Sixth Form Curriculum Booklet

St Mark’s Catholic School

Sixth FormCurriculum Booklet

Welcome to St. Mark’s Catholic School Sixth Form

“Pupils make excellent progress in the Sixth Form and attain high

standards that enable them to pursue ambitious career paths.” (Ofsted)

We are delighted to provide you in this prospectus with a flavour of what

makes St. Mark’s Sixth Form such a special place. The Sixth Form is an

integral part of the whole school community. We are bound together by

the values expressed in the gospels; peace, truth, justice, reconciliation

and, above all, love. We aim to ensure that all students fulfil their God

given potential in our Sixth Form.

It is enriching for the School that external students from a variety of

different faith backgrounds join our former Year 11 students in our Sixth

Form. We deeply respect those differing faith commitments and the

shared values that they bring.

Every student in our Sixth Form is valued as being special and unique

with different talents, and abilities. We encourage all students to take

responsibility for their learning, to participate actively in lessons and to ask

for help when needed. Ofsted described the teaching in St. Mark’s Sixth

Form as outstanding.

We also expect our Sixth Formers to put something back in to the School

and local community, to act as witnesses to their faith. Our Sixth Formers

are role models within the School and ambassadors outside the School.

We have high expectations of them.

St. Mark’s Sixth Form offers the opportunity for enrichment through a

range of spiritual, social, cultural and sporting activities. Pastoral care

is very strong with effective monitoring and support structures. Ofsted

commented that “teachers go out of their way to give individually tailored

advice and help them achieve their goals.”

I hope you find the following pages helpful in making the right choice

about your post 16 education.

Paul Enright

Headteacher

Welcome 1

Student Voice 3

Achievement 5

Community 6

Witness 7

Enrichment 9

RE (Philosophy & Ethics) 12

Biology 13

BTEC National Diploma in

Sport and Exercise Science 14

Business Studies 15

Chemistry 16

Classical Civilisations 17

Drama 18

Economics 19

English Literature 20

Film Studies 21

Fine Art 22

Geography 23

Government & Politics 24

History 25

ICT 26

Mathematics 27

Media Studies 28

Modern Languages 29

Physics 30

Product Design 31

Psychology 32

Sociology 33

Extended Project Qualification 34

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Dear Year 11 student and parents

The transition from Year 11 to Year 12 and studying at Advanced level can

be challenging for a large number of students. We provide clear structures

and support which allows students to bridge the gap.

Each student is a member of a Tutor Group and has a dedicated and

experienced Pupil Progress Leader to monitor their progress throughout

their time in the Sixth Form. Activities to enhance their time in the Sixth

Form are targeted at individual students in light of their subject choices or

their career path.

Students’ progress is tracked through the IPM system, Mock exams,

annual reports and Parent Teacher Evening. Planned intervention is put

in place for students who are identified as not achieving in line with their

potential. This includes mentoring, monitoring cards, attendance at Prep

three nights after school or subject specific support.

Throughout Year 12 and 13 all students take part in a comprehensive

PSHCE programme with topics ranging from study skills, writing an effec-

tive personal statement, preparation for leaving home, budgeting on a stu-

dent loan, healthy eating on a budget and preparing a healthy breakfast.

Every student is supported in taking the next steps in their education or

career path. All students are assigned a personal referee to discuss their

options and choices; they also receive support from their Form tutor, Pupil

Progress Leader and Head of Sixth Form.

The students at St. Mark’s experience excellent pastoral support. We are

immensely proud of our Sixth Form and value the contribution that each

individual makes to the school community.

Catherine Crouch

Head of Sixth Form

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Student Voice

After one of my most important years as a student, I certainly appreciate

the support I have received from St Mark’s. The Sixth Form provides

exceptional guidance towards university applications as well as unique

opportunities to help you stand out among the millions of students

nationwide. With approachable teachers that go the extra mile to help

you out, the sixth form is both a friendly and stimulating environment that

encourages personal growth on an intellectual, social and spiritual level.

St Mark’s is a close, diverse community with a shared drive to achieve.

Alongside like-minded students, I have acquired a strong motivation

towards my studies that I will be able to carry forward into later life.

The Sixth Form has high expectations but provides the constructive

advice and strategies needed in order to achieve or exceed targets. At

St Mark’s students are in the perfect environment to fulfil their potential

and to develop as people.

Luke Maxfield

St. Mark’s sixth form is dedicated to the education and development of

each individual student, through its focus on nurturing our intellectual

skills, whilst at the same time encouraging us to grow both spiritually

and socially. In such an inclusive and ambitious community, St. Mark’s

sixth form provides each pupil with the opportunity to flourish and

achieve academic excellence. Through the teacher’s guidance and

attention, the perfect environment has been created that enables each

individual to become a dignified young adult and have helped us to

find a balance between our academic work and social interests.

The number of opportunities available here are unlimited and far

reaching; they have helped me to become a well rounded, intellectual

pupil with the determination to succeed. Due to the mature work

ethic that every student adopts, St. Mark’s sixth form successfully

aids each pupil in becoming an independent learner and person. My

time throughout St. Mark’s Sixth Form has been both memorable and

rewarding.

Hannah Campbell

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St Mark’s Sixth Form has played a significant part in me developing

into an independent and confident person, inspiring me to further my

intellectual, social and cultural prowess. The Sixth Form combines

excellent teaching, a strong work ethic and a tightly bound community

into a cornucopia of fine young adults, ready to face to challenges

that the future holds. The Sixth Form teachers are excellent; always

encouraging students to try their hand at a variety of extra-curricular

activities and constantly giving aid to those students who ask for it.

The community at the Sixth Form promotes the role Sixth Formers play

in encouraging and helping each other. My time in the St Mark’s Sixth

Form has taught me the value of hard work and determination in the

process of getting the grades I desire and tasting the sweet nectar of

success.

Joe Di Matteo

Despite being new to St Mark’s Sixth Form, I immediately felt part of a

united community filled with opportunities. On the first day I found that

my fears of not fitting in were unfounded, as I quickly made firm new

friendships and established myself. St Mark’s has enabled me to fulfil

my academic potential to the fullest.

Through immersion in a buzzing environment that thrives on

knowledge and creativity, St Mark’s is the nurturing home for success.

Aside from St Mark’s academic successes, there are a number of

extra-curricular activities available through sports and performing arts.

St Mark’s equips every student with the ability to excel academically,

spiritually and socially. I have thoroughly enjoyed my years at St Mark’s

and I believe that it has enabled me to flourish as an individual.

Sophie-Golda Reginald

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Examination results in St. Mark’s Sixth Form are outstanding. In Summer

2012 86% of ‘A’ Level grades were A*-C and 29% of grades were

A*/A. 16 students achieved 3 or more A*/A grades with one student

gaining all A* grades. The Value Added score provided by ALPS was

0.97 “Excellent”. Over 100 students gained places in Higher Education

including Cambridge, Imperial and a range of Russell Group Universities.

These results were achieved with a large, inclusive cohort of 121 students.

The School achieved its best ever ‘AS’ Level results in Summer 2012,

once again with a large cohort of 138 students. 79% of grades were

A*/C and the pass rate was 98%. 55.4% of grades were A*/B. 11

students gained all A grades. The ALPS Value Added score was 1.26,

“Outstanding.” There were no Departments in the School with less than

satisfactory outcomes.

Over the years many St. Mark’s students have gone on to successful

careers after University and are now making a positive difference in their

communities. Our former students are superb ambassadors for the

School.

Achievement

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School Community Service

The community of St. Mark’s believes not only in supporting students to

achieve academic success, but also in helping them develop into well

rounded individuals, who are ready to take their place in modern society.

One of the key aspects is community service within the School. There are

various ways for our young people to offer their time and talents to enrich

our school community.

Students are encouraged to select from a range of opportunities including

the paired reading scheme to support younger students improve their

literacy skills, classroom support where they improve their own subject

knowledge by assisting younger students in developing their confidence

and acting as guides at Open Evenings and Open Mornings.

Charity Activities

Sixth Form students in St. Mark’s are also challenged to think about

communities outside of the school community. There are a variety of ways

in which we can support those less fortunate than ourselves and truly live

out our Christian values by helping our neighbour:

➤ Running CAFOD Soup Kitchen.

➤ Cupid’s day in February – Sixth Form Cupids deliver messages, chocolates and flowers to raise money for Smile Train.

➤ The “Wear Pink Day” to raise awareness of Breast Cancer.

Sixth Formers are instrumental in planning and running Charities’ Week

every year organising:

➤ A teachers’ v Sixth Form Quiz.

➤ Teachers’ v Sixth Form Basketball match.

➤ The ‘Monster Cake Sale’ that no charity week could be without.

One event that all Sixth Formers take part in is the annual Catholic

Consortium Charity Walk when both staff and students from all three

Catholic schools in Hounslow join together to raise money for charity.

Community

Witness

Faith in Action

Faith is a single step on a great adventure with God and the “Faith In

Action” programme helps shape the lives of students and how they

contribute in society. St. Mark’s aims to educate students to live justly

in their own lives and to strive for peace and justice for others. The

students are encouraged to think and to act compassionately within

the school, the local community and society. We want our students’

talents to be developed and celebrated, both for themselves, and for

others. We provide the students with opportunities to showcase their

God-given potential and to promote leadership skills through a variety

of projects. The projects include fundraising and organising Christmas

parties for senior citizens and for children with serious disabilities,

organising Operation Secret Santa for Social Services, running a

Christian Aid project, a Foodbag project, a Design Technology project,

an Environmental project, and many more. We want the students to grow

and develop spiritually, morally, socially and culturally. We are hopeful

that in this, the Year of Faith, the graduates of St. Mark’s will emerge

committed to promoting social justice for all.

General RE

In Sixth Form all pupils are required to participate in Religious Education.

In Year 12 pupils will study six modules throughout the year, with a

specialist teacher in each module. Assessment across the modules

varies from presentations to short essays which specifically allow

pupils to develop further their spirituality alongside their knowledge

and understanding of modern concepts and moral dilemmas including

Medical Ethics, Slavery, Genocide, the Church in Society and the

Existence of God.

In Year 13 pupils will study four modules and complete a diocesan

accredited qualification, covering modules in Human Dignity,

Relationships, Marriage and Divorce and finally Justice and Peace. To

complete the course pupils will produce a 1,000 word essay and prepare

relevant presentations alongside contributing to topical debates.

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Social Justice

Students are also challenged to consider the social injustices present in

our local community and the wider world.

Students can join an active group working with West London Citizens.

In the past the students have raised awareness of the plight of people

attending a refugee centre locally and campaigned to get a water fountain

fitted so that these people at least have access to water during the hours

of queuing.

Two of our past students have spoken at a London assembly rally

campaigning for a fair wage for people living in London.

Students have campaigned with CAFOD for clean water for all at “Send

my friend to school campaign.” A number of students also help raise

awareness of fair trade during the “Fair Trade Fortnight.”

Our students also get involved in overseas development programmes.

Recently St. Mark’s students were part of a larger group that visited India

and worked as a team to provide a long term improvement in sanitation in

a remote village. Students had to raise funds for the trip through a range

of activities whilst also undertaking training to develop a range of skills.

Year 12 and 13 students are also assisting with two projects in

Madagascar.

Lourdes’ Pilgrimage

Year 12 and 13 students volunteer to train as Red Caps and accompany

the Westminster Diocese Pilgrimage at the end of July. The young people

offer support to needy individuals taking part in the pilgrimage.

The young people who take part find that this experience makes a deep

impression on them and many who volunteer in Year 12 come back again

in Year 13.

Enrichment

Murder Mystery Evening

The annual Murder Mystery provides a wonderful evening of

entertainment. The whole event is planned by the Sixth Form from

directing/producing and acting in the play to preparing and serving

refreshments. We eagerly await this year’s production after the sell-out

performances of “Who killed the Headmaster?” and “Who killed the

Caretaker?”

School Production

Sixth Form students are often pivotal in the success of these productions.

In recent years Sixth Form students have participated in “Annie” and “The

Importance of Being Ernest.”

Culture Evening

More than two thirds of students come from families where English is the

second language. This cultural diversity is enriching for St. Mark’s and

brings tremendous vitality and sense of community. We celebrate this

rich cultural diversity each year with a Culture Evening which includes

sharing food from around the world and enjoying entertainment provided

by students.

Duke of Edinburgh

As part of the enrichment programme in the sixth from students have the

opportunity to participate in the Duke of Edinburgh Award at the Silver

level.

As well as those who have completed their Bronze ward we welcome

and encourage direct entrants to take on the challenge. The DofE gives

all young people the chance to develop skills for work and life, fulfil their

potential and have a brighter future.

They achieve Award by completing a personal programme of activities in

four sections ,Volunteering, Physical, Skills and Expedition. You will find

yourself helping people or the community, getting fitter, developing skills,

going on an expedition. The best bit is - you get to choose what you do!

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Stretching the Most Able Student

Our most able students, who have achieved outstanding GCSE results,

need to be stretched further to ensure that they can have access to

Oxford/Cambridge and other top universities or gain entry to Medicine,

Dentistry and Veterinary courses.

Students will develop skills and experiences that top universities are

looking for.

Students will be challenged by their subject teachers. They will also be

encouraged to develop their interview and presentation skills and the

School will provide mock interviews with detailed feedback.

Alongside these activities students will be encouraged from the Autumn

term in Year 12 to seek work experience placements to develop their

understanding and skills. They will also be encouraged to apply for Eton

Summer School, Oxford/Cambridge Summer School and the Nuffield

Bursary Scheme, attend evening lectures at Royal Society, Imperial, Kings

and UCL. Students will be encouraged to embark on an Extended Project

Qualification, attend the Debate Chamber and visit Cambridge/Oxford.

The Next Steps

The Sixth Form at St. Mark’s is a stepping stone in preparing our young

people for further education and careers in a very competitive job market.

All Year 12 students are interviewed on entry to the Sixth Form. If they

already have a particular career path in mind then relevant advice is

offered.

We provide a comprehensive PSHCE programme to assist with decisions

about the future. There are lessons on writing personal statements,

logging into UCAS and how to use a variety of useful websites.

Higher Education Evening

There is an annual talk by Student Finance for both our young people

and their parents. Students are directed to a vast range of activities to

support them from NHS Careers’ Day, to subject Masterclass taster days

at top London universities and summer schools. All students are given

one to one support from both their Form Tutor and Sixth Form Team in

completing their UCAS application. Students attend a range of talks from

University representatives.

Apprenticeships

Although the majority of students progress on to University, some

students decide to pursue a route via an apprenticeship. Students have

the opportunity to attend the Heathrow Apprenticeship Fair to meet

providers and see the range of apprenticeships on offer.

Internships

A small number of students delay university entry by one year and

undertake an internship. In recent years students have secured

internships with Sky and Deloitte.

All students are encouraged to develop their C.V. through a wide range of

activities both in and outside of school.

Student Leadership

Our Year 13 students can undertake positions of responsibility. The students

have opportunities to act as ambassadors for St. Mark’s School, speak at

events, meet visitors to the school, chair meetings and arrange events:

➤ Head Boy

➤ Head Girl

➤ Deputy Head Boy/Girl

➤ Chair of School Council

➤ Senior Prefects

➤ Charity Representatives

➤ 12 House Captains

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RE (Philosophy & Ethics)OCR

Description Of The Specification

Are you a thinker? Do you enjoy challenging other peoples’ ideas and

expressing your own views? Throughout this modular course students

will study the two ‘strands’ of philosophy and ethics. Philosophy is about

investigating possible answers to the big questions of life, for example the

existence of God, the existence of the soul, life after death and the possibility

of miracles. Different ideas and approaches to these subjects are considered

and the views of philosophers are studied. Ethics is about how to make

moral decisions. Different ways of deciding between right and wrong are

considered and applied to various moral issues, for example euthanasia,

abortion, genetic engineering, sexual ethics and war. This course will

challenge your ideas and make you think again.

Type And Nature Of The Work Involved ➤ Students will explore a range of approaches to various philosophical

questions and moral problems.

➤ This will involve critical analysis of different ideas and views – evaluating the strengths and weaknesses of the ideas and theories under consideration.

➤ Evaluation of moral problems and of ways of deciding between right and wrong.

➤ Discussion and debate is a frequent characteristic of lessons so a lively, enquiring approach is an advantage.

➤ Exam skills will be developed at appropriate stages of the course.

Method Of Assessment

Every unit is assessed by an exam – 1 ½ hours at AS level and 1½ hours

at A2 level. There is no coursework component.

AS

G571 - Philosophy of Religion

G572 - Religious Ethics

A2

G581 - Philosophy of Religion

G582 - Religious Ethics


Biology is a modular course. There are 3 units at AS and a further 3 units

for A level. Practical work is an integral part of both AS and A level and is

formally assessed through controlled assessments throughout both years.

The course aims to develop essential knowledge and understanding of

biological concepts, an understanding of scientific methods and increase

awareness of advances in technology relevant to biology. It also seeks to

recognise the value and responsible use of biology in society and address

moral and ethical issues as well as the wider environmental concerns.

Type And Nature Of The Work Involved

Understanding of the biological concepts and principles and applying them

to unfamiliar situations.

Develop skills in designing, carrying out and evaluating experimental work.

Interpret information from various sources e.g. graphs, photographs,

experimental data.

Method of AssessmentAS

F211 - Cells, exchange and transport

Examination - January

F212 - Molecules, biodiversity and human interactions

Examination - June

F213 - Practical Skills in Biology 1

Internally assessed

A2

F214 - Communication, homeostasis and energy

Examination – January

F215 - Control, Genomes and environment

Examination - June

F216 - Practical Skills in Biology 2

Internally assessed

BiologyOCR

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Introduction

A BTEC National Diploma is a practical, work-related course. Students

learn by completing projects, tasks, assignments and activities that are

based on realistic Sport Science scenarios.

Qualification Structure

The course is made up of twelve units. They are assessed through

assignments set and marked by your teachers. The teachers marks are then

moderated.

The BTEC National Certificate in Sport & Exercise Science consists of:

Six compulsory units called mandatory units

Six other units called specialist units.


Anatomy for Sport and Exercise

Sport and Exercise Physiology

Sport and Exercise Psychology

Research Methods for Sport and Exercise Sciences

Research Project in Sport and Exercise Sciences

Fitness Testing for Sport and Exercise

A2

Current Issues in Sport

Sports Injuries

Work Experience in Sport

Practical Team/Individual Sport

Sports Coaching

Sports Biomechanics in Action

To achieve the BTEC National Certificate you must achieve a minimum of a

Pass in the twelve Units. This will be equivalent to 2 GCE A Levels. Grades

are awarded at Pass, Merit, Distinction and Starred Distinction levels.

BTEC National Diploma in Sport and Exercise ScienceEdexcel


Business Studies is a modular course comprising two modules at AS level

and two modules at A2 level.

At AS level students are introduced to the challenges and issues of

starting a business, financial planning, and improving effectiveness of

established businesses through tactical decisions.

At A2 level the focus switches to larger organisations and strategies for

success within the context of a dynamic environment.


During their AS year students will learn about: the various activities

and processes involved in setting up a new business; how to plan and

manage the financial resources; human resource management; improving

efficiency and effectiveness via operations management; and the

importance of marketing as a function.

In the A2 year students take a more strategic approach to business and build upon the key themes learned at AS level. Areas that we study include: functional objectives and strategies (finance, marketing, operations, human resources); the impact of external factors and suitable responses; leadership; culture and the

management of change.


Planning and Financing a Business

1h 15m - January

Managing a Business

1h 30m - June

A2 Strategies for Success

1h 45m - January

The Business Environment and Managing Change

1h 45m - June

Business StudiesAQA

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The course consists of three AS and three A2 units.

The content provides a balanced and coherent study of chemistry, in which chemical principles are developed, revisited and reinforced

throughout the course.

Topics include Developing Fuels, The Atmosphere, The Thread of Life and Colour by Design, covering concepts such as atomic structure; reaction rates; enzymes; analytical techniques; equilibria; polymers; and electrochemical cells.

The course provides a firm foundation for those candidates progressing to chemistry, medicine and related courses in Higher Education.

Type And Nature Of The Work Involved ➤ Practical work is an integral part of the course. As well as completing

the formally assessed practical work, students carry out regular experiments to demonstrate the concepts covered.

➤ Students will develop many transferable skills, including making reasoned decisions, studying independently or co-operatively and interpreting information.


F331 - Chemistry for Life

Written examination - 1h 15m

F332 - Chemistry of Natural Resources


F333 - Chemistry in Practice

Internal Assessment

A2

F334 - Chemistry in Materials


F335 - Chemistry by Design

Written examination - 2 hours

F336 - Individual Investigation

Internally assessed coursework

ChemistryOCR (Salters)


Classical Civilisations gives you the opportunity to examine the Greek and

Roman world in depth. The course combines elements of Drama, Literature

and History and tries to understand the roots of Western civilisation while at

the same time approaching these cultures and societies on their own terms.

There is a clear focus on developing the skills of:

Investigation and analysis of Greek and Roman Civilisation through the

study of their literature in translation and the physical evidence

Developing an awareness of how similar and also how alien these

classical civilisations are from the present

Evaluating different kinds of evidence including the classical texts

themselves and appreciating them in their own contexts

Type And Nature Of The Work InvolvedThe emphasis is on providing you with activities and experiences so you can process and make sense of the research you have done and the classical texts you are studying.

The knowledge and understanding required for the exam will take the form of notes, independent reading and essays.

Learning within the classroom takes the form of discussions, argument,

videos, individual presentations and thinking activities.


Roman History - Life and Times of Cicero

Examination - 1h 30m

Greek Literature - Homer’s Odyssey


A2

Greek Literature - Greek Tragedy


Greek History - Alexander the Great


Classical CivilisationsAQA

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Drama is a modular course. Both the AS and the A2 consist of two

modules. AS Drama covers The Exploration of Drama and Theatre

and Theatre Text in Performance. A2 Drama covers The Exploration of

Dramatic Performance and Theatre Text in Context. The AS units have a

strong practical bias requiring the study and performance of texts. The

A2 allows for devising and the study of a set text and appreciation of the

history of theatre.

Type And Nature Of The Work InvolvedUnit 1

➤ Practical exploration of two set plays as chosen by the centre

➤ An evaluation of a live theatre performance

Unit 2

➤ A monologue or duologue with an evaluation of the play

➤ To contribute to a performance of a professionally published play by a known writer

Unit 3

➤ The creation of a unique original piece of theatre

➤ An evaluation of both the process and performance of their own work

Unit 4

➤ Section A and B requires students to explore one play from the view

as a director in both an academic and practical way

➤ Section C requires students to experience and evaluate a live performance of a play from the historic period. A comparison must be made with the original staging conditions of the play


Exploration of Drama and Theatre - Internally assessed

Theatre Text in Performance - Externally assessed practical.

A2

The Exploration of Dramatic Performance - Internally assessed

Theatre Text in Context - Written examination, 2h 30m

DramaAQA


Economics is a modular course. The AS and A2 both comprise 2 units in

which students:

Develop an understanding of economic concepts and theories through a

consideration of current economic issues, problems and institutions that

affect everyday life e.g. road congestion

Analyse, explain and evaluate the strengths and weaknesses of the

economy and the role of government within it.


➤ The course starts from the understanding that students have not

studied economics before.

➤ The skills to answer questions are clearly developed through the use

of past paper questions.

➤ Pupils are expected to take an active role in lessons and discussion

and to carry out the given reading.

➤ Students will develop the ability to write essays and answer data

questions.


Market and Market Failure

Examination – January, 1h 15m

The National Economy

Examination – June, 1h 15m

A2

Business Economics and the Distribution of Income

Examination – January, 2 hours

Government Policy, the National and International Economy

Examination – June, 2 hours

Economics is a subject that sits well with both Sciences and Humanities.

You must meet the Sixth Form entry requirements.

EconomicsAQA

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English Literature is a modular course comprising two modules at AS and

two at A2. There are a variety of texts covered both by examination and

coursework. Texts range from Shakespeare to David Mamet and Mary

Shelley to Chaucer. Students will read, discuss and write about these

texts and develop as confident, independent and reflective readers.


During their AS year students will study one modern play, two poets and

three prose texts. At A2 level, they will study one core Shakespeare text

complemented by the study of another contemporary drama, a pre 1700

poet and complete a period and genre coursework task. Over the two

years, students will learn to express their responses clearly and effectively.

They will also consider other readers’ responses and interpretations of

the text and develop an appreciation of the context in which texts were

written. As the course unfolds, students will:

Develop skills of presentation

Develop as sophisticated readers

Learn to craft written responses

Develop the ability and self-discipline to study independently.


Drama and Poetry


Prose Study and Creative Reading

Coursework

A2

Period & Genre Study

Coursework

Poetry and Drama


English LiteratureWJEC


When you watch a movie you experience a range of responses. The

AS and A level course will allow you to better understand some of these

responses in relation to narrative and the messages and values contained

within a film. Similarly, when you participate in film culture, as consumers,

fans or critics you have a range of experiences that the course allows you

to reflect upon. The course has a close relationship to English Literature

with its focus on themes, characterisation and context.


Film Studies is a modular course containing two units at AS level and two

units at A2 level.

The majority of assessment is through formal written response mostly in

the form of essay writing.

Lessons take the form of film analysis, group work, independent research

and note taking.


Exploring Film Form

Coursework

British & American Film

Examination

A2

Film Research & Creative Projects

Coursework

Varieties of Film Experience – Issues and Debates

Examination

Film StudiesWJEC

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Fine art may be defined as work which is produced as an outcome of the

students’ personal experience, rather than that which is created exclusively for a

practical function or that which is the outcome of a tightly prescribed brief.

Work produced for this specification will demonstrate the use of formal

elements and creative skills, and give visual form to individual thoughts, feelings,

observations and ideas. Students will show evidence of trying to extend their own

and others’ ways of seeing the world. They will use the visual language of the

subject sensitively and thoughtfully to support their intentions.


Students will be encouraged to develop their work individually and in

relation to their strengths and personal interests.

Practical artwork will be developed using fine art media such as: painting

and drawing, printing, sculpture and alternative media such as mixed

media, installation, site specific work and digital media.

Gallery study will enable students to explore the work of artists from a

critical and contextual perspective.

Students will be required to participate in critiques where their work and

the work of their peers will be discussed and evaluated.


Art and Design

Coursework

Art and Design

Externally Set Assignment - February

A2

Art and Design

Coursework

Art and Design

Externally Set Assignment - February

Fine ArtEdexcel


Studying Geography provides an excellent opportunity to bridge the

gap between the arts and the humanities. Several topics covered in the

course are developments of work covered at GCSE, but others are new.

What is important is that you should have a lively and enquiring mind, an

interest in the environment and current affairs, a willingness to explore

new ideas and an ability to communicate your ideas effectively.

Type And Nature Of The Work Involved ➤ The specification has been designed to allow geographers the

flexibility to build programmes that suit their own particular interests and needs using a range of approaches. Those geographers with interests in distinct physical, human and environmental approaches will be able to use this specification, as will those with more integrated specialisms. Fieldwork and research skills are a key feature of both the Advanced Subsidiary, Unit 2 and the A2, Unit 4.

➤ Some topics have been designed to attract students to geography as a subject that addresses key ideas and debates in our world today. For example, Unit 4’s ‘The Technological Fix’ topic looks at our increasing reliance on technology and how this is related to world development.Other well-trusted geographical topics such as migration (Unit 1’s ‘Going Global’) and tectonics (Unit 4’s ‘Tectonic Activity and Hazards’) have a place too.


Global Challenges

Examination - January, 1h 30m

Geographical Investigations

Examination - June 1 hour

A2

Contested Planet

Examination - June 2h 30m

Geographical Research

Examination - January 1h 30m

GeographyEdexcel

23

24


Politics is not just about middle-aged men in grey suits. It is about the way key

decisions affecting our lives are made. No prior knowledge is expected, only a

curiosity about current events, a willingness to read, to listen and to discuss.

The first year focuses on British society, investigating the current political

scene and possible changes to improve society and politics. Key questions

examined include: are British rights properly protected? Is the Prime Minister too

powerful and becoming dangerously more powerful? Is there any future for the

Conservative Party? Why are young people not voting? Is dressing up as Batman

or threatening to cause civil war in the countryside the most effective way?

The second year focuses on different political ideologies and how they are

used to inspire and/or guide political action. Ideologies explored include

conservatism, liberalism, socialism, nationalism and multiculturalism.


Students should be able to:

➤ Produce logical written and verbal arguments

➤ Have the ability to analyse, understand and judge opposing viewpoints

➤ Assess evidence from a variety of sources, including evidence

produced by the media, pressure groups, political parties and political

thinkers.


People and Politics


Governing the UK


A2

Introducing Political Ideology


Other Ideological Tradition


Government & PoliticsEdexcel

25


This History course encourages you to grow in your ability to analyse

people and events so you can come to your own substantial, conclusions

about the past. There is a clear focus on developing the skills of:

➤ Acquiring, and effectively communicating, knowledge and understanding

➤ Understanding historical concepts and approaches

➤ Understanding the nature of historical evidence and the methods

used by historians to make sense of the past

➤ Understanding how the past has been interpreted and represented

➤ Understanding the nature of historical study, for example, that history

is concerned with judgements based on available evidence and that

historical judgements may be provisional


➤ The emphasis is on providing you with activities and experiences so

you can process and make sense of the research you have done and

the information you have found out.

➤ The knowledge and understanding required for the exam will take the

form of notes, independent reading and essays.

➤ Learning within the classroom takes the form of discussions,

argument, videos, individual presentations and thinking activities.


Britain 1815-1865


Impact of Chairman Mao: China 1945-1976


A2

British State and People 1865-1915


Indian Independence 1847-1947

Coursework

HistoryAQA

26


This 6th form course is an excellent vehicle for broadening knowledge

of how ICT affects every aspect of our lives. It aims to develop the skills

pupils will need to become a competent and informed ICT practitioner. The

course is delivered in a work-related context and allows learners to develop

an understanding of the ICT sector. Pupils will learn to use a variety of

multimedia programmes including Dreamweaver, Fireworks and Flash.


➤ Develop knowledge and understanding of the components, functions

and applications of information systems within a range of organizations. ➤ Create an understanding of solving problems using ICT.

➤ Learn to apply your knowledge and understanding of ICT and use

skills in vocational contexts.

➤ Develop an understanding of the impact of information systems on

organizations’ personnel, policies and practices.

➤ Develop project management skills and an understanding of the need

to work with others.

➤ Create an e-portfolio to demonstrate capabilities in each context.


The information Age

Coursework

The Digital Economy

Coursework

Students will use models to investigate problem solving.


A2

Using Database Software


ICT Project

Coursework

Using Multimedia Software

Coursework

ICTEdexcel


Pure Mathematics is considered to be the core of Mathematics,

needed for any further study or application of this subject. It

includes such topics as calculus, algebra and trigonometry.

Mechanics is the application of mathematical models to study

physical situations e.g. the equilibrium and motion of particles.

Statistics involves the collection, representation and interpretation

of numerical data in order to make decisions in the face of

uncertainty.


The course will:

➤ Give students experience of mathematical activity and develop

problem solving skills.

➤ Enable students to apply mathematics and recognise its significance

in other areas.

➤ Develop students’ understanding of mathematical reasoning.


All pupils follow two modules of Pure Mathematics and will either study

Statistics 1 or Decision 1or Mechanics 1.

A2

Pupils will continue to study Pure Mathematics to a greater depth

alongside either Statistics 1 or Decision 1 or Mechanics 1.

Further Mathematics

Further Mathematics broadens and deepens the mathematics covered in

AS/A level Mathematics. It is offered in years 12 and 13 as an additional

AS or A2 and is designed for those wishing to study Mathematics or a

Mathematics-rich course such as engineering, physics, computing or

economics at University.

MathematicsEdexcel

27

28


Media Studies is a modular course integrating theoretical and practical

approaches. The course focuses on developing skills of textual analysis

and an understanding of media institutions and audiences, as well as

requiring students to develop the practical and creative skills required

for production work in the medium of film, print or website construction.

Students are also required to write about their coursework experiences

with a reflective, theoretical focus in the final exam.

Type And Nature Of The Work Involved ➤ Understanding the technical codes of film with a focus on

camerawork, editing, sound and mise-en-scene through the analysis

of an unseen extract from a range of TV drama.

➤ Developing research and planning skills, including the creation of a

blog.

➤ Demonstrating skills in the construction of practical work

➤ Understanding the impact of the new media which dominate the

contemporary landscape through using it in coursework and writing

about it in the exam.

➤ Understanding and applying media theory to texts and coursework.

➤ Analysing and evaluating contemporary media issues

➤ Writing issues


Foundation Portfolio in Media - the Opening of a Thriller Film

Coursework

Key Media Concepts

Examination - 2 hours

A2

Advanced Portfolio in Media - Promotional Package for the Release of an

Album

Coursework

Critical Perspectives in Media


Media StudiesOCR


The aim of the course in each language allows for a variety of approaches

to learning and using the foreign language beyond the level of proficiency

associated with GCSE, and to encourage the development of linguistic

and general study skills for purposes of personal, vocational or higher

education. A high degree of language competence is aimed at in the

foreign language and the teaching and testing is almost entirely in the

target language. The opportunity to do work experience abroad is offered

and strongly encouraged.


➤ Students are expected to develop the following skills to a high level of

proficiency:

➤ The ability to understand the spoken language.

➤ To read and understand the written language.

➤ To write the language with accuracy and fluency.

➤ To use the spoken language with accuracy and fluency.

Method of Assessment

The specification has a four unit structure. AS-Level candidates take units

1 & 2 at the end of Year 12 whilst A2 candidates take units 3 - 4 at the end

of Year 13 (there is an opportunity to retake units 1 & 2 to try to improve

their marks). The better result of units 1 & 2 will count towards their final

award. All units are assessed by external examination.

AS

Unit 1 - Listening, Reading and Writing

Unit 2 - Speaking Test

A2

Unit 3 - Listening, Reading and Writing

Unit 4 - Speaking Test

Modern LanguagesAQA

29

30


Physics is the study of the Physical Universe: how things work, why

they work and what are the rules governing them. The biggest and most

exciting challenge to Science today is the exploration of the smallest

sub-atomic particles that exist and the vastness of the universe. The A

Level course in Physics will enable students to find out more about the

incredible world in which we live. The course will encourage students to

find out how physics is involved in a wide range of contexts including

Medicine, Sports, Communications, Music and Building Design.

The Advanced Physics course builds on the knowledge and skills

developed at GCSE. Students will be able to demonstrate safe and skilful

practical techniques, record reliable and valid observations and analyse

and explain the results of their investigations.

Method of Assessment

Unit 1 - Physics on the Go


Unit 2 - Physics at Work

Examination - June, 1h 30m

Unit 3 - Exploring Physics

Internally Assessed Report

Unit 4 - Physics on the Move


Unit 5 - Physics from Creation to Collapse

Examination - June, 1h 35m

Unit 6 - Experimental Physics

Internally Assessed Investigation

PhysicsEdexcel


This course is designed to encourage students to take a broad view of

design and technology, to develop their capacity to design and make

products, and to appreciate the complex relationships between design,

materials, manufacture and marketing.

Students will be encouraged to show innovation and creativity to produce

high quality products. They will develop a critical understanding of materials,

processes and products from a historical and current perspective. Students

will use ICT to enhance their designing skills and coursework is submitted

as an e-portfolio. The course will also incorporate broader issues relating to

design and technology and its influence on society.


The AS year will consist of several small design and make projects which

combine to produce a portfolio of work to be submitted to the examiners.

You will learn how to use CAD/CAM, graphics and traditional making/

modeling skills.

The A2 year will be spent on a major piece of coursework where you will

be required to design and make a product to solve a need or problem that

you have identified. You will be able to match your project to career aims

or areas of personal interest.


Materials, Components and Application


Learning Through Design and Making

Coursework

A2

Design and Manufacture


Design and Making Practice

Coursework

Product DesignAQA

31

32


Psychology is a modular course consisting of two exam assessed modules

at AS Level, and two exam assessed modules at A2. The following questions

are the kinds that the specification addresses at AS Level:

➤ What exactly is abnormal behavior?

➤ How accurate are eye-witness testimonies?

➤ How do babies learn to love and how does this affect their adult life?

➤ How are we affected by stress?

➤ Are we designed to follow authority?

Students develop a range of skills including critical thinking, conducting

scientific investigations, and evaluation of scientific material.


From the Greek psyche (mind), and logos (study), psychology is the study

of the nature and functions of the mind and of human behaviour. We will

be looking at how psychology takes the questions mentioned above and

investigates them scientifically. We will be learning about the strengths

and weaknesses of psychology as a science.

You need an enquiring mind and a genuine curiosity for understanding

why people behave as they do.


Cognitive, Developmental Psychology, Research Methods


Biological, Social Psychology, Individual Differences

Examination - May, 1h 30m

A2

Topics in Psychology


Psychopathology, Psychology in Action, Research Methods

Examination - June, 2 hours

PsychologyAQA


Sociology is a modular course comprising four modules, the last one being

synoptic. The course enables students to examine the following questions

about society; how does society work? What is the importance of religion

in a modern industrialized society? What happens to those who break the

rules? Why do some people succeed in school whilst others do not? Are

equal opportunities for all an unrealistic expectation to have? These questions

and many more are examined by a sociological investigation of the society in

which we live. Sociology is about understanding society. We believe its task

is to demonstrate that men and women create the society in which they live

and it is within their power, ultimately, to change it. We take our society for

granted until something goes wrong.


Firstly, the course enquires into a number of social areas relating to the way

groups organize themselves and provide for their needs. We study two

modules for the AS level and a further two for the A2. The modules on offer

include, The Family, Crime & Deviance, and The Mass Media. Secondly, we

need to learn how to carry out Sociological investigations of our own. Doing

this, we can gain an understanding of how sociologists gather the information

necessary to draw conclusions about particular sociological issues.


Culture and Identity OR Families and Households


Sociological Methods and Education


A2

Mass Media


Crime and Deviance and Methods


It is not necessary to have studied Sociology at GCSE level.

SociologyAQA

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34

The EPQ is a level 3 qualification, students have to ➤ Choose a topic

➤ Complete a production log

➤ Plan research and carry out the project

➤ Prepare a presentation on the outcome to an audience.

The EPQ offers opportunities for learners to:

➤ Have a significant input into the choice, design of a project and take

responsibility for their individual task.

➤ Develop and improve their own learning and performance as critical,

reflective and independent learners

➤ develop and apply decision and where appropriate problem solving skills

➤ extend their planning research, critical thinking, analysis, synthesis,

evaluation and presentation skills

➤ develop where appropriate into confident e- learners and apply new

technologies to their studies

Assessment

A01 Manage

Identify, design, plan and complete an individual project applying

organisational skills and strategies to meet the stated objectives

A02 Use Resources/Research

Obtain and select information from a range of sources analyse data, apply

relevantly and demonstrate understanding of any appropriate linkages

connections and complexities of their topic

A03

Select and use a range of skills, including new technologies to solve

problems. To take decisions critically, creatively and flexibly and to

achieve planned outcomes

A04 Review

Evaluate outcomes including own learning and performance. Select and

use a range of communication skills and media to convey and present

evidenced outcomes and conclusion.

Extended Project QualificationAQA (By Invitation)

St Mark’s Catholic School

106 Bath Road, Hounslow

Middlesex, TW3 3EJ

020 8577 3600 [email protected]

www.st-marks.hounslow.sch.uk

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Sixth Form Curriculum Booklet

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