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NEWPORT GIRLS’ HIGH SCHOOL ACADEMY TRUST PROSPECTUS FOR SIXTH FORM ENTRY 2018 0
NEWPORT GIRLS’ HIGH SCHOOLACADEMY TRUST
PROSPECTUS FOR SIXTH FORM
ENTRY 2018
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CONTENTS
Newport Girls’ High School Sixth Form (NGHS6) 2Advantage of the High School Education 4Student Ethos and Values 5Careers Education, Experience of Work 6General Matters 7Choosing a Course of Study 7
Art & Design 8Biology 10Chemistry 11Design & Technology 13Economics 15English Literature 18Extended Project Qualification (EPQ) 19French 20Geography 22German 23Government & Politics 25History 26Mathematics 27Further Mathematics 28Music 30Physics 31Psychology 33Religious Studies: Philosophy of Religion & Ethics 34
Exam Boards & Codes for A Level & AS Level 37Uniform Policy for Sixth Form 38Uniform 39A Level Results 2017 41 Destination of Leavers 2016 – 2017 43Destination of Leavers Year 13 2017 44The School Day 47School Term/Holiday Dates 2017/2018 47SEN Arrangements 48Child Protection, Safeguarding and Prevent Statement 48
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Newport Girls’ High School Sixth Form (NGHS6)Aims To develop the academic and personal skills required to successfully bridge the gap between school and Higher Education or Training. To offer high quality of teaching of a broad range of academic subjects. We aim to provide the structure of a school environment, alongside encouraging independence, through an offer that includes a wide range of opportunities, either provided directly or through liaison with outside agencies. The school-based context allows for a strong and supportive pastoral system which provides individualised care and advice throughout the sixth form journey.
Academic A level blocks are timetabled annually to ensure we can meet the first choices of as many
students in each cohort. Our A level staff have high levels of expertise and experience. In many cases they are
examiners, moderators, authors, leaders of teacher networks and are involved in training staff in other schools.
We have maintained a wide range of subjects and have been flexible enough to be able to put in additional classes where needed.
We offer all Year 13 students the opportunity to complete an Extended Project which gives them an additional qualification, allows themselves to immerse themselves in a topic of their choice and provides many key skills that prepare them for Higher Education.
We offer all students free access to JStor, an online facility that allows student to search a range of popular academic reading. This facilitates the research element of the EPQ as well as wider reading for A level support.
Careers and Higher Education Throughout Year 12 and 13 we offer a range of individualised support for student
applications from advice about course analysis, visiting and choosing Universities, support for Personal Statements and Apprenticeship applications and interview preparation.
We offer an individualised, specialised package of support to students applying for courses with additional application demands e.g. Medicine, Veterinary Medicine, Dentistry, Oxbridge, Nursing, Physiotherapy and Education courses.
We have a number of pre-agreed, long term, regular placements with local NHS facilities. This provides an unrivalled opportunity to learn about medical careers in a depth that will place our students in an excellent position for a range of medical careers.
We offer a range of careers events throughout the year and the opportunity for individual, independent careers meetings if required.
We have established links via our A level subjects with Harper Adams University, University of Birmingham, Aston University, Warwick University, Keele University, University of Southampton and Wolverhampton University. These facilitate visiting lecturers, student conferences, masterclasses and the Gold Crest Award.
Field trips and educational visits Students are provided with the organised field trips that are required in subjects such as
Biology and Geography. Additionally, a range of visits offer learning beyond the curriculum, for example historical
sites, trips abroad, galleries and museums, theatre and concert trips.
Personal Skills Development 2
Students are supported to take additional qualifications such as LAMDA, Gold Crest, Gold Arts Award.
Sixth formers are encouraged to mentor other students both within our school and in local ones.
Those who have not participated in the National Citizen Scheme during Year 11 are encouraged to do so in year 12. As a result many have gone on to become leaders in subsequent years, representing the West Midlands NCS nationally and internationally.
We offer school and house leadership roles which provide students with the chance to enhance their employability skills.
Community We welcome students into our sixth form from many local, national and international
schools. Our aim is to ensure that everyone feels part of the special NGHS6 community. Those who have been offered a place are invited to experience the setting directly at a
Summer Induction. After a short official welcome and opportunity to ask questions, they are hosted by the current Year 12s who entertain, feed and socialise with them.
The first day of term for new sixth formers is completely focused on developing a community. A carousel of activities offer the chance to get to know fellow students and the school.
The Social and Cultural weekend is a crucial factor in forming the Year 12 community. It is well received and most students will attend.
Alumni return to advise on careers and applications.
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ADVANTAGE OF THE HIGH SCHOOL EDUCATION
The pursuit of post 16 education in a centre attached to a school offers many opportunities not available in a sixth form college. It is also in complete contrast to Year 11. The Sixth Form has its own uniform, and many students in Year 13 are granted one morning or afternoon home study in their free time. There is a strong musical tradition both within the school and we have a thriving orchestra and choir made up of students from all year groups. Sport has a high profile, and students help to organise and play in House and school teams. Furthermore, the school’s House system provides opportunities for interested students to use their initiative in organising money-raising events for charity, and for House contributions in other areas, such as to the drama competition. There are opportunities to run extra-curricular clubs and to attend them.
‘Relationships in the school are based on mutual respect. It is evident that most pupils respect their teachers and recognise their efforts in helping them to succeed. In turn it is equally evident that teachers respect the pupils they are teaching and enjoy the intellectual challenge of stretching pupils to their full potential.’
‘It is undeniably that the average attainment of students entering the Sixth Form is high but each year students gain results at A level which are significantly above those predicted by their prior attainment. In comparison with other grammar schools students’ results are very high. There are many factors which account for this. Students are very well motivated to achieve highly. Students work hard in their lessons and are conscientious in the assignments. In lessons students are fully challenged. Teachers are very knowledgeable about their subjects and of what students need to do to gain the higher marks. The quality of teaching and learning is very good. The level of intellectual challenge in lessons is high and the pace of working is fast. Students have well-developed skills for working independently. They are interested in their lessons and have a fierce determination to succeed. Retention rates are very high for all courses.’
‘Sixth form provision is outstanding. Teachers have excellent subject knowledge and build up a good rapport with their classes. Care, guidance and support are outstanding, and students’ personal development is too. Those who join the Sixth Form from other schools speak highly of the induction programme and how welcome they feel in the school.’
OFSTED Report
Results consistently rank Newport Girls’ High School as one of the top performing schools nationally at A level.
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STUDENT ETHOS AND VALUES
Our School is a community of learning, we value…
Respect and Equality
This is demonstrated by:
Respecting each other’s right to learn. Following the school’s behaviour guidelines and showing respect for school property and our
surroundings. Valuing and celebrating each other’s contributions in lessons and other school activities. Treating one another with dignity and respect. Accepting individual differences and supporting one another with patience and compassion.
Friendship
This is demonstrated by:
Actively helping to integrate new members to the form and to school. Showing commitment and courtesy to others. Looking for opportunities to get involved in school and House activities to forge links within
the school community.
Contribution
This is demonstrated by:
Putting our best effort into our studies and allowing others to achieve their potential also. Taking pride in our work and in our School overall. Following the behaviour and conduct guidelines at all times. Utilising the opportunities to show our talents and helping others to develop theirs too. Encouraging and participating in form, House and community activities.
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CAREERS EDUCATION, EXPERIENCE OF WORK
Throughout your time here you will be encouraged to look forward and set realistic targets. You will be guided in your investigations into career options and paths by personal tutors and specialist staff. The following events and experiences are specifically directed towards this:
i) Each student will have the opportunity to have a careers interview with a specialist advisor.
ii) Students have a week off timetable to focus on their university applications and EPQ. Specialist advice is available during these sessions.
iii) Each student in Year 12 has the opportunity to organise regular work experience in a chosen career area. In particular we are proud to be able to offer a special clinic with the NHS for a range of medical based careers.
iv) A Looking Ahead event for parents and students is organised in the Spring term, where the emphasis is upon career paths and Higher Education applications. A university representative gives a talk on applications to Higher Education.
v) Careers conventions and talks are held where students have the opportunity to meet with representatives from a range of professions.
vi) Online software resources are available providing advice on an aptitude for careers and Higher Education courses. Visits are arranged to Careers Fairs.
viii) The UCAS Higher Education Fair gives students the opportunity to talk to representatives from universities about specific courses of study.
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GENERAL MATTERS
Post 16 Facilities
By January 2018 our school extension will be complete and the Sixth Form will have a large independent study area adjacent to six new classrooms and an exhibition area. The space will be used for private study, careers talks and information sessions.
The library has a combination of essential areas which greatly enhance study facilities and students’ access to ICT and other resources. These include a comfortable and quiet study and reference area, a well-stocked careers section, IT networks with internet access and reprographics facilities. You will have access to all of these as an important support to your studies and interests. The centre is invaluable for those students for whom independent research is part of an A level course.
CHOOSING A COURSE OF STUDY
Option blocks will be developed around student choice and students are encouraged to choose three to study in Years 12 and 13. The new ‘linear’ A level courses will have no AS examinations at the end of the year but internal assessments will take place on a regular basis.
In Year 13 students will continue with three subjects and complete the A level courses. In addition, most students will follow an enrichment programme and an Extended Project (EPQ).
Students seeking a university place will be expected to achieve three A levels at the end of Year 13 and will be given offers based on their courses. Different grades will be allocated a point score, and offers from universities will be made on a points, or grade, basis.
Your choice of subjects will ideally combine interest with aptitude, and will cover a broad range of subject areas.
You should know from the beginning of the Sixth Form which ones you wish to choose, keeping in mind any restrictions dependent on career aspirations. Please discuss this with Sixth Form staff if you are unsure on which combination of subjects to take. We are committed to providing choice and flexibility for all students.
All details contained in this prospectus are correct at the date of publication (October 2017). You are invited to contact the school about specific points, which you may wish to verify.
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ART & DESIGNA LEVEL
Examining Board AQACourse No. 7202
COURSE REQUIREMENTS
While it is an advantage to have studied Art at GCSE level, the A level course requires a questioning mind, and a student who is not afraid to experiment and ‘try things out’. An enthusiasm for the subject is important as well as an interest in and enjoyment of Art and Design. The intellectual, imaginative, creative and intuitive powers will be developed during the course as well as aesthetic understanding and critical judgement. Students will be given opportunities to visit galleries to increase their knowledge and first-hand experience of Art from other cultures and societies past and present. They will be encouraged to visit local galleries collections of Art independently throughout the course. There may also be a gallery trip abroad during the year which of course is optional but a great opportunity to broaden cultural awareness.
There is an element of work from the life-model during both years and students achieve and benefit greatly from these life studies lessons.
OPPORTUNITIES AFTER STUDYING THE COURSE
Students who wish to pursue further studies in Art and Design often go on to a foundation course prior to degree courses in a wide range of Art related subjects. Newport Girls’ High School’s Art department has a particularly good working relationship with Stafford College of Art and Design which has excellent facilities and provides, through the nature of the foundation course, an important step to the next stage of Art education. Students have applied to a wide range of courses at universities; Edinburgh, Bristol, Birmingham, Leeds and Lancaster in recent years. It is also possible to apply directly to a degree course and students will be advised appropriately for their needs at the time.
COURSE OUTLINE
Year 1:
Skills Based Portfolio – CourseworkStudents are required to produce a portfolio of work from given starting points, topics or themes. There is a strong emphasis on work with the life model as a foundation for other ideas.
The focus is on showing that ideas have been explored, researched, and skills and techniques have been acquired during the course. Students will benefit from learning a variety of new techniques such as SLR photography, printmaking, painting and drawing, sculpture and digital art.
Coursework projectStudents will be given the opportunity to start their major coursework project after Easter which will go towards their overall A Level.
In May students will have a 10 hour (2 days) exam to work on developing their ideas to experience working under controlled conditions, they will be awarded with an internally assessed grade at the end of the first year.
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Year 2
Personal InvestigationStudents continue to develop their major project (practical piece of visual work) that has a personal significance to them. This is an opportunity to show what you have learnt to do well.
The investigation includes a related personal study that must be between 1000 – 3000 words.
Controlled AssignmentStudents are given an early release question paper on 1 st February from which they select one starting point.
They are given 12 - 14 weeks to prepare and plan their ideas.
Students are given 15 hours (3 exam days) exam time to realise their ideas into a final outcome or piece of work.
Potential applicants that are interested in Photographic media are invited to contact the school to discuss this further.
Tutor Mrs A Benoit
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BIOLOGYA LEVEL
Examining Board AQACourse No. 7402
COURSE REQUIREMENTS
A minimum grade A in Additional Science or Separate Science Biology is required. A keen interest and enthusiasm for the subject and how it is developing in the 21st century.
OPPORTUNITIES AFTER STUDYING THE COURSE
Many of the students studying biology have gone to a variety of courses including Medicine, Pharmacy, Veterinary Science, Biomedical and Biological Sciences, Genetics, Agriculture, Teaching and Environmental Science.
The course builds on concepts and skills that will have been developed in the GCSE Science courses. It encourages pupils to:
further their knowledge, understanding and enthusiasm for Biology;
develop their skills, knowledge and understanding of scientific methods;
develop competence in practical, mathematical and problem solving skills;
gain an appreciation of the effects of biology on society.
COURSE OUTLINE
Four units are studied in Year 12:
Unit 1 Biological moleculesUnit 2 CellsUnit 3 Exchange in organismsUnit 4 Genes and variation
Four units are studied in Year 13:
Unit 5 Energy transfersUnit 6 Responding to changeUnit 7 Genetics, evolution and ecosystemsUnit 8 The control of gene expression
Practical assessment does not count towards either the AS or A level. However, during the course students will be assessed and at A level this will result in a separate endorsement of their practical skills. Assessment of practical skills will also be tested via the written papers at both AS and A level.
Tutors Mrs S DaintyMrs R Narasimhan
CHEMISTRY 10
A LEVELExamining Board AQA
Course No 7405 (A Level)
COURSE REQUIREMENTS
A minimum grade A in Additional Science or Separate Science Chemistry is required.
The greatest difference between GCSE and A level is encountered in physical chemistry. Many of the ideas have been discussed at GCSE level, but more calculations are involved. Some people find these difficult but anyone, who has coped well with GCSE level Maths and gained good science GCSE results, should be capable of them and many people enjoy the challenge of solving problems.
OPPORTUNITIES AFTER STUDYING THE COURSE
Chemistry ‘A’ level is a specific requirement for many courses at university and can lead to careers in chemistry, medicine, pharmacy, biological sciences and other less obvious areas such as law.
Chemistry is an exciting subject; it is also of enormous importance for the well being and advancement of our civilisation. You have only to consider how the chemicals industry provides for your food (fertilisers, agrochemicals, preservatives), clothing (fibres, detergents), shelter (construction materials), transport (fuels, lubricants) and health (drugs, pharmaceuticals) to realise that life as we know it would stop almost overnight if the fruits of past chemical research and development were not available. Chemistry also has a major part to play in environmental issues.
COURSE OUTLINE
The first teaching modules will cover the fundamental basics in theory and practical work which all good chemists should be familiar with. This will include topics on acids and bases, redox reactions, use of the mole concept, and structure and bonding within materials. Questions on this work may feature in ANY of the three final papers.
The subject will then be divided into two strands broadly following the lines of inorganic/ physical chemistry in one and organic chemistry in the other. These will be tested separately in Papers 1 and 2.
There will be much more emphasis than before on the links between the topic areas and a synoptic view to the subject. Paper 3 will require knowledge of the whole content and an ability to write at length.
Practical work will no longer feature as a component within the A level, but will be recognised by a ‘pass or fail’ endorsement which will be published alongside the A level grade. This will involve doing 12 experiments, suggested by the board, in the context of the work carried out during normal lessons. These will be moderated by the board, but initially assessed by us.
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EXAM STRUCTURE
All exams sat at the end of the two-year course.
Paper 1: Periodic Table, elements and physical chemistry (2 hours 15 minutes) (15 multiple choice questions and structured questions work 85 marks)
Paper 2: Synthesis and analytical techniques (2 hours 15 minutes) (15 multiple choice questions and structured questions work 85 marks)
Paper 3: Unified chemistry (1 hour 30 minutes) (structured questions and extended response questions covering theory and practical skills worth 70 marks)
Practical Pass/Fail – will be reported alongside the A level grade but will no longer be endorsement: part of the exam.
AS is no longer a constituent part of the A level course but is co-teachable with Year 12 of the A level course. It may be used to provide those who do not wish to continue their studies into Year 13 as a recognised qualification, and may also be used to provide an indication of the suitability of students to continue into Year 13.
Tutors Mr J WadeMr C Tolley
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DESIGN & TECHNOLOGY - PRODUCT DESIGN A LEVEL
Examining Board AQACourse No. 7552
This new creative and though-provoking qualification will give students the practical skills, theoretical knowledge and confidence to succeed in a number of careers, especially those in creative industries. Students will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning in to practice by designing, manufacturing and evaluating products of their choice. Students will develop their intellectual curiosity about design and manufacture of products and systems, and their impact on daily life and the wider world. Students will gain a real insight into the creative, engineering and/or manufacturing industries.
The course will appeal to students who have an enquiring mind. The course encourages innovation, takes account of the varied interests of the student and enables students to learn about design in a design-make-test-evaluate context. The course has clear links with maths and science.
OPPORTUNITIES AFTER STUDYING THE COURSE
Product Design can be combined with other favourite subjects to create a wide range of possible career paths. For example combining with maths or physics creates opportunities for architecture, civil, aeronautical and mechanical engineering. Product Design with business studies would make a strong application to marketing or advertising courses. Product Design with art lends itself to foundation studies, theatre and fashion design.
COURSE OUTLINE
There are three main areas to this course, the non-exam assessment coursework project (in which students are encouraged to be as creative as possible before making their idea as a finished working product), Paper 1 which is a 2 hour examination (core technical, designing and making principles) and Paper 2 which is a 2 hour examination (specialist knowledge, technical, design and making principles linked to product analysis and commercial manufacturing). Graphic techniques are an integral part of Product Design to enable students to clearly communicate their ideas.
Assessment What’s Assessed How it’s Assessed Questions or Evidence
Paper 1
Core technical principles and core designing and making principles
Written exam: 2 hours
100 marks 25% of A-level
Mixture of short answer, multiple choice and extended response.
Paper 2
Specialist knowledge, technical, designing and making principles
Written exam: 2 hours
25% A-level
Mixture of short answer, multiple choice and extended response questions based on product analysis and commercial manufacturing.
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Non-exam assessment
Practical application of technical principles, designing and making principles and specialist knowledge
Substantial design and make task
45 hours 100 marks 50% of A-level
Design portfolio, 3d prototype and photographic evidence of 3d final prototype.
Tutor Miss T Wells
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ECONOMICSA LEVEL
Examining Board EdexcelCourse Nos. 8EC0 (AS) 9EC0 (A Level)
INTRODUCTION
This is a new course started from September 2015. The course contains cover the main aspects of economics but also contains some elements of Business Studies. It is awarded as AS/A level in Economics. It provides students with the best of both – the dynamic nature of Business and the academic rigour of Economics. WHAT IS ECONOMICS?
Economics is the study of how people choose to use resources. Resources include the time and the talent people have available as well as the land, buildings, equipment and the knowledge of how to combine these to create useful products and services.
COURSE REQUIREMENTS
A keen interest and enthusiasm for this subject is required. Economics will combine well with many A level subjects including Mathematics, Psychology, English, History, Sciences and Languages.
WHAT DO I NEED TO KNOW, OR BE ABLE TO DO, BEFORE TAKING THIS COURSE?
You may not have studied any business or economics related subjects before, but that does not matter. What is much more important is that you want are ready to learn markets and the economy as well as how it affects those operating within it ie: businesses and entrepreneurs.
Economics is a dynamic subject, keeping pace with the ever changing world in which we live. Students are encouraged to take an active interest in business developments by reading newspapers, following current affairs, visiting businesses and drawing on their own and other’s experiences at work and of running a business.
WHAT WILL I LEARN?
The course structure is outlined below:
Theme 1: Markets, consumers and firms. This covers: Enterprise, business and the economy, sources of finance, the market place, market failure and Government Intervention, revenue costs and profits. In brief this theme covers the thinking and activities that entrepreneurs and existing businesses undertake when developing and researching new business ideas as well as a consideration of the market and business they may be operating in.
Theme 2: The wider economic environment. This covers: Business growth and competitive advantage, marketing and estimating demand for the product, business efficiency, globalisation, the economic cycle and macroeconomic policy.
This theme helps students to explore how firms can become more competitive. It introduces them to the wider international and economic environment in which firms operate.
Theme 3: The global economy. This covers: Globalisation, business expansion, global marketing, multinational corporations, global labour markets and inequality and redistribution.
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This theme introduces students to what businesses need to consider if they were to trade internationally, such as which countries to sell their product in, and why some companies sell their products worldwide.
Students develop understanding of the meaning of globalisation and explore ways in which firms expand into new markets and move to new locations for production. The issues with global trade and growth, and the trade policies that shape the global economy are also considered. Students will also consider multinational corporations and global labour markets, poverty, inequality and income distribution. Students will apply supply and demand analysis to the labour market as they see how wages are determined and look at other influences on the rewards of labour.
Theme 4: Making markets work. This covers: Competition and market power, market failure in business, market failure across the economy, macroeconomic policies and impact on firms and individuals, risk and the financial sector.
Students will investigate competition and market power, as well as other aspects of market failure. Regulation involves looking at measures that can be used to prevent firms from using their market power in ways that are detrimental to the interests of society as a whole. In-depth coverage of macroeconomic policy and the role of the financial markets allows students to explore the significant problems that have developed in recent years.
SKILLS DEVELOPED DURING THE COURSE
Students are encouraged to use an enquiring, critical and thoughtful approach to the study of economics and develop an ability to think as an economist. Throughout the course they will develop a clear and to-the-point style of writing, enabling them to communicate ideas effectively in a business setting. They will also learn how to analyse and interpret economic indicators, to decipher how these may affect a business and suggest action to be taken to benefit from these, or minimise the damage. Students will be able to develop arguments in written, numerical and diagrammatical form. The emphasis of the course is on solving problems based on real economic and business situations. There are visits to local and national businesses organised to support the course.
IS THIS THE RIGHT SUBJECT FOR ME?
This course is suitable if you:
Take an interest in current economic issues, national and international business news Want to learn how to analyse information effectively and be able to suggest solutions to real
problems affecting businesses, the economy and individuals Want to gain a background in economics and business to enable you to gain a future
management position in any organisation.
OPPORTUNITIES AFTER STUDYING THE COURSE
Many students will on to study Economics and/or Business at University as entire subjects or as combined subjects. Other related degree courses include: European Business, Management Studies, Marketing, Accounting and Finance.
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EXAM STRUCTURE - 3 papers as detailed below
Paper 1: Markets and how they workCode: 9EB0/01
35% of the total qualification
Each question is set in a context, drawing on topics from across Themes 1 and 4. First assessment: May/June 2017. ● The assessment is 2 hours. ● The assessment consists of 3 questions. ● The assessment consists of 100 mark.
Paper 2: Competing in the global economyCode: 9EB0/02
35% of the total qualification
Each question is set in a context, drawing on topics from across Themes 2 and 3. First assessment: May/June 2017. ● The assessment is 2 hours. ● The assessment consists of 3 questions. ● The assessment consists of 100 marks.
Paper 3: The economic environment and business Code : 9EB0/03
30% of the total qualification
Section A will focus on the broad context provided in the pre-released document issued. Section B will focus on at least one strand within the context provided. First assessment: May/June 2017. ● The assessment is 2 hours. ● The assessment consists of 2 questions. ● The assessment consists of 100 marks.
Tutor Mrs L Kearne
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ENGLISH LITERATUREA Level
Examining Board EdexcelCourse Nos. 9ET0 (A Level)
COURSE REQUIREMENTS
Students who do well in English Literature are those who have a genuine interest in books, reading, the arts and culture. You will need to be able to think independently and creatively, as well as having a methodical approach to your studies. Debate and discussion play an important role in the course and we expect you to share and discuss your ideas freely and openly.
We would expect that, as well as having achieved good grades in English Language and English Literature at GCSE, you will have also enjoyed studying the subject throughout your school career.
OPPORTUNITIES AFTER STUDYING THE COURSE
At Key Stage 5, English compliments subjects in the humanities such as History. However, many students also take English alongside science based subjects as it is an opportunity to develop communication skills and show a breadth of knowledge. Admission tutors for English at university level look for high grades from applicants, as it is a popular course. A degree in English is a stepping stone to careers in areas such as business, law, publishing, PR, the arts, the public sector and education.
A-Level English Literature is held in high regard by the most competitive institutions in the country and former students have gone on to study a diverse range of subjects such as Fashion Management, Nursing, Modern and Medieval Languages and Law at oversubscribed universities including Oxbridge.
COURSE OUTLINE
Students studying A Level English will complete one coursework essay worth 20%, with terminal examinations at the end of Year 13 counting for 80% of the final mark.
Students will study prose, poetry and drama from a range of periods and countries. There will also be opportunities to attend theatre trips and lecture days. The course includes the following:
Shakespeare (Currently Othello) Pre-1900 prose (Currently The Picture of Dorian Gray and Dracula) Post-1900 drama and poetry (Currently A Streetcar Named Desire; poetry of Phillip Larkin;
Poems of the Decade: An Anthology of the Forward Books of Poetry) Close reading of extracts A comparative literary study [A-Level coursework component] (the current focus is on 20 th
Century America)
EXAM STRUCTURE
A level [80% Examination and 20% coursework] Component 1: Drama – Shakespeare and a 20th century drama text [30%]Component 2: Prose: The Supernatural in Victorian literature [20%]Component 3: Poetry: 21st Century and literary heritage poetry [30%] Component 4: Coursework: Comparative essay on 20th century American literature [20%]
Tutors Mr D Postle Miss S Tomkinson
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EXTENDED PROJECT QUALIFICATIONA LEVEL
Examining Board AQACourse No. 7993
COURSE REQUIREMENTS
All students follow the EPQ course beginning in the summer term of Year 12 and throughout Year 13. Completion can be anytime between December and March.
OPPORTUNITIES PROVIDED BY STUDYING THE COURSE
The Extended Project Qualification is an extremely useful additional qualification and is proving to be an important factor in preparation for University.
The skills developed, such as critically selecting information from a range of sources, analysing data and demonstrating understanding of linkages, connections and complexities of a topic provide ideal preparation for all undergraduate courses and research is suggesting that completion correlates with degree success too. Some Universities now offer a reduced offer to students predicted an A or A* grade in EPQ.
COURSE OUTLINE
Students will develop their own unique for a project title. They will then be supported by an individual supervisor and a series of taught sessions to carry out research and produce a project. Taught sessions will include: title choice, research skills, time management, referencing and developing written arguments.
The final outcome will consist of an extended report as well as a Production Log record their planning and learning as the report progresses and a presentation to a non-specialist audience using appropriate media. Finally they will also be assessed on their responses to a live question and answer session.
EXAM STRUCTURE
No examination, the qualification is internally assessed and moderated before being sent for external moderation. It is a level 3 qualification that can be awarded an A*.
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FRENCHA LEVEL
Examining Board AQACourse No 7652 (A Level)
COURSE REQUIREMENTS
To study French you should have a high grade in GCSE French and feel confident using GCSE grammar.
OPPORTUNITIES AFTER STUDYING THE COURSE
There are many opportunities open to students after studying French at A level. Many employers see languages as a great advantage and consider communication skills as vital to the vast majority of careers. A degree in French may lead to careers in business, law, the Civil Service, publishing, journalism, translating, librarianship and teaching.
COURSE OUTLINE
The course leads to the A level of the AQA Examination Board and involves a wide range of topics.
Paper 1 – topics for Listening, Reading and Writing
(a) Aspects of French-speaking society: Current trends – the changing nature of Family; the ‘cyber-society’; the place of voluntary work.
(b) Aspects of French-speaking society: Current issues – positive features of a diverse society, life for the marginalized, how criminals are treated.
(c) Artistic Culture in the French-speaking world: A culture proud of its heritage, contemporary Francophone music, cinema: the 7th art form.
(d) Aspects of Politcal Life in the French-speaking world: Teenagers, the right to vote and political commitment, Politics and Immigration, Demonstrations and Strikes – who holds the power?
Paper 2 – Writing
One text and one film or two texts from the specification list from a range of genres including:
Books: Moliere Le Tartuffe, Voltaire Candide, Maupassant Boule de Suif, Camus L’Etranger, Francoise Sagan Bonjour Tristesse, Claire Echerelli Elise ou la vraie vie, Joseph Joffo Un sac de billes, Faiza Guène Kiffe Kiffe Demain, Philippe Grimbert Un Secret and Delphine de Vigan No et moi.
Films: Au Revoir les Enfants, La Haine, L’Auberge Espagnole, Un Long Dimanche de Fiancailles, Entre les Murs, Les 400 Coups.
Grammar
Paper 3 - Oral
Based on an individual research project on one of the four sub-themes on Paper 1.
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EXAM STRUCTURE
Paper 1 Weighting of A Level
Listening, Reading & Writing 40%Paper 2Writing 30%Paper 3 Speaking 30%
Tutors Ms D BransonMrs H Furnival
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GEOGRAPHYA LEVEL
Examining Board AQACourse No. 7036 (AS level) and 7037 (A level)
COURSE REQUIREMENTS
It is desirable, but not essential, to have studied Geography at GCSE. A keen interest and enthusiasm for this subject is required.
OPPORTUNITIES AFTER STUDYING THE COURSE
The variety of topics and skills covered gives geographers a variety of career opportunities, which include personnel management, estate management, tourism, town planning and landscape architecture. The subject supports applications to a wide range of higher education courses from Law to Earth Science.
COURSE OUTLINE
Geography tackles the big issues such as environmental responsibility, our global independence and cultural understanding. It is a bridge between the arts and sciences but has its own transferable skills such as data analysis and evaluation, report writing and research. Team work and problem solving skills are developed through a range of field trips.
Geography post 16 offers scope for personal and academic development, actively involving students in the process of learning through enquiry into questions, issues, challenges and problems of relevance in the world today. In particular it investigates the inter-relationships of people and their environment.
The course followed is AQA GCE Geography. This is an issues based course, which examines many of the problems in the physical and human environments of the world.
THE A LEVEL UNITS – course code 7037
Unit 1 Physical geography2 hrs 30 mins exam, 40% of the A level
Unit 2 Human geography2 hrs 30 mins exam, 40% of the A level
Unit 3 Geographical investigation3-4,000 word internally assessed project, 20% of the A level
A minimum of 4 days fieldwork will be undertaken
Tutors Mr J Pimm Mrs K Gill
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GERMAN A LEVEL
Examining Board AQA Course No 2660 (A Level)
COURSE REQUIREMENTS
To study German you should have a good grade in GCSE German and feel confident about GCSE grammar, however the grammar will be covered again right from the basics.
OPPORTUNITIES AFTER STUDYING THE COURSE
There are many opportunities open to students after studying German at A level. Many employers see languages as a great advantage and consider communication skills as vital to the vast majority of careers. A degree in German may lead to careers in business, law, the Civil Service, publishing, journalism, translating, librarianship and teaching.
COURSE OUTLINE
The course leads to the A level of the AQA Examination Board and involves a wide range of topics.
Paper 1 – Topics for Listening Reading and Writing
(a) Aspects of German-speaking society: current trends - the changing nature of Family; the digital world; youth culture: fashion, trends, music and TV
(b) Multiculturalism in German-speaking society: Immigration, integration, racism(c) Artistic Culture in the German-speaking world: festivals and traditions, art and architecture
Cultural life in Berlin, past and present(d) Aspects of Political Life in the German- speaking world: German and the European Union,
politics and youth, German reunification and its consequences
Paper 2 – Writing
One text and one film or two texts from the specification list from a range of genres including:
Books: Böll- die verlorene Ehre der Katarina Blum; Brecht-Mutter Courage;Dürrenmatt-der Besuch der alten Dame; Frisch- Andorra; Heine- Gedichte-Buch der Lieder; Hensel- Zonenkinder; Kafka-die Verwandlung; Kaminer- Russendisko; Lenz-Fundbüro; Schlink-der Vorleser
Films: Good bye lenin ; Das Leben der Anderen ; Die fetten Jahre sind vorbei ; Almanya-Willkommen in Deutschland ;Sophie Scholl ; Lola rennt.
Grammar
Paper 3 - Oral
Based on an individual research project on one of the four sub-themes on paper 1.
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EXAM STRUCTURE
Paper 1 Weighting of A Level
Listening, Reading & Writing 40%Paper 2Writing 30%Paper 3 Speaking 30%
Tutor Mrs L Payne Alexandre Rosbach
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GOVERNMENT & POLITICSA LEVEL
Examining Board Edexcel /AQACourse Nos. tba once agreed by Ofqual
COURSE REQUIREMENTS
Students taking this course are expected to have demonstrated an ability to research widely, analyse evidence and reach balanced conclusions.
Students also need an enquiring mind, a passion for current affairs and an ability to reason and think independently.
OPPORTUNITIES AFTER THE COURSE
Students taking this option have gone on to study a wide variety of subjects including Politics, Economics, Business, History, International Relations and Law at University. It also combines well with all other A level subjects. The study of Politics helps to develop the type of analytical mind, ability to synthesise information and excellent communication skills that are a prerequisite for a wide range of career paths. Students in this subject have gone on to careers in Law, Finance, General Management including in the Fashion sector, Journalism, Politics and International relations.
COURSE OUTLINE
Both examining boards offer exactly the same content.This is an exciting new specification which offers more breadth for students who are interested in politics, whilst still retaining the level of depth that students achieve currently.Over the two year course, students will study the political processes and institutions in both the United Kingdom and in the U.S.A. There will also be a comparative section to enable students to synthesize and demonstrate their learning.In addition the new course will include the study of a range of ideological traditions; conservatism, socialism and liberalism as well as a focus on feminism. Students will be expected to read some of the key texts associated with these ideologies and to appreciate the historical context within which they developed.
EXAM STRUCTURE
All units will be examined at the end of the two year Course. There is no coursework option.
Tutor Miss V Maxwell
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HISTORY A LEVEL
Examining Board AQACourse No. 7042 (A Level)
COURSE REQUIREMENTS
Previous knowledge of the subject is not a requirement, as some of the topics are new to all students. Instead, a genuine interest and enthusiasm, initiative, critical thinking and debate are more valuable skills.
OPPORTUNITIES AFTER STUDYING THE COURSE
History is a subject that encourages students to critically evaluate and interpret evidence from the past in order to develop reasoned hypotheses and form balanced judgments. With such transferable skills, History therefore provides an excellent foundation for various higher education courses, as well as increasing employability in a range of career areas, especially those that require developed communication skills. Some examples include Journalism, Law, Politics and Management.
COURSE OUTLINE AND EXAM STRUCTURE
A Level history includes:
Component 1 Component 2 Component 3
Worth 40% Worth 40% Worth 20%
External examination External examination Coursework
Breadth study with interpretations
Depth study with sources
Historical enquiry based on
interpretations
Paper Code 1H:
Tsarist and Communist Russia,
1855-1964
Paper Code 2B:
The Wars of the Roses, 1450-1499
‘The Golden Age of Spain, 1474-1598’
Tutors Miss A M Davies Mrs A Seys
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MATHEMATICSA LEVEL
Examining Board OCRC ourse N os. H230 (AS) and H240 (A L evel )
COURSE REQUIREMENTS
Students must have obtained a grade 7, 8 or 9 in mathematics at GCSE level.
OPPORTUNITIES AFTER STUDYING THE COURSE
Mathematics is an exciting and interesting subject to study and a mathematics degree leads on to many opportunities in industry and commerce where it is the discipline of mind developed by studying mathematics which is valued rather than the subject content.
A LEVEL MATHEMATICS
The A level is now a two year linear course with three two hour exams taken at the end of Year 13 graded from A* to E.
The course consists of three areas: pure mathematics, mechanics and statistics.
Paper 1 will consist of pure mathematics. Paper 2 will consist of half pure mathematics and half statistics. Paper 3 will consist of half pure mathematics and half mechanics. All papers have equal weighting.
In Pure Mathematics you will learn new methods and techniques which will build on your knowledge of graphs, trigonometry, algebra and vectors learnt in the new GCSE. We will also study a new topic called calculus, which is a powerful tool for working out, for example, gradients of curves and areas under graphs. You will learn to understand the need both for mathematical rigour and for being able to use the various techniques within models of real life situations.
In Statistics you will learn to appreciate that it is a practical subject in constant everyday use, whilst at the same time, it has a strong theoretical background. You will build on to your knowledge of probability and data analysis as you investigate the idea of statistical modelling.
In Mechanics you will learn how you can model real life situations involving velocity, distance and time using mathematics and how to solve physical problems. Topics include studying the motion of a projectile and Newton’s laws of motion.
Calculators both scientific and graphical are allowed in all three exams.
There is no coursework.
Tutors Mr A Heighway Mrs K Wallace
Rev S WaltersMrs L Herring
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FURTHER MATHEMATICS A LEVELExamining Board OCR
C ourse N os. H235 (AS) and H245 (A L evel )
COURSE REQUIREMENTS
This course is only open to students taking A level Mathematics. It is taken in order to extend and broaden your knowledge of the subject. If you want to read mathematics at university you will find yourself at a disadvantage if you have not taken at least AS Level Further Mathematics. You will also find it advantageous if you are wishing to go on to study Engineering or other Mathematics related courses.
A LEVEL FURTHER MATHEMATICS
The A level is now a two year linear course. This consists of two compulsory Pure Core modules and four optional areas: statistics, mechanics, discrete mathematics and additional pure mathematics. Four exams are to be taken at the end of Year 13 with two being the compulsory Pure Core modules and the other two from either statistics, mechanics, discrete mathematics or additional pure mathematics. All papers have equal weighting.
In Pure Core you will extend and deepen your knowledge of proof, algebra, functions, calculus, vectors and differential equations studied in A Level Mathematics. You will also broaden your knowledge into other areas of pure mathematics that underpin the further study of mathematics and other numerate subjects with complex numbers, matrices, polar coordinates and hyperbolic functions.
In Statistics you will explore the theory which underlies the statistics content in A Level Mathematics, as well as extending your tool box of statistical concepts and techniques. This area covers combinatorics, probability distributions for discrete and continuous random variables, hypothesis tests and confidence intervals for a population mean, χ-squared tests, nonparametric tests, correlation and regression.
In Mechanics you will extend your knowledge of particles, kinematics and forces from A Level Mathematics, using your extended pure mathematical knowledge to explore more complex physical systems. The area covers dimensional analysis, work, energy, power, impulse, momentum, centres of mass, circular motion and variable force.
Discrete Mathematics is the part of mathematics dedicated to the study of discrete objects. You will study both pure mathematical structures and techniques and their application to solving real-world problems of existence, construction, enumeration and optimisation. Areas studied include counting, graphs, networks, algorithms, critical path analysis, linear programming, and game theory.
In Additional Pure Mathematics you will broaden and deepen your knowledge of pure mathematics, studying both discrete and continuous topics which form the foundation of undergraduate study in mathematics and mathematical disciplines. This area covers recurrence relations, number theory, group theory, the vector product, eigenvalues and eigenvectors, surfaces and partial differentiation.
There is no coursework.Tutors Rev S Walters
Mrs L Herring
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MUSICA Level
Music A level has been offered in the past and If you are interested in taking this subject we would be pleased to hear from you. Please contact us directly to discuss further and we will gauge the strength of interest.
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PHYSICS A LEVEL
Examining Board AQACourse No. 7408
COURSE REQUIREMENTS
A minimum grade A in Additional Science or Separate Science Physics is required.
OPPORTUNITIES AFTER STUDYING THE COURSE
Physics A level is widely regarded as the most mathematical, mentally stimulating and challenging of all the three sciences. For this reason it is highly valued by admissions tutors and employers. It provides an insight into the world around us at all scales, from the inner workings of the atom to the birth and formation of the universe, as well as everything else in between. It is at the heart of all big technological advances in transport, communications, power, manufacturing and industry, computing, robotics and materials to name but a few.
The course trains students to take a logical, problem-solving approach to whatever situations they may find themselves in. The subject engenders independent thinking and resilience as well as a tenacious approach and the ability to pay attention to detail. Physics students explore concepts and methods of science and gain analytical, thinking and experimental skills that are not only widely applicable in many professional areas but also highly regarded by every sector. It follows that physicists are employed in many areas e.g. research, health and medicine, transport, industry and commerce, business, law, finance, marketing, environment, engineering of all types, space, architecture, communications, energy, theatre, teaching, utilities and infrastructure.
A-level Physics is an expected entrance qualification to university degrees in Physics, Applied Physics, Geophysics and all Engineering degrees where it pairs well with Maths, Further Maths and Chemistry A-levels. Among others, topics such as Flight Design and Aeronautics, Medical Physics, Mining, Civil Engineering, Mechanical Engineering, Naval Engineering, Planetary and Space Science, Astrophysics, Robotics, Materials Science and Biophysics benefit from an A-level in Physics. It is also viewed favourably when applying into areas such as Architecture, Medicine, Optometry, Food Science, Climatology, Oceanography or even where its relevance is not immediately obvious such as Accountancy, Philosophy and Law.
Physics is a very satisfying (and fun!) subject to study at A-level. If you are curious about the world you live in and you thrive on a challenge then Physics is the subject for you.
COURSE OUTLINE
The A-level course is a 2-year linear course, with all assessments taking place at the end of the two years.
In Year 1 (AS) we will be looking at forces, motion, energy, materials, electricity, waves, particles and radiation. In addition, there is a large practical and experimental skills component. In Year 2 (A-level) we explore forces and the concept of force fields in more detail. We will be looking at gravitation, electric and magnetic fields, circular motion, simple harmonic motion, nuclear physics and radioactivity, and thermal physics. There is also an optional topic. The current available choices are Astrophysics, Medical Physics, Engineering Physics, Turning Points in Physics and Electronics.
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The approach will be to develop good thinking and problem solving skills while gaining a solid understanding of the various topics. Practical skills will be developed throughout the course and these will be assessed via structured tasks.
EXAM STRUCTURE
There are three exams at the end of the second year. Paper 1 and Paper 2 contains short and long answer questions as well as multiple choice questions. Each of Papers 1 and 2 have 85 points and account for 34% of the A-level. Paper 3 contains short and long answer questions on practical experiments and data analysis and the optional topic. Paper 3 has 80 marks and counts towards 32% of the A-level grade.
Subject content of each paper:
Paper 1 Measurements and their errors, Particles and Radiation, Waves, Mechanics and Materials, Electricity and Simple Harmonic Motion.
Paper 2 Further Mechanics and Thermal Physics, Fields and their consequences, and Nuclear Physics.
Paper 3 Practical Skills and Data Analysis and Optional Topic (choice from: Astrophysics, Medical Physics, Engineering Physics, Turning Points in Physics and Electronics)
In addition, there are a set of practical skills (Apparatus and Techniques) that each candidate must demonstrate through at least 12 required practical activities across the two years. Although grades in practical work will not count towards the final A-level grade, candidates must attain a “pass” mark on all these skills to gain the A-level, and Papers 1 and 3 will include questions that assess aspects of these compulsory skills and practical activities.
Tutors Dr S Catalan Mrs C Reeves
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PSYCHOLOGYA LEVEL
Examining Board AQACourse No. 7182 (A Level)
COURSE REQUIREMENTS
Few, if any students will have done GCSE, therefore no previous knowledge is assumed. Good grades in GCSE Maths, Science and English Language are advised and students should be prepared for some emphasis on short essays.
The focus is on learning about Psychological theories and studies as well as considering their application to real world situations. Research methods teaching is integrated throughout the two years and there will be some opportunities to carry out small projects.
OPPORTUNITIES AFTER STUDYING THE COURSE
A level Psychology provides students with a range of transferable skills including critical evaluation and argument construction which are an excellent basis for many university courses. With a degree in Psychology and further postgraduate training there are a wealth of opportunities in clinical, educational, occupational and forensic Psychology, as well as other careers where working with people is central. Many students who take the A level at this school go on to study undergraduate psychology courses at University or related ones including criminology.
COURSE OUTLINE
Year 1 – all compulsory units
Social Influences Memory Attachment Approaches in Psychology Research Methods Psychopathology
Some Year 1 and 2 – compulsory units
Biopsychology Issues and Debates
Year 2 - optional units
One from each:
Relationships/Gender/Cognition and Development Schizophrenia/Eating Behaviour/Stress Aggression/Forensic Psychology/Addiction
Currently the choices are Relationships, Eating Behaviour and Aggression.
EXAM STRUCTUREA level will be examined at the end of Year 13 through three equally weighted 2 hour papers.
Tutor Mrs J Haycock
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RELIGIOUS STUDIES: PHILOSOPHY OF RELIGION AND ETHICSA LEVEL
Examining Board AQACode Nos. 7062
COURSE REQUIREMENTS
It is not a requirement that students have studied GCSE Religious Studies. Anyone who is interested in philosophical and ethical ideas and problems, is open minded, enquiring and enjoys discussion and challenge will enjoy this course. The course does involve reading and extended writing.
OPPORTUNITIES AFTER STUDYING THE COURSE
During the course students will develop many transferable skills that will be beneficial in further study, be it in Philosophy, Theology or Religion or any academic discipline that requires independent, critical, analytical and evaluative thinking.
COURSE OUTLINE
The AQA course provides the opportunity for students to explore ultimate questions about existence and morality. It covers a variety of relevant and contemporary themes that will inspire engaging classroom discussion and help students to develop the independent thinking, critical and evaluative skills sought by higher education and employers. Students will become familiar with the responses philosophers and religions have made to ultimate questions and are encouraged to formulate their own responses to such questions. Throughout the course emphasis is placed on critical analysis and the construction of balanced, informed arguments within the context of religious, philosophical and ethical awareness.
Component 1: Philosophy of religion
Section A
In this section students will study a range of philosophical ideas, methods and issues. These include:
Arguments for the existence of God.Students will study the Design, Ontological and Cosmological arguments for the existence of God and examine the concept of philosophical proof.
Evil and suffering.Students will study the concepts of natural and moral evil, reasons why evil challenges belief in God (the logical and evidential problem of evil) and theodicies which attempt to justify evil in a world created by an omnibenevolent, omniscient, omnipotent and wholly good God.
Religious Experience.Throughout the history of religion people have claimed to have experienced God. In this unit students will explore the characteristics of religious experience and consider whether they are genuine experiences of God or whether they have a naturalistic explanation.
Religious Language.In this unit pupils will explore the nature, meaningfulness and challenges of religious language. For example, how can human language be used to describe something which is completely other (God)? Does using such language simply lead to misunderstanding about God’s nature?
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Miracles.Students will explore different definitions and interpretations of miracles and consider whether they are acts of Divine intervention or can be explained in other ways.
Self, death and the afterlife.In this unit pupils will explore different arguments and ideas about the nature and existence of the soul and whether life after death is possible.
Section B
In this section students will explore different approaches to ethical decision making and apply ethical theories to a range of contemporary moral issues. Students will study the following:
Normative ethical theories.Students will explore teleological and deontological approaches to ethical decision making and consider the strengths and weaknesses of each approach. The ethical approaches studied are natural moral law, situation ethics and virtue ethics.
The application of natural moral law, situation ethics and virtue ethics to: Issues of human life and death (embryo research; cloning; ‘designer’ babies; abortion,
voluntary euthanasia and assisted suicide; capital punishment) Issues of non-human life and death (use of animals as food; intensive farming; use of
animals in scientific procedures; cloning; bloods sports; animals as a source of organs for transplants)
The meaning of right and wrong.In this unit students will explore different ideas about the criteria for what makes something right or wrong. For example, the idea that right is what causes pleasure and wrong is what causes pain (a Utilitarian perspective).
Free will and moral responsibility.Students will consider what is required for moral responsibility and whether humans are actually free to choose how to act (libertarianism; hard determinism, compatibilism)
Conscience.Pupils will explore different ideas about the nature of conscience (God-given or a result of human evolution?) and the role of conscience in making moral decision about telling lies and breaking promises and adultery.
Component 2: Study of religion and dialogues
Section A
In this section students will explore the religious beliefs, teachings, values and practices of Christianity. The content includes:
Sources of wisdom and authority. Christian beliefs about God. Beliefs about Self, death and the afterlife. Beliefs about good conduct and key moral principles. Ways in which Christians express their religious identity. Christianity, gender and sexuality. Development in Christian though, including feminist approaches. Christianity and Science. Christianity and secularization. Christianity, migration and religious pluralism.
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Section B: The dialogue between Christianity and philosophy
Students will consider the following issues:
How far the beliefs specified are reasonable. How meaningful statements of faith are, and for whom. How coherent the specified beliefs are, and how consistent they are with other beliefs in the
belief system. The relevance of philosophical enquiry for religious faith.
Section C: The dialogue between Christianity and ethics.
Students will consider the following:
Christian responses to deontological, teleological and character based approaches to moral decision making.
How far Christian ethics can be considered deontological, teleological or character based. Christian responses to the issues of human life and death. Christian responses to issues surrounding wealth, tolerance and freedom of religious
expression. Christian understandings of free will and moral responsibility and the value of conscience in
Christian moral decision-making.
Assessment
Component 1:
3 hour written examination. 50% of A-level. Section A - two compulsory two-part questions. Section B - two compulsory two-part questions.
Component 2:
3 hour written examination. 50% of A-level. Section A - two compulsory two-part questions. Section B – One unstructured synoptic question from a choice of two. Section C – One unstructured synoptic question from a choice of two.
Tutor Mrs J Barker
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EXAM BOARDS & CODES FOR A LEVEL & AS LEVEL
Subject Exam Board Course Code AS Code A level
CodeModule Codes
AS A levelArt & Design
(fine art) AQA 7202 7202 7202/C7202/X
Biology AQA 7401 7402
7402/17402/27402/3
7402/X practical
Chemistry AQA 7045
7405/17405/27405/3
7405/X practicalDesign &
Technology AQA 2550(AS & A2) 1551 2551 PROD1
PROD2PROD3PROD4
Economics & Business Studies Edexcel 9EB01
9EB0/019EB0/029EB0/03
English Literature Edexcel 9ET0
9ET0/019ET0/029ET0/039ET0/04
EPQ AQA 7993
French AQA 7652 76527652/17652/2
7652/3V (oral)
Further Maths AQA 5371 6371MFP1MS2BMD01
MFP2MM2BMD02
Geography AQA 7037
German AQA 76627662/17662/2
7662/3V (oral)Government &
Politics Edexcel 8GP01 9GP01 6GP016GP02
6GP03C6GP04C
History AQA 70421H2B
7042NEA
Mathematics OCR 3890 7890C1 4722C2 4728S1 4732
C3 4723C4 4724M14728
Physics AQA 7408
7408/17408/27408/3
7408/X practical
Psychology AQA 71817182/17182/27182/3
RS AQA 7062 7062B
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NEWPORT GIRLS’ HIGH SCHOOL
UNIFORM POLICY FOR SIXTH FORM
Our uniform policy and dress code has been drawn up in consultation with students, parents, staff and members of the local community, including faith groups.
Aims
A high standard of personal appearance is expected of all students. Through our uniform and dress codes we aim to:
Encourage pride in the school Support teaching and learning Enable students to be comfortable, safe and secure Ensure that girls of different social, religious and ethnic groups feel welcome Encourage a sense of equality and cohesion Protect students from social pressures to dress in a particular way
In this way, the uniform and dress codes contribute to the overall aims of the school.
Issues arising from the policy
Parents should raise any issues relating to school uniform, dress codes or other aspects of appearance with the Headteacher. Requests to vary the uniform requirements for particular reasons, such as medical needs, will always be carefully considered.
Students should raise issues with their tutor and Head of Year; they may also request that uniform matters, including proposals for change, be put onto the agenda of Year and School Council meetings.
Policy reviews
Our uniform regulations are reviewed annually; the review includes consideration of uniform items, supply, cost and value for money. Parents, students and staff are consulted regularly and no less frequently than every two years.
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UNIFORM
We expect you to observe a smart dress code with a high standard of tidiness and smartness. Although we wish you to be able to exercise some personal choice, the code of dress is one suitable for a working environment, avoiding items which are too casual.
The current list is as follows:
Plain black smart jacket Smart black trousers (extreme styles such as denim, cropped trousers, hipsters and leggings
are not permitted)OR
Smart black skirt, not tight, worn close to the knees (no tube styles) A smart white or black blouse (long or short with arms, no T-shirts or vest tops) Black plain long sleeved cardigan or jumper if required Belt – should be discrete and self-coloured No trainers, casual shoes or ankle boots
In addition, please observe the following dress code:
Subtle jewellery and make-up Beading and unnatural hair colouring are not permitted, the interpretation of ‘unnatural’ is
as follows:- a colour that is not found within the natural hair colour spectrum, ie. bright, extreme or
vivid colour (eg. crimson red or purple)- a combination of colours that is easily visible or stark in contrast (eg. dip dye hairstyle)
Small earrings may be worn in the lower part of the earlobe only Other facial piercings are not permitted Garments covering the face or whole body are not permitted Muslim students who wish to wear the hijab (headscarf) may do so, provided that the fabric
is plain, lightweight and black Outdoor clothing, including coats, hats and scarves, must be removed on arrival at school
and not worn around the main school building. Outdoor coats should be smart (no extremes of colour or style).
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EXEMPLAR UNIFORM
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A LEVEL RESULTS 2017Headlines
- The top performing student is Elizabeth Bearblock who achieved four A* grades and will be studying medicine at Cambridge. Elizabeth Haigh also has a place at Cambridge to read Modern and Medieval Languages and she achieved two A*s and one A grade.
- Three more girls achieved three A* grades – Laura Newey (Veterinary Science), Francesca Storey (Medicine) and Isobel Cox (Politics and International Relations).
- Twelve out of 65 girls in total achieved all A* and A grades.- Sixteen students from Newport Girls’ High School going to university to study medicine, veterinary
science or medically related courses such as dental surgery, midwifery, genetics and physiotherapy.- A* grades were attained in 11 subjects. The proportion of A* grades increased to 17.6%.- 42.9% of entries were A* or A grades with seven subjects achieving 50% or more A*/A grades. - 70.3% of entries were A* to B grades with seven subjects achieving 70% or more A* to B grades.- 90.1% of entries were A* to C grades with seven subjects achieving 90% or more A* to C grades.
The table below shows the number of students who achieved each grade and the total entries for that subject. All subjects are A2 standard except the Extended Project which is counted as being equivalent to an AS subject.
Year 13 Overall Key Indicators 2017Success Rate (Completing Courses and Passing) 98.9%Retention Rate (Completion of Courses) 100%Achievement Rate (A* to E Pass Rate) 98.9%Overall Average Points Per Entry 41.6 Overall Average Grade Per Entry BProportion Attaining at Least 1 A* to B Grade 86.7Proportion Attaining at Least 2 A* to B Grades 75.0
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Y13 Raw Grades 2017 A* A B C D E U EntryBiology 3 6 5 6 3 0 0 23Chemistry 3 4 4 1 1 0 0 13D&T Product Design 0 2 2 1 1 0 0 6Economics 3 5 4 2 0 0 0 14English Literature 6 2 6 1 0 0 0 15Fine Art 1 0 1 1 0 1 0 4French 0 2 1 4 0 1 0 8Geography 2 4 7 2 1 0 0 16German 0 0 4 1 1 0 0 6History 2 6 7 2 2 1 0 20Mathematics 5 4 0 4 1 0 1 15Mathematics Further 2 0 0 0 0 0 0 2Physics 0 2 2 0 2 0 0 6Politics 1 1 4 5 0 0 0 11Psychology 4 6 3 5 0 1 0 19Religious Studies 0 2 0 1 0 0 1 4Extended Project 0 19 21 11 4 0 0 55
The next table shows the cumulative proportion of students who achieved within each group of grades
Year 13 Cumulative Percentages A* A* to A A* to B A* to C A* to D A* to E EntryOverall A2 Subjects 17.6 42.9 70.3 90.1 96.7 98.9 182Biology 13.0 39.1 60.9 87.0 100.0 100.0 23Chemistry 23.1 53.8 84.6 92.3 100.0 100.0 13D&T Product Design 0.0 33.3 66.7 83.3 100.0 100.0 6Economics 21.4 57.1 85.7 100.0 100.0 100.0 14English Literature 40.0 53.3 93.3 100.0 100.0 100.0 15Fine Art 25.0 25.0 50.0 75.0 75.0 100.0 4French 0.0 25.0 37.5 87.5 87.5 100.0 8Geography 12.5 37.5 81.3 93.8 100.0 100.0 16German 0.0 0.0 66.7 83.3 100.0 100.0 6History 10.0 40.0 75.0 85.0 95.0 100.0 20Mathematics 33.3 60.0 60.0 86.7 93.3 93.3 15Mathematics Further 100.0 100.0 100.0 100.0 100.0 100.0 2Physics 0.0 33.3 66.7 66.7 100.0 100.0 6Politics 9.1 18.2 54.5 100.0 100.0 100.0 11Psychology 21.1 52.6 68.4 94.7 94.7 100.0 19Religious Studies 0.0 50.0 50.0 75.0 75.0 75.0 4Extended Project 0.0 34.5 72.7 92.7 100.0 100.0 55
The final chart shows the most popular subjects (largest entries) A* to A percentages and compares these with the national female results from all school and colleges.
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DESTINATIONS OF LEAVERS2016 - 2017
Further Education/
SchoolEmployment Gap Year followed by
Higher Education Higher Education
Year 11 55 (100%)
Year 12 62 (100%)
Year 13 0 (0%) 1 (2%) 11 (17%) 52 (81%)
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DESTINATION OF LEAVERS
Year 13: 2017Student University Subject
Charlotte Atkins Durham Mathematics
Hermione Baulf Gap Year French
Elizabeth Bearblock Cambridge Medicine
Abigail Berridge Chester Psychology
Amber Bickerton Stafford Art Foundation
Tasleem Branton Liverpool Law with Business Studies
Ciara Clapp Brunel Product Design
Rebecca Clarke Gap Year
Rachel Clayton Leeds French / Int Relations
Charlotte Coles LJM Media Production
Isobel Cox Nottingham Politics / Int Relations
Tilly Das-Gupta Sheffield Psychology
Holly Davies Aston Psychology
Rosie Davies Aberystwyth Geography
Rachel Dear Birmingham Law
Harjivan Dharival Aston Psychology
Amelia Edwards Liverpool Law
Jamie Edwards Higher Apprenticeship Aldi
Lauren Eyles Reading History
Lauren Faulkner York History
Bryony Green Liverpool Dental Surgery
Elizabeth Haigh Cambridge Mod & Med Languages
Rebecca Harris Staffordshire Policing & Criminal Investigation
Rebecca Hicks Loughborough User Centred Design
Alex Hodskinson Gap Year
Ciara Hogan Cardiff Physiotherapy
Israa Jan Tbc Biomedical Science
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Olivia Johnson East Anglia Biology
Ellie Jones Exeter Geography
Laura Jones Birmingham Medicine
Gursimran Kaur Kings College London Dentistry
Phoebe Kynaston Gap Year
Abigail Lovatt Sheffield Hallam Midwifery
Emily Mackriel Plymouth Psychology
Bethany-Jane Maidens Newcastle Psychology
Maisie McCormick Birmingham MFL & English
Genelle McLean Liverpool John Moore Criminology
Natasha Moore Manchester Psychology
Laura Newey Bristol Veterinary Science
Maria Owus-Mensah Manchester Engineering
Orla Pascall Stafford Art Foundation
Ellie Paul Cardiff International Relationships & Politics
Katie Pauling Keele Liberal Arts
Charlotte Payne Higher Apprenticeship Sport
Lois Payne Nottingham English
Anna Perry Manchester Marketing
Sophie Peterson Liverpool Marketing
Hattie Pope Chester Law & Business
Roisin Rankin-McCabe Exeter English
Leah Ridgwell Gap Year
Rakshanda Sadavarte Liverpool Medicine
Jameela Sheikh Birmingham Medicine
Isobel Simons Nottingham Medicine
Elenor Sims Nottingham Medicine
Katie Smith Newcastle Accounting / Finance
Francesca Storey Birmingham Medicine
Amelia Thornton Manchester Mental Health Nursing
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Heather Todd Liverpool Medicine
Elri Vaughan Birmingham English
Chumani Ward Durham Economics
Charlotte Weir Liverpool Politics with History
Eleanor Wolz Sheffield Mech Engineering with French
Anya Wulkau Bath International Management / French
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THE SCHOOL DAY
The time allocated for lessons is 25 hours per week. The morning session is from 08.50 to 12.35 and the afternoon session is from 13.45 to 15.45.
SCHOOL TERM/HOLIDAY DATES 2018/2019
AUTUMN TERM 2018PD Days: Monday 3rd and Tuesday 4th SeptemberWednesday 5th September – Friday 26th October Half Term: Monday 29th October – Friday 2nd November Monday 5th November – Friday 21st DecemberChristmas: Monday 24th December – Friday 4th January 2019
SPRING TERM 2019PD Day: Monday 7th JanuaryTuesday 8th January – Friday 15th FebruaryHalf Term: Monday 18th – Friday 22nd FebruaryMonday 25th February – Friday 12th AprilEaster: Monday 15th - Friday 26th April
SUMMER TERM 2019Monday 29th April – Friday 24th MayBank Holiday: Monday 6th MayHalf Term: Monday 27th – Friday 31st MayMonday 3rd – Friday 28th JunePD Day: Monday 1st JulyTuesday 2nd – Friday 19th July
NB. The above dates are a guideline and may be subject to change.
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SEN ARRANGEMENTS
The Special Educational Needs code of practice ensures that the special educational needs of all students are identified, assessed and provision made to meet such needs. The curriculum, teaching methodology and extra-curricular provision are all devised with the aim of providing our pupils with a learning environment that allows each to extend herself to the limit of her capacity whilst encouraging her to explore ideas and issues that may lie outside the prescribed scheme.
CHILD PROTECTION, SAFEGUARDING AND PREVENT STATEMENT
At Newport Girls’ High School, we recognise that your child is your responsibility and their safety and wellbeing your concern. We wish to work in partnership with you, and we will share successes with you, and discuss with you any concerns that we may have.
Since your child’s welfare is also our first priority, there may be rare occasions when our concern for your child means that we have to consult other agencies. We will endeavour to contact you in the first instance and share our concerns and where possible, seek your consent to a referral being made to Family Connect. Other concerns may be directed to the Prevent Team.
However, this will only be done where we believe that such discussion will not place your child at further or increased risk of significant harm. The welfare of the child will be paramount and will override any other considerations where we consider that to be the case.
The procedures we follow are those laid down by the Telford & Wrekin Safeguarding Children Board. The school has adopted both Child Protection and Anti Bullying Policies for the safety of all.
If you would like to know more about our procedures or the policies, please speak to the Designated Person (Headteacher) for child protection.
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Sixth Form Open Mornings20th – 24th November 2017
9:30am – 12:00pm
Sixth Form Open EveningThursday 23rd November 2017
7:00 – 9:00pm
If you are interested in finding out more about what is on offered in the Sixth Form at Newport Girls’ High School, please come to the above event or telephone the school
office for further information.
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Thank you for your interest in Newport Girls' High School
Should you require any furtherinformation please contact the school:
Tel: 01952 797550
E-mail: [email protected]
Website: www.nghs.org.uk
All details contained in this prospectus are correct at the date of publication (September 2017). You are invited to contact the school about specific points, which you may wish to verify.
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