THE CAMPION SCHOOL Wingletye Lane - Hornchurch - Essex - RM11 3BX Tel: 01708 452332 E-mail Address: [email protected]Website: www.campion.havering.sch.uk Sixth Form Information Booklet 2018 Contents The Curriculum in the Sixth Form Admission to The Campion School Choosing your Courses Subject and Course Summaries Headmaster: K Williams, BEd, MA, NPQH Deputy Headmasters: P J Luck, BSc P Tisi, BA Hons, MA, NPQH, Dip RSA Head of Sixth Form: Mr R Pearn, BA Assistant Heads of Sixth Form: Mr T Dempsey, BSc Miss K Elson, BA
Headmaster: K Williams, BEd, MA, NPQH Deputy Headmasters: P J Luck, BSc P Tisi, BA Hons, MA, NPQH, Dip RSA Head of Sixth Form: Mr R Pearn, BA Assistant Heads of Sixth Form: Mr T Dempsey, BSc Miss K Elson, BA
ADMISSION TO THE CAMPION SCHOOL SIXTH FORM IN SEPTEMBER 2018 Applications are invited from Year 11 students who wish to continue their education within a Catholic school environment. Admission to the Sixth Form will be based on whether applicants have gained GCSE qualifications which will permit them to study specific courses in the Sixth Form. Students opt either for an A Level programme of study or to do a BTEC. Entry requirements: i) GCE Advanced Levels: Overall 6 grades 5 – 9 at GCSE or equivalent (but grade
6 is normally required for admission to a subject already taken at GCSE, and grade 7 is required in mathematics). Specific entry requirements for some individual subjects are listed in Departmental Information.
ii) iii) BTEC Courses: 4 grades 4 – 9 at GCSE English and mathematics GCSE grades at 5 or above are prerequisites for the
Business Course. Please note that the above may be subject to review. The Headmaster may allow exceptions to these qualification requirements where there is a known reason for a student’s under-achievement at GCSE or where he determines that a student will not impede the progress of other students following the course. The governors will admit up to 180 students to the Sixth Form, basing any decisions if there is severe over-subscription on the Admissions Criteria, copies of which are available from the school office. N.B. The school will offer more than 180 places in order to ensure that the Year Group admission number of 170 is met, but may have to cease offering places once an upper limit on offers (200) has been reached. A waiting list will be established and maintained in this event. Any offer of a place will be honoured by the school provided that the course requirements are met. The governors will also consider any particular application for a place or course in one of the school’s areas of strength or expertise of science, mathematics, sport and physical education, music and leadership and if they consider the application sufficiently meritorious they will offer a supernumerary place.
CHOOSING A LEVELS Advanced Level courses are intellectually demanding. Only consider taking on these courses if you are sure you can cope. Ensure that you choose wisely; your decisions will directly influence your future career and further education prospects. Select subjects you will enjoy
Studying a subject that does not interest you can prove very difficult! Select subjects that you are good at You will almost certainly need to consult your teachers in relation to this but do bear in mind that Advanced Levels are often very different to GCSEs. Planning to go to University? Certain university courses require specific A levels. Most of these are fairly obvious, for example, if you want to study pharmacy you need to do chemistry (plus at least one from biology, physics or maths). Some are less obvious, for example, if you want to study economics, you sometimes need to do maths but not necessarily economics. You do not need to do A level law to do a law degree. Certain subjects open up more university options. These are referred to as ‘facilitating’ subjects: biology, chemistry, physics, English, geography, history, maths, or a language. Some universities have a list of subjects that they do not accept for certain courses and some universities discourage certain combinations. For example, some universities do not like students doing both economics and business studies as they think they are too similar. Many universities and courses will consider you whatever A levels you may do. For example, courses such as law, archaeology, politics and surveying do not normally have essential course requirements. A levels are possibly the hardest exams you will have to do so make sure you choose something that you are going to enjoy or at least put up with! Get advice. There are some really good websites that will give you information, for example, http://university.which.co.uk/advice/six-things-you-need-to-know-before-making-your-a-level-choices It is also worth looking at the UCAS (university admissions) website to find out about the courses and A level requirements from specific universities
BTEC BTECs have a vocational focus and are completed in stages rather than be assessed on terminal examinations. The BTEC level 3 is equivalent to studying A levels. Most universities will accept BTEC qualifications but choices can sometimes be more limited. If you intend to go to university bear in mind that it is not just about A levels or BTECs! Make sure you make the most of the opportunities to develop yourself in other ways, such as getting involved in extra-curricular activities as well as ensuring you get good references. You will have lots of opportunities to do this in the Campion Sixth Form.
A Levels A level grades are awarded based on examinations taken after 2 years. If the course has a coursework element, this is also submitted at the end of Year 13. This means that from the start of Year 12, the vast majority of students will do 3 A levels and supplement their programme of study with options from a range of enrichment activities, such as the Extended Project Qualification. University offers are based on 3 A levels. Students are also encouraged to show evidence of independent learning and extended interest in their chosen field. We ensure that there are opportunities to do this at Campion. In limited cases some students may be able to take 4 A levels. This is at the discretion of the headmaster. Students are invited to choose A levels from the following: Art & Design English Literature Physical Education Biology Geography Physics Business Studies Government & Politics Product Design (DT) Chemistry History Religious Studies Classical Civilisations Further Maths Computer Science Maths Economics Music
Please note that certain courses may not run if there is insufficient demand. Certain subject combinations may prove not to be possible due to how subjects are allocated in blocks. Information about courses can be found in the remainder of this booklet. (‘A’ level subjects followed by BTECs.) Please contact the school if you have any further questions or would like additional information.
Subject
Art & Design (Fine Art)
Examining body
AQA
Level
A level
Entry requirements
Grade 6 at GCSE
Course aims
This course is designed for those students who wish to extend and develop their studies in Art and Design (Fine Art) to a greater depth than required at GCSE. This is a 2 year A level course. The first section of the course allows students to explore media, scale, artists’ work and develop their skills and subject knowledge. There are 2 externally assessed components.
Summary Unit 1
COMPONENT 1 – Personal Investigation This is a practical investigation supported by written material that is worth 60% of marks. Students will investigate the work of contemporary or past practice of artists, photographers, designers or craftspeople. They will produce a series of studies from their chosen artist and then develop their own ideas/work from an aspect of this investigation. The practical work is accompanied by a 1000-3000 word essay with a bibliography.
Summary Unit 2
COMPONENT 2 – External Set Assignment An exam board set assignment that is worth 40% of marks. Question papers are available from 1st February. Students choose one starting point to develop. They will produce a body of work to support their final piece/outcome. The final piece is produced in a 15 hour exam.
Assessment
The 4 Assessment Objectives are equally weighted • AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding. • AO2: Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops. • AO3: Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress. • AO4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.
Art foundation course, architecture, animation, fine art, illustration, teaching, design, photography, fashion, film and video
Further information
Both components are examined by the centre and assessed by an external moderator. We expect students to spend some of their study time in the art department in addition to their timetabled classes. Homework is essential. Much of the sketchbook work will be done at home. Contact: Miss A Giesen – Subject Leader of Art See AQA website
Subject
Biology
Examining body
AQA Level
A Level
Entry requirements
Science /Additional Science grades A, A or B/A minimum. Single sciences at least a B grade in Biology and Chemistry.
Course aims
To develop the AS topics still further and to study up to date Human, Plant and Bacterial Biology. To ensure all candidates are confident in their practical, statistical and analytical abilities. Year 12 Topics Biological Molecules, Nucleic Acids, Cell Structure, Transport Across Cell Membranes, Cell Recognition and Immune System, Organisms Exchange Substances with their Environment, Mass Transport, DNA, Genes and Protein Synthesis, Genetic Diversity and Biodiversity. Practicals 1 – 6 Year 13
Topics Photosynthesis, Respiration, Energy and Ecosystems, Response to Stimuli, Nervous Coordination and Muscles, Homeostasis, Inherited Change, Populations and Evolution, Populations in Ecosystems, Gene Expression and Recombinant DNA Technology Practicals 7 - 12
Assessment Paper 1: Assessing content from year 12(35%) Paper 2: Assessing content from year 13 (35%) Paper 3: Assessing content from years 12 and 13 with a choice of two essay questions (30%) Practical assessment is done within Papers 1 – 3 where students are expected understand experimental procedures.
Field Trip A field trip is an important and integral part of this course where students visit the Gower Peninsular in Wales. There is an expectation that students will participate. The school subsidies the full cost but parents are asked for the board and lodging cost of between £200 to £250. Financial consideration can be given to those who apply to the Headmaster in writing.
Past students have entered careers in medicine, dentistry, veterinary work, nursing and physiotherapy. We have also seen our biologists go onto careers in business, finance, teaching, law, sports management and many others, using the skills of team work and individual study that we have helped them develop.
Further information For more information go to http://filestore.aqa.org.uk/resources/biology/AQA-7401-7402- COMP-GUIDE.PDF or contact the subject leader
Subject
Business Studies
Examining body
Edexcel
Level
A level
Entry requirements
At least six 4-9 grades at GCSE. GCSE Business Studies is desirable but not essential if taken, at least a grade 5 is required.
Course aims
To develop an enthusiasm for studying business and gain holistic understanding of business in a range of contexts. Students also generate enterprising and creative approaches to business opportunities, problems and issues and are aware of the ethical dilemmas and responsibilities faced by organisations and individuals. They develop decision making, problem solving, critical analysis and numerical skills in a range of business contexts.
Summary
Theme 1: Marketing and people: meeting customer needs, the market, marketing mix and strategy, managing people and entrepreneurs and leaders. Theme 2: Managing business activities:raising finance, financial planning, managing finance, resource management and external influences. Theme 3: Business decisions and strategy: business objectives and strategy, business growth, decision-making techniques, influences on business decisions, assessing competitiveness and managing change. Theme 4: Global business:globalisation, global markets and business, expansion, global marketing and global industries and companies (multinational corporations).
Assessment
All externally assessed papers include data response questions and an extended open-response question. Questions for all 3 papers will be drawn from local, national and global contexts. Paper 1: Marketing, people and global businesses (35%). Questions will be drawn from Themes 1 and 4. Paper 2: Business activities, decisions and strategy (35%). Questions will be drawn from Themes 2 and 3. Paper 3: Investigating business in a competitive environment (30%). It will assess content across all four themes. For Paper 3, there will be a pre-released context document issued by the examination board in November of the previous year. A new context will be given to centres each year and will relate to the examination series for the following summer. The context will focus on a broad context, such as an industry or market in which businesses operate. Students cannot take any of their research or investigation data carried out as part of the pre-release into the examination.
There are a vast range of options available for students. It can be used as a stepping stone to either Higher Education and/or a professional career. Students have found business studies to complement virtually all A level courses on offer at The Campion School.
Further information
Contact Mr G Durr – Subject Leader of Business Studies www.aqa.org.uk
Subject
Classical Civilisation Specification H408
Examining body
OCR
Level
A level
Entry requirements
6 GCSE passes Grade 5 or above in Classical Civilisation if applicable / Grade 5 or above in English
Course aims
This course aims to give an in-depth understanding and appreciation of some very interesting ideas and people from ancient Greece and Rome. It develops skills of analysis, evaluation and written communication.
The World of the Hero Unit 1
The Iliad Probably the best known tale from ancient times, the Iliad is an epic poem about the long and catastrophic struggle between Greeks and Trojans around the walls of Troy (or Ilium). The Olympian Gods even take sides for and against the doomed city. This literary study focuses on what makes it such a compelling story, how it was composed in a world without writing and what it meant to be a Hero fighting at Troy. Many memorable scenes stay in the mind long after closing the book. The Aeneid A study of Rome's answer to the Iliad; in other words, an epic poem that tells of the war at Troy, but moves on to describe how Rome arose from Troy’s ashes. A new kind of Hero emerges whose name was Aeneas: we examine how he was role model for the moral and social values Romans believed in. Again we examine what makes the epic such a compelling story, not least in the case of one of the most famous love stories of all literature, when Aeneas falls in love with the beautiful Queen Dido.
Culture and the Arts Unit 2
Ancient Greek Theatre Modern theatre and drama owes its invention to ancient Athens. We study how Athenian theatre design has such an impact on the modern theatre: with the help of much visual material we examine how they used space and stage techniques for maximum effect. In addition, we study three of the most famous plays to come out of ancient Athens, which are regularly performed in London today. Two are Greek Tragedies, exploring what happens to people caught up in a hideous train of events: events caused by what we call circumstance but which the Greeks called Fate & the Gods. By contrast the third is a Comedy that regularly raises much laughter from modern audiences.
Beliefs and Ideas Unit 3
Politics in the Late Republic “Give me any jury court in the world and I will have them believing midnight is midday”. So boasted Marcus Tullius Cicero, the most powerful speaker in the ancient Roman law courts. We would believe him over the evidence of our own eyes, if we heard Cicero speak. How he was so persuasive we discover by studying the famous speech in which he destroyed a “mafia boss” of his time; we look at the techniques and sheer emotional power of Cicero’s word wizardry or rhetoric as it is more properly called. As a politician we see him take on the power players of his time: the dictator Julius Caesar and the even more frightening Antony. This
study of political history comes very close to the pattern of our own times. Cicero fought for democracy, his enemies sought his elimination. We read his letters to his friends and his enemies and we admire his courage and determination. Your meeting with Cicero will not leave you untouched; he is an inspiring figure and you will be inspired.
Assessment
The public exams consist of essay questions and short answer questions based on extracts from texts or visual material. There is no coursework.
The literary and historical content of classical civilization means that it goes well with other arts & humanities subjects, particularly history, English, languages and geography. It can also be a counterbalance to more scientific subjects. It is highly regarded by university application officers as a subject demanding the ability to handle and present information in an organised way. Such skills are vital for management roles in any career.
Further information
Contact : J Collett, Subject Leader of Classics Website: www.ocr.org.uk
Subject
Chemistry
Examining body
OCR
Level
A level
Entry requirements
Candidates require a good grade in mathematics (6 or above) and a minimum grade of a 6 in chemistry or 6-6 in core and additional science.
Course aims
Develop essential knowledge and understanding of different areas of the subject and how they relate to each other Develop and demonstrate a deep appreciation of the skills, knowledge and understanding of scientific methods Develop competence and confidence in a variety of practical, mathematical and problem solving skills.
Summary
ChemistryB(Salters)–a context-led approach. Learners study chemistry in a range of different contexts, conveying the excitement of contemporary chemistry. Ideas are introduced in a spiral way with topics introduced in an early part of the course reinforced later. The ‘B’ specification places a particular emphasis on an investigational and problem-solving approach to practical work and is supported by extensive new materials developed by the University of York Science Education Group. The specification is structured in a series of teaching modules that allow the concepts to unfold throughout the course. Each module is intended to be taught through a chemical ‘storyline’. The storylines address topics such as the use and development of fuels, and the use of metals in a wide range of applications including in medicines.
The Story Lines • Elements of life • Developing fuels • Elements from the sea • The ozone story • What’s in a medicine? • The chemical industry • Polymers and life • Oceans • Developing metals • Colour by design
Practical Endorsement
Practical activities are embedded within the learning. Candidates complete a minimum of 12 practical activities to demonstrate practical competence as well as enhancing understanding of chemical theory. Performance is reported separately to the A level grade as a pass / fail.
Assessment
Fundamentals of chemistry (01) (110 marks) – 2 hours 15 minutes written paper. Weighting 41% of course. Assesses the content from across all teaching modules. Scientific literacy in chemistry (02) (100 marks) – 2 hours 15 minutes written paper. Weighting 37% of course.
Assesses the content from across all teaching modules and places a particular emphasis on scientific literacy. This component features a pre-release Advance notice article. Practical skills in chemistry (60 marks) – 1 hour 30 minutes written paper. Weighting 22% of course. Assesses content from across all the modules with a particular emphasis on practical skills
A level chemistry is essential for those who wish to study medicine, veterinary science, dentistry and chemical engineering. Hospitals require the study of chemistry for pathology, pharmacology and clinical biochemistry. The study skills developed in chemistry mean that it is a respected discipline for careers in law, management, banking, computing, accounting and economics.
Further information
Textbooks have been written specifically for the course. Salters Advanced Chemistry introduces chemical ideas through real live contexts (storylines) and explains the chemical principles behind them. The Activities Pack supports with practical work, data analysis, IT applications and group exercises such as discussions and presentations. Performance during the course is assessed by a test at the end of each topic. As the transition from GCSE to A level can be difficult, these tests have become increasingly important and are used to monitor progress and highlight strengths and weaknesses. The tests have also proved invaluable in predicting potential A level grades. Contact: Ms L Tighe: Subject Leader
Subject
Computer Science
Examining body
AQA
Level
A level
Entry requirements
Minimum of a grade 6 in GCSE mathematics
Course aims
This course has been designed to prepare students who wish to go on to higher education courses or employment where knowledge of computer science would be beneficial. The course is designed to encourage candidates to:
• Develop their problem-solving ability in a computing context using an algorithmic approach
• Demonstrate their knowledge of programming through a problem solving scenario
• Develop an understanding of the hardware and software aspects of computing.
Summary Unit 1
This unit tests students’ ability to program, as well as their theoretical knowledge of computer science.
• Fundamentals of programming • Fundamentals of data structures • Fundamental of algorithms • Theory of computation and the skills required from
having a systematic approach to problem solving Assessed • On-screen exam: 2 hours 30 minutes • 40% of A level Students answer a series of short questions and write/adapt/extend programs in an electronic answer document provided by examination board. They will issue preliminary material, a skeleton program and where appropriate, test data, for use in the exam.
Summary Unit 2
This unit tests students’ ability to answer questions from subject content
• Fundamentals of data representation • Fundamentals of computer systems • Fundamentals of computer organisation and
architecture • Consequences of uses of computing • Fundamentals of communication and networking • Fundamentals of databases • Big data • Fundamentals of functional programming
Assessed • Written exam: 2 hours 30 minutes • 40% of A Compulsory short-answer and extended-answer questions.
Summary Unit 3
Non-exam assessment This assesses students’ ability to use the knowledge and skills gained through the course to solve or investigate a practical problem. Students will be expected to follow a systematic approach to problem solving. Assessed The documentation produced by the student. • 20% of A level
Students may wish to continue studies in a computing related course in further education or seek employment in the ever growing computer related industries. Please be aware when considering options that Computer Science is very different to the discontinued ICT A Level, in that it is about the scientific understanding of how computer systems work, rather than how they are used. A GCSE in Computer Science is not necessary but is helpful and experience of writing simple computer programs in any procedural or object-oriented language is advantageous.
Further information
Please contact: Mr D Tangka (Subject leader of KS3) L Fitzmaurice (Subject Leader of KS4/5) AQA website
Subject
Economics
Examining body
Edexcel
Level
A level
Entry requirements
A grade 6 in Mathematics and English language.
Course aims
To develop an interest in, and enthusiasm for, the subject. To appreciate the contribution of economics to the understanding of the wider economic and social environment. To develop an understanding of a range of concepts and an ability to use those concepts in a variety of different contexts. Use an enquiring, critical and thoughtful approach to the study of economics and develop an ability to think as an economist. Understand that economic behaviour can be studied from a range of perspectives. Develop analytical and quantitative skills, together with qualities and attitudes that will equip them for the challenges, opportunities and responsibilities of adult and working life.
Summary Theme 1
Theme 1: Introduction to markets and market failure. This theme focuses on microeconomic concepts. Students will develop an understanding of: nature of economics, how markets work, market failure and government intervention.
Summary Theme 2
Theme 2: The UK economy – performance and policies. This theme focuses on macroeconomic concepts. Students will develop an understanding of: measures of economic performance, aggregate demand, aggregate supply, national income, economic growth and macroeconomic objectives and policy.
Summary Theme 3
Theme 3: Business behaviour and the labour market. This theme develops the microeconomic concepts introduced in Theme 1 and focuses on business economics. Students will develop an understanding of: business growth, business objectives, revenues, costs and profits, market structures, labour market and government intervention.
Summary Theme 4
Theme 4: A global perspective. This theme develops the macroeconomic concepts introduced in Theme 2 and applies these concepts in a global context. Students will develop an understanding of: international economics, poverty and inequality, emerging and developing economies, the financial sector and role of the state in the macroeconomy.
Assessment
Three externally assessed written papers. Paper 1: Markets and business behaviour will assess microeconomics and questions will be drawn from Themes 1 and 3. Paper 2: The national and global economy. Paper 2 will assess macroeconomics and questions will be drawn from Themes 2 and 4. Paper 3: Microeconomics and macroeconomics will assess content across all four themes.
Economics is a social science and provides a bridge between arts & Science subjects. Virtually any subject combination could be considered. Economics is a very popular subject at university. It is highly regarded by many employers and many students find work in the
city of London. It is also a good subject for progression in public services careers and administration.
Further information
Please contact: Mr G Durr – Subject Leader of Economics Website: www.edexcel.com
Subject
English Literature
Examining body
Edexcel (Pearson)
Level
A level
Entry requirements
Minimum of grade 6 should be achieved in both English Language and English literature. The willingness to read widely, to work independently and to produce regular essays of around 1200-1500 words will be required.
Course aims
To encourage deep learning through a selection of demanding texts which empower and encourage thought provoking debate amongst students. From this, students will become empowered to develop and transfer these skills through essay writing and oral presentations during the study of eight literary texts and unseen poetry.
Component 1: Drama – two hour and fifteen minute open book examination. 30% of the final mark
Drama will cover one Shakespearean play and one other drama from the genre of tragedy, these tests include Dr Faustus (A text) by Christopher Marlowe (ISBN-10:0582817803ISBN-13:978-0582817807)and Hamlet by William Shakespeare.The study of a Shakespearean play will be supported by a Critical Anthology on either genre. Students will answer two essay questions, one on each play studied.
Component 2: Prose – one hour open book examination. 20% of the final mark
Prose will study two texts from a chosen theme – Women and Society, these texts include Tess of the D’Urbervilles by Thomas Hardy (pre-1900) and A Thousand Splendid Suns by Khaled Hosseini. Students will answer one comparative essay question from a choice of two on their studied theme.
Component 3: Poetry – two hour and fifteen minute open book examination. 30% of the final mark.
Poetry will explore poetic form, meaning and language for both contemporary (post -2000 poetry) and a range of poetry from either a specified poet or literary period: Chaucer, The Wife of Bath’s Prologue and Tales. Cambridge University Press: ISBN 9781316615607 Students will also study poetry from the anthology Poems of the Decade: An Anthology of the Forward Books of Poetry 2002–2011 (ISBN-10: 0571325408 ISBN-13: 978-0571325405)
Coursework. 20% of the final mark.
Students will study two texts that are linked by theme, genre, and ideas and produce a comparative essay between 2500-3000 words. This will be internally assessed and moderated by the examination board.
Assessment
Three externally examined papers and one coursework component.
One of the advantages of choosing English is that the subject is highly regarded by admissions tutors and employers. It is a popular subject at university - not least because it is intrinsically enjoyable and (for those who have the skill and enthusiasm) not too difficult! Careers in law, journalism, the media and education are possibilities but the study of English provides a valuable
general background for many areas. At Advanced Level, English can be successfully combined with many other subjects including mathematics and the sciences, but modern languages, history and classical studies are well-established combinations.
Further information
Candidates will be required to demonstrate an ability to respond to a range of texts with understanding and knowledge. They will need an ability to discuss their own and other readers’ interpretations of texts and an ability to communicate informed, independent opinions and judgements. These objectives will be assessed through written examinations and coursework. Please contact: Mrs J Bree – Subject Leader of English Website: www.qualifications.pearson.com
Subject
Geography
Examining body
Edexcel (Pearson)
Level
A level
Entry requirements
Grade 6 or above.
Course aims
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 the A level. The Pearson Edexcel Level 3 Advanced GCE in geography consists of three externally examined papers and one coursework component.
Summary Paper 1 Physical Geography
Content summary: Written examination: 2 hours and 15 minutes 30% of the qualification 105 marks Content overview
• Area of study 1 Topic 1: Tectonic Processes and Hazards • Area of study 1 Topic 2: Landscape Systems, Processes
and Change • Area of study 3 Topic 5: The Water Cycle and Water
Insecurity • Area of study 3 Topic 6: The Carbon Cycle and Energy
Security
Summary Paper 2 Human Geography
Content summary: Written examination: 2 hours and 15 minutes 30% of the qualification 105 marks Content overview ● Area of study 2 Topic 3: Globalisation ● Area of study 2 Topic 4: Shaping Places ● Area of study 4 Topic 7: Superpowers ● Area of study 4 Topic 8: Global Development and Connections
Summary Paper 3 Synoptic Exam
Content summary: Written examination: 2 hours and 15 minutes 20% of the qualification 70 marks Content overview
• The specification contains three synoptic themes within the compulsory content areas:
• Players • Attitudes and actions
• Futures and uncertainties • The synoptic investigation will be based on a geographical
issue within a place-based context that links to the three synoptic themes and is rooted in two or more of the compulsory content areas.
Summary Paper 4 Coursework
Content summary: 20% of the qualification 70 marks Content overview
• The student defines a question or issue for investigation, relating to the compulsory or
• optional content. The topic may relate to any aspect of geography contained within the specification
• The student’s investigation will incorporate fieldwork data (collected individually or as part of a group) and own research and/or secondary data
• The fieldwork which forms the focus and context of the individual investigation may be either human, physical or integrated physical-human
• The investigation report will evidence independent analysis and evaluation of data, presentation of data findings and extended writing
• Students will be expected to show evidence that they have used both quantitative and qualitative data to support their independent investigation as appropriate to the particular environment and/or location.
Assessment
Paper 1 Assessment overview An externally-assessed written examination comprising four sections. Students answer all questions in Section A (Tectonic Processes and Hazards), Section C (The Water Cycle and Water Insecurity) D (The Carbon Cycle and Energy Security). Students answer either Question 2A (Glaciated Landscapes and Change) or Question 2B (Coastal Landscapes and Change) in Section B (Glaciated Landscapes and Change and Coastal Landscapes and Change). The examination may include short open, open response and resource-linked questions. The examination includes 12-mark and 20-mark extended writing questions. Calculators may be used. Paper 2 Assessment overview An externally-assessed written examination comprising four sections. Students answer all questions in Section A (Globalisation) and C (Superpowers). Students answer one question from Section B (Regenerating Places and Diverse Places) and one question from Section D (Intervention; Migration, Identity and Sovereignty). The examination may include short open, open response and resource-linked questions. The examination includes 12-mark and 20-mark extended writing questions. Calculators may be used. Paper 3 Assessment overview An externally-assessed written examination comprising three sections. A resource booklet will contain information about the geographical issue. Students answer all questions in Section A, Section B and Section C.
Sections A, B and C all draw synoptically on knowledge and understanding from compulsory content drawn from different parts of the course. The examination may include short open, open response and resource-linked questions. The examination includes 8-mark, 18-mark and 24-mark extended writing questions. Calculators may be used. Paper 4 Assessment overview
• The investigation report is internally assessed and externally moderated.
• The student will produce a written report of 3000–4000 words.
Field Trip (Compulsory)
A field trip is an important and integral part of this course. There is an expectation that students will participate. The school subsidies the full cost but parents are asked for the board and lodging cost of between £200 to £250.
Financial consideration can be given to those who apply to the Headmaster in writing.
Geography graduates are employed in a wide range of sectors, including the public sector, education, commerce, industry, transport and tourism. Geography graduates have excellent transferable skills, which also attract employers from the business, law and finance sectors.
• Employers include: • local government • the Civil Service • the armed forces • Ministry of Defence • police service • private companies • environmental consultancies • environmental protection agencies • utility companies • charities • information systems organisations
Further information
Please contact:
Mr N Wylie – Subject leader of Geography
Website: www.edexcel.com
Subject
Government and Politics
Examining body
Edexcel
Level
A
Entry requirements
Grade 6 or above in history or 6 in English literature at GCSE
Course aims
The world faces many problems such as the global economy, immigration and terrorism? As citizens about to get the vote, do you want to be fully informed about the issues you will be voting on? Do you want to know about how the decisions which affect your everyday life are made? The aim of the course is to inform you of how political decisions are made on either side of the Atlantic, how they affect you and why you should be involved in the political system that shapes them.
Summary: Paper 1: UK Politics and Core Political Ideas
Democracy Political Parties Electoral Systems Voting behaviour and the media Core Ideas: Conservatism, Liberalism, Socialism
Paper 2: UK Government and Non-Core Political Ideas
The Constitution Parliament The Prime Minister and the Executive Relations between institutions – UK Supreme Court, the Eu, Parliament and the Executive Non-Core ideas: Feminism
Paper 3: Comparative Politics, USA
US Constitution and Federalism Congress President Supreme Court and civil rights Democracy and Participation Comparative theories
A level Government and Politics will help you to develop transferable skills such as analysis of data and the formulation of coherent arguments which can be applied to a range of other subjects and careers.
Further information
We will use a variety of study techniques. You will need to read and take notes in order to prepare for class discussion. You will also need to read newspapers on a daily basis, either in paper form or on the internet. You will need to keep cuttings folders for discussions on current issues. You may be asked to do a presentation individually, in pairs or in groups. You will also have plenty of opportunity to debate issues. You will learn to write short answers to questions and extended essays and to evaluate what you read. Please contact: Mrs K Ladly – Subject Leader of Government and Politics Website: www.edexcel.com
Subject
History
Examining body
AQA
Level
A Level
Entry requirements
Grade 6 or above in GCSE History.
Course aims
The department aims to promote an interest in and understanding of History and its impact on the modern world. We aim to give students a range of experiences in the study of the subject including a variety of time periods and both breadth and depth studies. A Level skills are similar to GCSE, but we will teach you to develop them to a higher level. We will also encourage you to work more independently, and you will need to be ready to join in discussions. Students enjoy going into topics in more depth than at GCSE and arguing different historical interpretations.
Unit Summaries
1H Tsarist and Communist Russia, 1855–1964 2B The Wars of the Roses 1450-1499
Assessment
Assessment will focus on the writing of analytical and evaluative essays and the analysis of historical evidence and interpretations of History. It will include examined options and an individual enquiry. 2 x 2 hours and 30 minutes papers
History is designated by the Russell Group universities as a facilitating subject and as such carries considerable weight when applying to study any course at their institutions. There are some direct applications of the study of history, the more obvious ones being teaching, lecturing and research. However, there are many areas where prospective employees will benefit from the skills acquired through studying history at degree level. A degree in history indicates that the student has the capacity to analyse large quantities of information, solve problems and make judgements on them. These are the sort of skills useful in law, journalism, politics, civil service, and many others. All managers and executives require the analytical and decision making skills which are taught.
Further information
Classes are taught by two members of staff, each of whom specialises in a particular unit. You are led through a carefully planned programme of skills enabling you to make the transition from GCSE to A level. You will then be expected to do set reading before lessons, so that you are able to come ready to discuss, as discussions form the basis of many lessons. Source work is practised in lessons, and model essays planned, or marked ones reviewed. Videos and DVDs are used and where possible visits to historically relevant sites. There is also a library of books in the history office, and you will be encouraged to read widely You will learn how to weigh up evidence and form a balanced judgement of your own. You will also learn how to write a clear and precise argument. You will develop techniques for answering source questions. You will need to be prepared to read widely and take notes and must also be prepared to take a full part in discussions. Please contact: Mrs K Ladly – Subject Leader of History Website: www.aqa.org.uk
Subject
Mathematics
Examining body
Pearson / Edexcel
Level
A
Entry requirements
Students must have at least a level 7
Course aims
To develop an understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment.
Summary Pure Mathematics Content
Proof, Algebra and functions, Coordinate geometry in the (x,y) plane, Sequences and series, Trigonometry, Exponentials and logarithms, Differentiation, Integration, Numerical methods and Vectors.
Summary Statistical content
Statistical sampling, Data presentation and interpretation, Probability, Distributions – Binomial and Normal, Hypothesis testing.
Summary Mechanics content
Quantities and units in Mechanics, Kinematics, Forces and Newton’s Laws, Moments.
Assessment
The A level consists of 3 two hour papers, each out of 100. Paper 1 and 2 contain questions on any topics in the Pure Mathematics content while Paper 3 is split into Section A - Statistical content and Section B - Mechanics content.
A level Mathematics is an acceptable qualification for degrees in mathematics, biological sciences, engineering, environmental sciences, computer science, medicine and vocational fields such as law, accountancy, surveying etc. A level mathematics is an acceptable entry qualification into careers in banking, accountancy and other financial and business areas, engineering, computing, electronics, surveying, architecture, etc.
Further information
Contact: Miss M Carpenter: Subject Leader of Mathematics
Subject
Further Mathematics
Examining body
Pearson /Edexcel
Level
A
Entry requirements
Students must have at least a level 8 at GCSE
Course aims
To develop an understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment.
Summary Paper 1 Proof, Complex numbers, Matrices, Further Algebra and Functions, Further Calculus, Further Vectors.
Summary Paper 2
Complex Numbers, Further Algebra and Functions, Further Calculus, Polar Coordinates, Hyperbolic Functions and Differential equations
Summary Paper 3 FPM3 F Statistics 1 F Mechanics 1 Decision Maths 1
Students take one of the following 4 options Further Calculus, Further Differential Equations, Coordinate Systems, Further Vectors, Numerical Methods and Inequalities. Linear Regression, Distributions (Discrete and Continuous), Correlation, Hypothesis Testing and Chi squared tests. Momentum and Impulse, Collisions, Centres of mass, Work and energy, Elastic strings and springs. Algorithms and graph theory, Algorithms on graphs 1 and 2, Critical path analysis and Linear Programming.
Summary Paper 4 FM4 FS1 FS2 FM1 FM2 DM1 DM2
Students take one of the following 7 options Groups, Further calculus, Further matrix algebra, Further complex numbers, Number theory, Further sequences and series. Linear Regression, Distributions (Discrete and Continuous), Correlation, Hypothesis Testing and Chi squared tests. Probability distributions, Combinations of random variables, Estimation, Confidence intervals and tests using a normal distribution, Other hypothesis tests and confidence intervals, Probability generating functions, Quality of tests and estimators. Momentum and Impulse, Collisions, Centres of mass, Work and energy, Elastic strings and springs. Further kinematics, Further dynamics, Motion in a circle, Statics of rigid bodies, Elastic collisions in two dimensions Algorithms and graph theory, Algorithms on graphs 1 and 2, Critical path analysis and Linear Programming. Transportation problems, Allocation (assignment) problems, Flows in networks, Dynamic programming, Game theory, Recurrence relations, Decision analysis
Assessment The A level consists of 4, one hour and 30 minute papers, each out of 75. The options for Paper 3 and 4 are given as above.
A level Further Mathematics is an acceptable qualification for degrees in mathematics, biological sciences, engineering, environmental sciences, computer science, medicine and vocational fields such as law, accountancy, surveying etc. A level mathematics is an acceptable entry qualification into careers in banking, accountancy and other financial and business areas, engineering, computing, electronics, surveying, architecture, etc.
Further information
Contact: Miss M Carpenter: Subject Leader of Mathematics
Subject
Music
Examining body
Edexcel
Level
A
Entry requirements
GCSE music grade 5. Grade 5 in an instrument.
Summary Unit 1
This unit which is worth 30% gives students opportunities to extend their performance skills as soloists and/or as part of an ensemble. Teachers and students can choose music in any style. Any instrument(s) and/or voice(s) are acceptable as part of a 8-12 minute assessed performance of a balanced programme of music. Assessment: The music performed is chosen and assessed by the centre and moderated by Edexcel.
Summary Unit 2
This unit which is worth 30% gives students the opportunity to complete one technical study, building on the knowledge and awareness of harmony gained in Unit 3 section C through the medium of pastiche studies. Students must complete a Bach harmony task. Assessment: The technical studies will be externally assessed.
Summary unit 3 This unit which is worth 40% focuses on listening to music, familiar and unfamiliar, and understanding how it works. Set works from the anthology provide the focus for much of the unit. Assessment: Assessment is through a 2 hour examination paper set and marked by Edexcel.
Music is A level is a highly respected academic qualification. It is accepted as the second A level for virtually all courses in the Russell Group of universities. The exceptions are some chemistry degrees and medicine at Cambridge. It is required for further study in Music.
Further information
Please contact: Mr J Devor – Subject Leader of Music
Subject
Physical Education
Examining body OCR
Level
A
Entry requirements
Minimum of a grade 5 in GCSE Physical Education (Grade 5 Theory module evidence required)
Be a high performer in at least 1 Sport
Physiological factors affecting performance
Applied anatomy and physiology Exercise physiology Biomechanics
Psycological factors affecting performance
Skill acquisition Sports psychology
Social cultural issues affecting performance
Sport and society Contemporary issues in physical activity and sport
Performance in Physical Education
Students assessed in one practical activity. Students to complete moderated project on the evaluation and improvement of a performer.
Assessment Performance in Physical Education
Physiological factors affecting performance – 30% Physiological factors affecting performance – 20% Social cultural issues – 20% Performance in physical education – 30%
This A level can provide you with the opportunity to go on to university and study sport related degrees such as Sport and Exercise Science, and work towards a variety of careers, including physiotherapy, teaching, sports nutrition, sport massage and many more!
Further information
Contact: Mr N Jones Subject Leader – PE Website: www.ocr.org.uk
Subject
Physics
Examining body
Pearson Edexcel
Level
A
Entry requirements
A minimum grade of a 6 (or equivalent) in physics or usually 6-6 in combined for entry to the course. Candidates also require a grade 6 in mathematics, as a minimum of 40% of the marks across all papers will be awarded for mathematics. Communication is also important as you will need to be able to communicate effectively, carry out research and critically think about problems.
Course aims
to enable students to develop: Essential knowledge and understanding of different areas of the subject and how they relate to each other A deep appreciation of the skills, knowledge and understanding of scientific methods Competence and confidence in a variety of practical, mathematical and problem solving skills Their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject An understanding of how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.
Summary Unit 1
Working as a Physicist Mechanics Electric Circuits Further Mechanics Electric and Magnetic Fields Nuclear and Particle Physics
Summary Unit 2
Working as a Physicist Materials Waves and Particle Nature of Light Thermodynamics Space Nuclear Radiation Gravitational Fields Oscillations
Summary Unit 3
Questions in this paper may draw on any of the topics in this specification. The paper will include synoptic questions that may draw on two or more different topics and include questions that assess conceptual and theoretical understanding of experimental methods (indirect practical skills) that will draw on students’ experiences of the core practicals.
Assessment
Paper 1 & 2 Both assessments are 1 hour 45 minutes. The papers consists of 90 marks. The papers may include multiple-choice, short open, open-response, calculations and extended writing questions.
Students will be expected to apply their knowledge and understanding to familiar and unfamiliar contexts. Paper 3 The assessment is 2 hours 30 minutes. The paper consists of 120 marks. The paper may include multiple-choice, short open, open-response, calculations and extended writing questions. Some questions will assess conceptual and theoretical understanding of experimental methods Students will be expected to apply their knowledge and understanding to familiar and unfamiliar contexts.
Physics leads on to a wide range of courses and careers. You could use Physics to support other qualifications or move on to further studies or employment, including: A BTEC Higher National (HNC and HND) or a degree course such as physics, the sciences, medicine, meteorology, engineering (including chemical engineering) and related programmes such as radiography or biotechnology. In fact, physics is recognised as an entry qualification for a wide range of higher education courses and employment opportunities.
Further information
visit http://learningphysics.iop.org/beyond_school/careers/index.html for further information on careers in physics Discuss the possibility of studying this subject with your physics or science teacher(s) visit your careers office to find out more about careers and Higher Education courses that need GCE Physics order free physics careers booklets from the Institute of Physics website: http://www.iop.org/activity/education/Promoting_Physics/Career_Resources/page_5893.html Visit the Edexcel website, www.edexcel.com, to obtain a full copy of the Pearson Edexcel GCE in physics specification. Contact: Mrs J Tiernan: Subject Leader of Physics
Subject
Product Design (DT)
Examining body
AQA
Level
A level
Entry requirements
Grade 5 or higher in Graphic Products or Resistant Materials.
Course aims
This course is designed to provide students with a balanced and coherent study of all elements of design and technology. Students have the opportunity to study, propose and realise prototype solutions to designing and making situations closely linked to the real world of product/system manufacture. This qualification will excite and engage learners with contemporary topics covering the breadth of this dynamic and evolving subject. It will create empathetic learners who have the ability to confidently critique products, situations and society in every walk of their lives now and in the future.
Summary Unit 1
The paper is set out through four sets of questions that predominantly cover technical principles within each endorsed title. Learners will be required to:
• analyse existing products • demonstrate applied mathematical skills • demonstrate their technical knowledge of materials, product
functionality, manufacturing processes and techniques • demonstrate their understanding of wider social, moral and
environmental issues that impact on the design and manufacturing industries.
Summary Unit 2
This component has two sections that respond to selected tasks.
• Section A focuses on learners applying their knowledge, understanding and skills of designing and manufacturing prototypes and products.
• Section B requires learners to reflect on their design task in Section A in relation to wider factors/issues from the design principles.
Summary Unit 3
The ‘Iterative Design Project’ requires learners to undertake a substantial design, make and evaluate project centred on the iterative processes of explore, create and evaluate. Learners identify a design opportunity of problem from a context of their own choice and create a portfolio of evidence in real time through the project to demonstrate their competence.
Assessment
Principles of Design (01) – 75 marks, 1 hour 30 minutes written paper (25% of total A level) Unseen Challenge* (02) – 75 marks, 2 hours 30 minutes design/written paper (25% of total A level) Iterative Design Project * (03, 04) – 150 marks, approximately 45 hours, non-exam assessment (50% of total A level) * Indicates inclusion of synoptic assessment.
The knowledge, understanding and skills gained in a course such as this will be a great benefit to students pursuing further studies, in their personal lives and in the world of work. The course encourages an awareness and understanding of economic, political, social and environmental factors relevant to this subject. Many students have successfully progressed to universities to study Product and Industrial design. The AS and A2 are designed to offer candidates opportunities to study, propose and realise prototype solutions closely linked to the real world of product and system manufacture. Career prospects are excellent and it has opened doors to computer programming, electrical engineering, product design, industrial design, architecture and Formula 1.
Further information
All sixth form students are free to use our facilities at any time and are encouraged to discuss their work with staff on a regular basis. Contact Name: Mr I Garrod – Subject Leader of Product Design Website: http://ocr.org.uk/qualifications/as-a-level-gce-design-and-technology-product-design-h053-h453/
Subject
Religious Studies
Examining body
Edexcel
Level
A
Entry requirements
GCSE grade 6 or above in RE
Course aims
To provide knowledge and critical understanding of ethical concepts and problems where they can be applied; a critical understanding of scriptural exegesis, interpretation and academic application. To instil academic rigour and enthusiasm for higher level learning.
Summary Paper 1 Philosophy of Religion
A study of philosophical issues including religious experience and the nature of evil and suffering, religious language and the development of thought from selected philosophers
Summary Paper 2 Religion and Ethics
Significant concepts in ethical issues and common debates such as medical ethics and war. Ethical theory such as Utilitarianism and Situation Ethics. Comparative study of ethical scholars
Summary Paper 3 New Testament Studies
Context and interpretation of John’s Gospel. Texts and interpretation of the person of Jesus, purpose and authorship of the Gospel and historical challenges to faith posed by history and science.
The nature of this study relates well to all subject areas. It fosters the ability to analyse, investigate and debate real areas of ethical and scriptural conflict. Students are then able to display critical thinking and objective thought in detailed essays. All of these skills are necessary in undertaking degree courses and that is why it is so highly valued in top universities.
Further information
Please contact: Mrs C Benning – Subject Leader of Religious Education Website: www.edexcel.com
Subject
Edexcel BTEC Level 3 Extended Diploma in Business
Level (AS/A/BTEC)
BTEC
Entry requirements
At least four 4-9 grades at GCSE.
Course aims
To provide a vocational business education.
Summary
The BTEC Level 3 Extended Diploma is regarded as equivalent in level to 3 A levels; as such it can lead to university courses as well as further education. The Diploma provides both a broad foundation of business education and a firm basis for specialism in a selected avenue of business activity. The BTEC National Diploma cannot be combined with A levels. A BTEC National Diploma is a practical, work-related course within the field of business. Students learn by completing projects and assignments that are based on realistic workplace situations, activities and demands. It may be attractive to students who are not confident when it comes to exams. It is not suitable for pupils who find it difficult to cope with coursework. Eighteen units will be completed over the two year course: The Business Environment, Business Resources, Introduction to Marketing, Business Communication, Business Accountancy, Creative Product Promotion, Market Research in Business, Relationship Marketing, Internet Marketing in Business, Recruitment and Selection in Business, Development Planning for a Career in Business, Human Resource Management in Business, Managing a Business Event, Developing Teams in Business, Website Design Strategy, Starting a Small Business, Understanding Business Ethics and Business and the Economic Environment. An essential component of the course is a two-week work experience where students can see at first hand many of the practical applications of work done in class.
Assessment
Units are internally assessed and graded by teachers. An overall grade for the qualification is awarded to all learners who successfully complete all units. Grades awarded are Pass, Merit or Distinction.
BTEC National Diplomas are valued by employers and lead to career opportunities in business specialisms such as finance, human resources, management or marketing, as well as other business related careers. Learners may also progress within employment to professional qualifications such as those offered by the Chartered Institute of Marketing. Learners may further progress into higher education degree courses or BTEC Higher National Certificate/Diploma courses in Business. Association of Accounting Technicians and Chartered Institute of Personnel.
Further information
Please contact: Mr G Durr – Subject Leader of BTEC Diploma in Business. See the Edexcel website - http://www.edexcel.org.uk.
Subject
BTEC National (Level 3) Extended Diploma Sport & Exercise Science
Examining body
EDEXCEL
Level (AS/A/BTEC)
BTEC
Entry requirements
At least 4 GCSEs 4-9
Course aims
Sport and Exercise Science is the application of scientific principles to sport and exercise. The key scientific strands within the sector are biomechanics, physiology and psychology. Sport and Exercise Science has become a key industry contributing £20.3 billion to the economy. The number of sport related jobs in the UK is estimated at over 400,000. The sector workforce is expected to grow by approximately 11% by 2020, meaning vocational qualifications for the sport sector are vital.
Summary This been designed as a full two-year programme of study, enabling learners to develop a substantial common core of knowledge, including anatomy, exercise physiology and psychology, research methods and a research project and fitness testing, allowing them the maximum opportunity to study in more depth a full range of option areas. These include:
• Sports Biomechanics • Sport and Exercise massage • Functional Anatomy • Coaching for Performance and Fitness • Specialised Fitness Training • Nutrition for Sport and Exercise Performance • Applied Sport and exercise Psychology • Field and Laboratory based Fitness Testing • Sport Injury and Assessment • Sociocultural Issues in Sport and Exercise
Assessment
The course is 30% external assessment and 70% internal assessment. External assessments over 4 units: Two written exams Two controlled assessments Internal assessments over 9 units: Course work over the two years.
Sport and Exercise Sciences is part of a larger suite of sport and exercise sciences qualifications, in a range of sizes, which share the common purpose of helping people to become occupationally ready to take up employment in the sector at the appropriate level. This can follow either directly after achieving the qualification, or via the stepping stone of Higher Education (HE) in university or college. By studying a BTEC National, learners develop knowledge, understanding and skills required by the sector, including essential employability skills, and apply them in real work contexts. Learners
can operate at a standard that can reasonably be expected of an 18 year old in full-time education.
Further information
Please contact: Mr N Jones – Subject Leader of BTEC Sport & Exercise Science Visit www.btec.co.uk for further information.
