: America: A Nation Divided, c1845–1877 (40%) The study in depth of a period of major historical change or development and associated primary evidence. Unit 3 – Historical Investigation (20%) A personal study based on a topic of the student’s choice. This should take the form of a question in the context of approximately 100 years.
Career opportunities History is a highly regarded A Level which can lead to a great number of excellent careers as diverse as the media, government, armed forces, heritage organisations, conservation, teaching, archives, museums and galleries, the police and law.
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SUBJECT OPTIONS
Mathematics (Applied) Exam board: Edexcel
Aims The course provides opportunities for students to understand how mathematical ideas are interconnected and how to use their mathematical skills to make logical and reasoned decisions in solving problems. It also prepares students for further study and employment in a wide range of disciplines involving the use of Mathematics. The course is intended to build on the knowledge, understanding and skills established at GCSE (9–1).
Entry requirements Students embarking on the A Level course are expected to have achieved at least a grade 7 in GCSE (9–1) Mathematics and preferably to have successfully studied GCSE Statistics. An enthusiasm for the subject, a strong work ethic, and an ability to think logically and to comprehend abstract concepts are required. There should also be a willingness to work independently while seeking guidance where necessary.
Course structure Assessment is by means of three 2-hour exam papers. Paper 1 — Pure Mathematics 1 Paper 2 — Pure Mathematics 2 Paper 3 Statistics and Mechanics (a single large data set is used)
Career opportunities Future career opportunities include: Computing
Engineering
Insurance Underwriter
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Data Analyst
Statistician
Accountant
Quantity Surveyor
S I X T H F O R M C U R R I C U LU M B O O K L E T 2 0 2 7
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SUBJECT OPTIONS
Modern Foreign Languages French and Spanish Exam board: AQA
Aims The aim of the course is to enhance students’ skills in Speaking, Listening, Reading and Writing over the two years through the study of a broad range of cultural, social and political issues. Themes include aspects of French-speaking or Hispanic society such as family life, technology and multiculturalism; cultural heritage and popular culture; and aspects of the political landscape such as the right to vote, political protest and immigration in the countries in which the target language is spoken. Film and literature are also studied, in addition to translation skills.
Entry requirements A strong interest in either French or Spanish is essential to study the course at A Level, and a GCSE in the respective language at grade 6 or above would be desirable.
Course structure The French and Spanish A Level qualification consists of three papers. Paper 1 (50%) — Listening, reading and writing Paper 2 (20%) — Writing (French/Spanish) Paper 3 (30%) — Speaking
Career opportunities Career opportunities include: Teaching
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Political Risk Analyst
Interpreter
Diplomatic Service
S I X T H F O R M C U R R I C U LU M B O O K L E T 2 0 2 7
Tour Manager
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SUBJECT OPTIONS
Music Performance Exam board: Pearson
Level 3 BTEC Extended Certificate
Aims The BTEC Level 3 National Extended Certificate in Music Performance is designed for students who play an instrument or sing. It is ideal for instrumentalists, guitarists, drummers, bassists, keyboard players and pop, rock or musical theatre vocalists. It offers a specialist qualification that covers the key knowledge and practical skills required for a career as a professional musician. This course is equivalent to one A Level and will be studied over two years. Students who do not complete the full two years may achieve a BTEC Level 3 National Certificate in Music Performance.
Entry requirements Students with a GCSE in Music, or students who play an instrument or sing to grade 4 standard or above, would be well suited to this course. For the latter, a short audition or demonstration on your instrument or voice will be required.
Course structure The Music Performance course consists of four units: three mandatory and one optional. Mandatory units Ensemble Music Performance Professional Practice in the Music Industry Practical Music Theory & Harmony Optional units (choose one) Composing Music Performance Session Styles Solo Performance Improvising Music
Career opportunities Studying music at this level opens doors to higher education opportunities, both in music and related disciplines, and is highly regarded for other courses and career paths. It is recognised as a qualification that demonstrates dedication, commitment and perseverance, while also fostering essential personal, social, communication and work-related skills.
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SUBJECT OPTIONS
Photography Exam board: AQA
Aims AQA’s A Level Art and Design (Photography) specification has been designed to: enable candidates to develop personal responses to ideas, observations, experiences, environments and cultures extend the existing flexibility to allow students to work from their strengths provide an appropriate foundation for further study of Photography or related subjects in higher education. Students’ work should include practical and critical/contextual work in one or more areas of Photography, such as portraiture, documentary, photojournalism, environmental photography, still life or experimental imagery.
Entry requirements Ideally, students choosing to embark upon the A Level Photography course should have attained at least a grade 5 in GCSE Photography or show evidence of adequate skills, enthusiasm and understanding of photography.
Course structure Component 1 – Personal investigation (60% of total marks) Students complete a personal investigation based on an idea, issue, concept or theme of their choice, supported by a 1,000–3,000-word written assignment. Component 2 – Externally set assignment (40% of total marks) Students create a body of visual and written work in response to a theme given by AQA. This has a supervised time of fifteen hours and is internally marked and moderated by AQA through a visit to the centre.
Career opportunities Possible career paths include advertising, film editor, graphic designer, jobs in creative media, press photographer, stylist and media planning.
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SUBJECT OPTIONS
Physics Exam board: OCR A
Aims Physics A Level builds on the topics studied at GCSE and looks at some of the big questions like “How did the universe begin?”, “What are the basic building blocks of matter?” and “How does the Sun keep on shining?” Physics also enables students to express their mathematical understanding of concepts such as forces, cosmology and quantum theory.
Entry requirements Students who wish to study Physics at A Level should have at least a grade 6 in GCSE Physics and a strong background in the Science subjects.
Course structure Year 1 Essential ideas such as the motion of objects using Newton’s Laws; how forces act; current, voltage and resistance in electrical circuits; and how materials respond to forces. The final topic starts to consider how physical models – in this case, for the nature of light – have developed due to new evidence. Year 2 Students will extend their understanding of the motion of objects by learning about motion in a circle and periodic motions, such as those of springs or pendulums. Ideas about electric circuits are extended to include capacitors and induction of an e.m.f. The structure of the atom – especially the nucleus – is studied, with reference to fundamental particles and to the energy available from nuclear reactions. Physics is examined at A Level by three written exam papers.
Career opportunities Physics leads to a wide range of courses and careers including: Medicine
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Engineering
Radiography
Biotechnology
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Computing and IT
Architecture
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SUBJECT OPTIONS
Politics Exam board: Edexcel
Aims The Politics course covers the UK’s system of representative democracy and government as well as that of the USA. It also covers the major political ideologies and philosophies of conservatism, liberalism and socialism, as well as other concepts such as nationalism and feminism.
Entry requirements Students who wish to study A Level Politics would benefit from a strong background in English Language and Mathematics at GCSE. An interest in society and political philosophies is essential.
Course structure Paper 1 – UK Politics and core political philosophies This unit covers the workings of the UK’s parliamentary democracy and the nature of political parties, and evaluates the success of constitutional reforms. Students will also study in some depth the core political philosophies of conservatism, liberalism and socialism. Paper 2 – UK Government and other political philosophies This unit covers the workings of the UK government, questions of parliamentary sovereignty and evaluation of the separation of powers in the UK. Paper 3 – The USA This unit covers the US federal constitution, voting systems and the workings of its presidential and congressional systems, and compares it to the UK.
Career opportunities Politics is a highly respected A Level with obvious applications to research, journalism and broadcasting, the civil service, the law, international affairs and diplomacy.
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SUBJECT OPTIONS
Psychology Exam board: Pearson
Level 3 Extended Certificate in Applied Psychology
Aims Psychology is a diverse investigation of how the human mind functions and the behaviour we produce. It is underpinned by scientific processes and is an ever-developing discipline. Students will learn to describe and evaluate the numerous topics and research looked at over the two-year course.
Entry requirements Students who wish to study Applied Psychology may benefit from having studied Psychology at GCSE; however, this is not essential. A strong interest in the subject area and a willingness to learn are essential.
Course structure The Applied Psychology course is modular, consisting of two 90-minute exams and two extended coursework assignments over two years. Year 12 topics Psychological approaches, Aggression, Consumer behaviour, Gender, Research methods Year 13 topics Health Psychology, Addiction, Therapies, Stress, Criminal and Forensic Psychology
Career opportunities Psychology at Sackville will open minds, stimulate discussion and is an excellent stepping stone to either university or the workplace. Careers include:
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Clinical Psychology
Educational Psychology
Forensic Psychology
Sport Psychology
Mental Health Counsellor
S I X T H F O R M C U R R I C U LU M B O O K L E T 2 0 2 7
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SUBJECT OPTIONS
Sociology Exam board: AQA
Aims Sociologists study how the changing society we live in shapes our lives. We all know something about this already through our experience of family life, education, the mass media, crime and so on. This means students can bring their own opinions to discussion in class. However, it’s far from just a matter of opinion – sociology involves digging beneath the surface of things, collecting data scientifically and weighing up competing arguments and evidence – key life skills. You will end up with a deeper understanding of the people around you.
Entry requirements To study A Level Sociology, students should possess a strong interest in society and how it works. A strong GCSE in English Language would be of benefit to anyone who chooses to study Sociology.
Course structure This is a two-year course with three units: Families and Households Looks at changes in the family over the past 100 years or so. Education and Research Methods As with many topics in sociology, the key question in the sociology of education is about winners and losers. Why do some succeed while others fail? Crime and Deviance, Theory and Methods What causes crime? Who makes the rules? Why break the rules? Who are the victims of crime?
Career opportunities Sociology is an important part of the training of, amongst others: Doctors
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Police
Teachers
Business Managers
S I X T H F O R M C U R R I C U LU M B O O K L E T 2 0 2 7
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SUBJECT OPTIONS
Sport and Exercise Science Exam board: Pearson
Level 3 National Diploma / Extended Certificate
Aims The Level 3 Sport and Exercise Science course aims to give students the opportunity to improve independent learning through both assignment-based and examination-based assessments covering a breadth of Sport and Exercise topics.
Entry requirements Students who have studied PE at GCSE will be well suited to this course; however, this is not essential. You will have a strong interest in sport, fitness and exercise and be able to work independently to meet assignment deadlines.
Course structure We follow the Pearson (Edexcel) Level 3 Sport and Exercise Science National Diploma (equivalent to 2 A Levels) or the Extended Certificate (equivalent to 1 A Level). National Diploma 8 units of study – 3 externally assessed and 5 assignment-based Extended Certificate 4 units of study – 2 externally assessed and 2 assignment-based Mandatory units Sport and Exercise Physiology; Functional Anatomy; Applied Sport and Exercise Psychology; Field and Laboratory-based Fitness Testing; Applied Research Methods in Sport and Exercise Science; Coaching for Performance and Fitness. Optional units Specialised Fitness Training; Research Project in Sport and Exercise Science; Physical Activity for Individual and Group-based Exercise; Sports Massage.
Career opportunities Further study at university, including Sport and Exercise Science, Sport Psychology and Exercise Physiology, to name a few. Jobs in the sport and fitness industry include: Personal Trainer
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Sports Coach
Fitness Instructor
Sports Psychologist
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Exercise Physiologist
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SUBJECT OPTIONS
Textiles Art and Design Exam board: OCR
Aims The A Level Art and Design Textiles specification has been designed to: enable candidates to develop personal responses to ideas, observations, experiences and cultures support progression to further and higher education in Textiles and related Art and Design subjects inspire a lifelong interest in and enjoyment of Textiles and Art and Design.
Entry requirements Ideally, students choosing to embark upon the A Level Textiles course should have attained at least a grade 5 in GCSE Art or Design Technology.
Course structure Component 1 – Personal investigation (60% of total marks) Students complete a personal investigation based on an idea, issue, concept or theme of their choice, supported by a 1,000–3,000-word written assignment. Component 2 – Externally set assignment (40% of total marks) Students create a body of visual and written work in response to a theme set by the exam board. This has a supervised time of fifteen hours and is internally marked and externally moderated.
Career opportunities Numerous career paths can be followed, including: Clothing Technologist
Fashion Designer
Print Maker
Retail Buyer
Stylist
Film Making
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SUBJECT OPTIONS
Travel and Tourism Exam board: Pearson
Level 3 BTEC National Diploma / Extended Certificate
Aims The travel and tourism sector continues to grow at a rapid pace, with the amount of travel undertaken by individuals for both leisure and business purposes continuing to increase. This Level 3 course has been developed with the travel and tourism sector to provide education and training for possible entry into the industry, and has been designed to provide an all-round introduction to the sector.
Entry requirements To study Travel and Tourism, students must have an interest in the sector and be willing to develop their ability to work independently through assignment-based research.
Course structure We follow the Pearson (Edexcel) Level 3 BTEC Travel and Tourism National Diploma (equivalent to 2 A Levels) or National Extended Certificate (equivalent to 1 A Level). National Diploma 8 units of study – 2 externally assessed and 6 assignment-based National Extended Certificate 4 units of study – 2 externally assessed and 2 assignment-based Units of study The World of Travel and Tourism; Global Destinations; Principles of Marketing in Travel and Tourism; Travel and Tourism Enterprises; Researching Current Trends and Key Issues in Travel and Tourism; and additional optional units.
Career opportunities In addition to leading on to higher education, possible career routes in one of its many connected industries include: Retail Travel
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Visitor Attractions
Accommodation
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Transport
Tour Operations
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SUBJECT OPTIONS
Business (Level 2) Cambridge National – Enterprise and Marketing
Aims The key aims of the Cambridge National in Enterprise and Marketing are to encourage students to: understand and apply the fundamental principles and concepts of Enterprise and Marketing, including characteristics of successful entrepreneurs, market research, financial viability, the marketing mix and factors to consider when starting up and running an enterprise develop learning and practical skills that can be applied to real-life contexts and work situations think creatively, innovatively, analytically, logically and critically develop independence and confidence in using skills that would be relevant to the business and enterprise sector. Please note: this is a Level 2 course and does not accrue any UCAS points.
Entry requirements Ideally, students would have achieved a grade 4 in both Maths and English Language. However, an interest in the world of business and an enthusiasm for learning are key.
Course structure The course consists of three units: R067 Enterprise and marketing concepts — External assessment (75 minutes) R068 Design a business proposal — Non-exam assessment (NEA) R069 Market and pitch a business proposal — Non-exam assessment (NEA)
Career opportunities The specification has been designed to progress onto Business at AS and/or A Level, a T Level in Digital Business Services, or an Apprenticeship Standard such as Business Administration. The course is also rich in the development of transferable soft skills such as public speaking, teamwork, time management and personal finance skills.
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SUBJECT OPTIONS
Creative Media (Level 2) Exam board: Pearson
BTEC Level 2
Aims The aim of this BTEC Level 2 course is to gain an insight into the differing mediums of the world of media, from advertising, graphics and photography to moving image and publishing. This vocational course will develop a variety of principal skills in research, technical exploration, social media, independent study and practical development. As the course is cross-curricular, a wide range of skills can be achieved, from the development of business enterprise to an insight into art and design, enabling students to gain a variety of skills across a wide range of subjects. Please note: this is a Level 2 course and does not accrue any UCAS points.
Entry requirements Ideally, students would have achieved a grade 4 in both Maths and English Language. However, an interest in the world of media and a practical approach to study are key.
Course structure The coursework is internally assessed through four key areas: A1 — Skills Development A2 — Creative Media Project B1 — Personal Development C1 — Responding to a Creative Brief
Career opportunities Creative media can lead to film, television, radio, social media and game design. Other areas include technology and software, art and design, graphic design or photography. This can also lead to BTEC Level 3, and the skills are transferable to engineering, business or marketing.
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A D D I T I O N A L Q U A L I F I C AT I O N
Extended Project (EPQ) Extended Project Qualification Exam board: AQA
The EPQ is an A Level-standard standalone qualification designed to extend and develop students’ abilities beyond the A Level syllabus and prepare them for university or their future career.
½
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worth half an A Level
UCAS points for an A* (A = 24)
Lower
A Level offers from many universities
Why take an EPQ? It can be taken as an extension of other Level 3 or vocational qualifications It is recognised by universities and employers Many universities make lower A Level offers to students undertaking an EPQ
How it works The EPQ allows students to lead their own projects. Students plan and carry out research on a topic that they have chosen and that isn’t covered by their other qualifications. They can take inspiration from something touched on in class or something personal and unrelated to their studies. They then use this research to produce a written report and, in the case of practical projects, an artefact or a production.
Skills students develop By taking responsibility for the choice, design and decision making of an individual project (or an individual role in a group project), students: become more critical, reflective and independent learners develop and apply decision-making and problem-solving skills increase their planning, research, analysis, synthesis, evaluation and presentation skills learn to apply technologies confidently demonstrate creativity, initiative and enterprise
Further benefits Undertaking an EPQ can also deliver other benefits for students, such as: improved A Level performance
increased motivation by studying topics of personal interest
the chance to apply new skills to other areas of study
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SACKVILLE SCHOOL Per Ardua Ad Palmas
SIXTH FORM CURRICULUM BOOKLET 2027
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