Devonport High School For Girls ‘Best state funded secondary school in the greater Plymouth area’ Real Schools Guide Sixth Form Prospectus #IndividualCareHighAspirations
Contents Welcome From The Head Of Sixth Form 1 Welcome From The Head Teacher 2 Our Mission 3 The Scholar’s Baccalaureate 4 Entry requirements 5 How should you choose your subjects? 5 How do I apply? 5 How are A Levels structured? 5 The Leadership Collective 6 The Extended Project Qualification (AQA) 6 Work experience 6 Additional study opportunities 7 Extra-curricular activities 7 Leadership and Curriculum Opportunity 9 International Links at Devonport High School for Girls 10 Early entry process to Higher Education 11 Entry process to Higher Education 13 What’s On Offer 14 Destinations 36 “Students follow well designed programmes of study that prepare them effectively for the next stage...” OFSTED 2018
Welcome From The Head Of Sixth Form Individual care and high aspirations are the aims of our Sixth Form, and we are delighted that you are considering taking the next step of your academic journey with us in a warm, caring and scholastic environment. We certainly look forward to welcoming your application. We have a wide-ranging curriculum for you to choose from, delivered by teaching staffwith an expert knowledge. Underpinning this is the all-encompassing individual pastoral care that you will receive when studying here which will prepare you for every facet of life when you leave, whether this is Higher Education, employment or training. We are committed to the concepts of independent learning, developing an inquisitive nature and above all to encourage the required dialogue with your teaching staff to help you achieve excellence. Our examination results regularly exceed national averages, and show that our students make excellent progress from their GCSE studies. We will guide you through the all- important UCAS process and if you have aspirations towards Oxbridge or a wish to study Medicine, Dentistry or Veterinary we will support you through your application, where you will work not just with ourselves, but other professionals in your chosen field. You will receive the offer of personalised help with your application, including the writing of the personal statement. We are very proud of our work here with nearly half of all our applicants receiving a Russell Group offer year on year. All students will be given the curriculum offer of the Scholar’s Baccalaureate, or Schol-Bacc for short. Here, students will study 3 A Levels, the Extended Project Qualification (EPQ), our Careers and Enrichment Curriculum, and also undertake a career-centred skills programme through our Unifrog platform. As well as the Schol-Bacc, all students will have the opportunity to do work experience and sporting activities to underpin their main studies, being ready for the outside world. All students will follow a course in Independent Learning Skills (ILS) in Year 12, as this provides skills to help with their A Level studies. ILS can then be accredited in Year 13 to completion of an EPQ. We carefully monitor all careers activities, and ensure all students have their core curriculum linked to their career aspirations. We are proud of our achievements as a Sixth Form. Our students consistently meet with examination success and have gone on to become successful in high profile careers and responsible positions in society. As well as employment and apprenticeships, a large proportion of our students gain places at Russell Group universities including Oxbridge and medical school. Likewise, we are equally proud of the caring ethos and positive learning environment and recognise this as essential to academic excellence. We wish the same for you should you choose to join us for your studies here. Mr E Lamb BA (Hons), PGCE, NPQSL Assistant Head Teacher Head of Sixth Form Careers Education Lead 1
2 Welcome From The Head Teacher Dear Student, We have reached the point where you need to make decisions about the next stage of your life. I would like to you consider our Sixth Form in your decision making. We have been one of the strongest providers in the South West for a number of years, when it comes to how well students do with their studies and in terms of success rates when moving on to post18 education, employment, or training. We are a modern 21st century grammar school, whilst retaining the best academic traditions. At Devonport High School for Girls, our mission is to ensure that there is an exceptional educational experience for students, through a wealth of opportunities within a nurturing environment, leading to outstanding achievements. We provide a wide range of exciting extra-curricular and enriching learning opportunities, which means that we can develop the skills, talents and potential of the whole person. This is particularly applicable to the Sixth Formers. Our Sixth Form team of staff work with each student, as an individual, to provide the best pastoral care. We also offer a wide range of A Levels as well as the opportunity to study courses through the TLP. I hope to see you in year 12 if DHSG is the right choice for you. Lee Sargeant Head Teacher
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4 The Scholar’s Baccalaureate
Entry requirements The minimum entry requirement for our Sixth Form is an average grade of 6 or higher from your GCSEs with a minimum of a grade 5 in English and Mathematics. In addition, for subject specific entry requirements we ideally prefer a Grade 7 or above, but you will require a minimum grade of a 6 for the subjects you wish to study. For the subject of Psychology, you will need a grade 6 in Mathematics or in a Science and a grade 6 in English. For the subject of Business, you will need a grade 6 in Mathematics and a grade 6 in English. We also recommend that pupils who have a grade 5 in Mathematics undertake Core Maths to support their studies. For A Level Classical Civilisation we require a Grade 6 in an essay-based subject of Classical Civilisation, English Literature or Language, History, or Religious Studies. We offer a wide range of A Level subjects. In addition, students can access an additional subject through one of our Link Partnership schools if it is not available here (details of the courses offered at other Link Partnership schools will be available on each school’s website). We are proud to work in partnership with Notre Dame School, Plymouth High School for Girls and Devonport High School for Boys. How should you choose your subjects? Consider the following points when choosing a programme of study: • Which subjects interest you? • Which subjects are you good at? • What career interests do you have? • What are the entry requirements for any suitable degree? • What skills will I gain for future employment? How do I apply? You will be asked to complete an option form during Year 11. If you are an external student applying to join us full-time you will be required to complete the appropriate application forms, returnable to the school. You will then be invited to a meeting with a senior member of staff, to tour the school and discuss your options and suitability. Applications are accepted from male and female students. How are A Levels structured? A flexible approach All students will study a linear two-year course, where students will be enrolled for all formal examinations taking place at the end of Year 13. Students will choose three or four subjects at the start of Year 12, and will follow them through to the end of Year 13. However, students who choose four subjects,if they wish, have the option of taking an AS level at the end of Year 12 in one of their subjects and then retain the other three to A Level in Year 13. We feel that by this flexible approach students are better equipped to choose the right course. 5
6 The Leadership Collective The role of the students in the life of the school is vital in supporting an ethos of strong community and innovation which represents the whole student body. There are numerous opportunities for students to contribute to the well-being and development of the school and wider community. Students will be encouraged to contribute to lots of ways and through a variety of democratic structures. All student leadership opportunities will be advertised and students are able to apply or volunteer for positions of responsibility at various stages in the academic year. Sixth Form students will also have the opportunity to volunteer to be Pastoral and Academic Mentors, Subject Ambassadors, House Captains, Lunch Time Monitors, and the Student Executive The role of an Academic Mentor is to provide subject related support and guidance in their chosen area to students across KS3 and 4. Pastoral Mentors support students across the school on a range of pastoral issues, for example providing guidance in the development of social skills or managing work load issues. Both the Pastoral and Curriculum Mentors come under the supervision of the Student Executive, supported by the Head and Assistant Head of Sixth Form. We also have subject ambassadors who offer support at important times of the year for students in the lower school helping with transition. All of these leadership roles are embodied in The Leadership Collective, which allows leadership representatives from both the Student Executive and the House Captains to meet and co-ordinate efforts for the school year. The Extended Project Qualification (AQA) The taught component of the Extended Project Qualification (EPQ) is compulsory for all students joining in Year 12, and will be delivered through the subject of Independent Learning Skills or ILS. In Year 13, students will have the option of taking this further and completing the full EPQ. This is produced as a piece of work that is either a 5000-word essay on the topic of their choice or a product with a 1000 word write up. The EPQ is equivalent to one AS Level and is greatly valued by both Higher Education institutions and employers as a tool of independent learning. Students are awarded an AS grade, and this is the only AS equivalent that awards an A*. Work experience Students are encouraged to engage in work experience across both Year 12 and 13, with the most appropriate time being Wednesday afternoons and Friday mornings. Students planning to study for subjects such as medicine, veterinary, dentistry, teaching, law or indeed any relevant occupation regularly take part in work experience to support their application to Higher Education. We can also arrange bespoke time for other work experience opportunities if requested by the student. Virtual Work experience There is also opportunity for students to undertake virtual work experience via our Unifrog Platform. If students do not wish to study one of the stated enrichment subjects below, students are able to undertake and log a range of virtual work experience hours in areas where they would not normally have access to due to either age of geographical location.
7 Additional study opportunities Anthropology This is an enrichment course for students who want to find out more about the fascinating discipline of anthropology. Topics studied include: the nature of being human, the body and modifications, communication, global families, marriage structures, gender, environment and historical and contemporary anthropologists. The lessons are an hour a week and includes elements of Geography, Biology, Psychology, Archaeology, History, Religion, Politics, Sociology and Culture. Students have gone on to study Anthropology at degree level and find this course most useful as preparation. Core Mathematics Core Mathematics is intended for students who have passed GCSE Mathematics at grade 4 or above, but who have not chosen to study AS or A Level Mathematics. It will be offered over a two-year period and will be taken alongside A levels or other qualifications, including vocational courses. Studying Core Mathematics helps students develop their quantitative and problem-solving skills. This is valuable preparation for the quantitative skills they will need for many degree courses, particularly subjects such as psychology, business-related courses, sports, social sciences, and natural science courses that do not require AS/A Mathematics. Extra curricular activities Recreational Physical Education Through the Sixth Form students will be able to access extracurricular clubs including: Badminton, Hockey, Netball, Football and Dance. This is always a popular option, and helps our students keep physicaly as well as mentally fit. Conversational Chinese As a specialist language college, we feel it is essential to encourage our students to pursue language beyond the realms of GCSE and A level. Whilst this is not award bearing, Conversational Chinese is a popular option, and allows our students to engage with the discipline and enjoyment of learning a new language.
8 Music The Music department offers a wide range of extra-curricular enrichment activities. There is a variety of ensembles including choirs, orchestra, wind band and string group along with other smaller groups. There are regular opportunities to perform at events both at school and in the wider community. Along with performers from other years, Sixth Form students play an active part in the school’s annual Carol Concert which is held at St. Andrew’s Church, as well as the annual Speech Day awards evening. Ten Tors and Duke of Edinburgh For those who enjoy the great outdoors, exploring Dartmoor and camping in all weathers, we usually have 35 mile, 45 mile and 55 mile teams for the Ten Tors event. Ten Tors will prepare students for challenges and help them to develop key leadership skills. We also run the Duke of Edinburgh Award scheme at Bronze, Silver and Gold level. If students have completed an award previously, they can come along and try the next level, or come as a direct entry to Gold level. On completion of the Duke of Edinburgh Gold Award, students receive their badge and certificate at either St James’s Palace or Buckingham Palace. Young Enterprise Young Enterprise gives students from Devonport High School for Girls the chance to work on running a business venture. The Company Programme provides a vehicle for young people’s and businesses’ growing need for adaptability and employability skills. It provides an experiential learning opportunity that introduces our students to the practical realities of the world of work. The Company Programme empowers our students to set up and run a student company under the guidance of a business volunteer. Students make all the decisions about their business, from deciding on the company name, managing the company finances and selling to the public. They gain practical business experience and key skills. In 2023 the team ‘Serenity’ produced a Mindfulness and Wellness journal. In 2020, Devonport High School for Girls team ‘Phoenix’ were crowned Best Overall Company in Devon and runner- up Student Company of the Year 2020 at the South West finals. They produced ‘Footsteps of Food’, a recipe book designed to inspire children to learn about the journey of they food they eat. The programme requires students to commit to meeting at least once a week, giving time to ensure the project achieves set goals. Young Enterprise is an excellent addition to any UCAS or job application as it demonstrates characteristics that are desirable post 16. Young Enterprise helps young people develop the life skills, knowledge and confidence they need to succeed in the changing world of work.
9 Leadership and Curriculum Opportunity Learning and Curriculum doesn’t just happen in the classroom. At DHSG we are committed to the concepts of leadership, opportunity, extra and super curricular learning. With this in mind, with the Scholars’ Baccalaureate as the flag ship of our curriculum, our students move on with all the skills and experiences they need. Biology Wembury Beach, Ecology Fieldwork, Electron microscopy, Biodiversity event at Plymouth University Intermediate Biology Olympiad and Biology Olympiad English Theatre trips, British Library Trip to London, Academic Links to Marjons Leadership Student Executive, House Captains, Mentoring Programme – Peer and Academic. Sixth Form Carers Group. Student Ambassadors, Lunchtime Monitors. Library Student Librarian, volunteering relevant for DofE Mathematics Careers in maths, computing and engineering Religious Studies Candle Conference – London Auschwitz Trip Geography London Case Study Trip – Brick Lane, Iceland Trip looking at Tectonic processes. Modern Foreign Languages European Scholar’s Programme in Strasbourg Global Schools Alliance, Trip to Berlin, Model UN Event Physics Yr 12 Physics Challenge, Yr13 Physics Olympiad Primary Science Programme, Psychology London trips, Jack the Ripper Walk, Bedlam Hospital, Brain Research Imaging Centre - Derriford Sport U19 Netball League, Friendly matches with other Sixth Forms Drama Sixth Form Musicals and Productions – be a performer or work behind the scenes. We perform at The House in Plymouth, plus numerous Theatre trips Music Choirs, Orchestra, String and Wind Band, Band Development, Theatre Productions, Performance Opportunities, Christmas Carol Concert, Performances in the Wider community. South West Academies Trust Challenge Partners Leadership of a school based project, speaking and presentation skills, leading on challenges across the school Business Young Enterprise and the Tycoon Challenge Student Support Sessions Twilight - Invitation Ten Tors Multiple students participate! Chemistry Cambridge Chemistry Challenge, Spectroscopy in a suitcase, Royal Society of Chemistry Olympiad. Duke of Edinburgh - Gold Award Visits in the past to Brecon Beacons, Lake District, Dartmoor. Trip to China Twinning with a school in China – cultural and language visit
10 International Links at Devonport High School for Girls In recent years Devonport High School for Girls has had strong working partnerships with schools in several countries, many through European and international programmes. These have included China, Chile, Croatia, Denmark, Finland, France, Germany, Ghana, Hungary, Irish Republic, Japan, Nepal, Poland, Romania, South Africa, USA and Zimbabwe. Programmes such as Erasmus+ and Connecting Classrooms have offered students from Year 7 to Year 12 the opportunity to work on relevant cross-curricular projects with the added incentive of a visit to one of the foreign countries. The school has been part of a project within the EU funded Erasmus+ programme which was completed in September 2020, based on ‘The Magic of Water’. In the past Devonport High School for Girls have organised for Year 12 and 13 language students from the South West to visit the European Parliament in Strasbourg. The students attended a Euroscola Day at the Parliament building and took the place of the MEPs to discuss a variety of interesting European issues, and also met many of the other 500 young people from EU member states. During the visit, the students also took part in a video-conference with an MEP who represents the South West, carried out a survey of opinions on Europe with passers-by in Strasbourg and had a tour of the city, including many of the EU buildings. Following a recent visit, students commented: “The Euroscola day taught me so much more about how the European Union works than I could ever hope to learn from just reading about it. I found talking to students from other member states really interesting because of their different viewpoints, as well as inspiring, as it reminded me of the importance of learning foreign languages.” Devonport High School for Girls as the lead school in the Peninsula Group Confucius Classroom, also promotes the teaching and learning of the Mandarin Chinese language and culture. The school is continuing to play a proactive role in international links by being part of the European Parliament Ambassador School (EPAS) programme. Here students learn what it is to be an EU citizen and how the EU is shaping world events for the future.
11 Early entry process to Higher Education Oxbridge, Medicine, Dentistry or Veterinary If students are thinking about applying to Oxford or Cambridge or looking at careers in Medicine, Dentistry or Veterinary studies, then they will apply early in Year 13. It is therefore vital that students are preparing early for this and at Devonport High School for Girls, we will support students through this process. All applications need to be finalised by middle of October in Year 13 and there are many component parts along the way that need addressing to make applications as competitive as possible. When? What? Right now! Research the collegiate system of Oxbridge Colleges or the background of medical, dentistry or veterinary degrees. November. November – Year 11 Devonport High School For Girls Sixth Form Open Evening - Oxbridge Talk/ Medicine, Dentistry, Veterinary Talk. Rest of Year 11 Regular meetings regarding work experience, and application preparation support from Year 13 Early Entry Ambassadors. Autumn term - Year 12 Source work experience, begin planning applications for summer schools and prepare for any science Olympiads. Autumn term onwards- Year 12 Talk outlining the Oxbridge and Early Entry process. This includes updates of summer schools, academic profiles, personal statement examples, information on admissions tests etc. Microsoft Teams page set up for early entry students outlining the process, interview questions, personal statement examples. Formal talk about Admissions Tests . March - Year 12 (prov.) Higher Education Convention at Westpoint Exeter. This will allow interested students the opportunity to explore their chosen ideas in more detail. March – Year 12 Outline structure of personal statement. Review of extracurricular achievements such as DofE, Ten Tors, volunteering and career related work experience. For those looking at purely academic subjects for Oxbridge wider reading also needs to be undertaken. April – Year 12 Students briefed on admissions tests required for chosen degree courses. How and where to apply, costs etc. April – Year 12 Students choose specialised EPQ topic to support application. May – Year 12 UCAS website goes live. All courses for following year’s entry published. June – Year 12 UCAS workshop day. Students will get the opportunity to fine tune their personal statements. June – Year 12 First draft of personal statement completed. Support with finalising personal statements will be an ongoing process from this stage on. July – Year 12 UCAT tuition sessions for those that are taking the UCAT before the summer holidays. Summer Holidays Work experience, wider reading, attending summer schools, adjusting personal statement.
12 September – Year 13 Specialised advice on personal statement adjustments. Final redrafts of personal statement completed. Last minute consultations on application, checking of details. September – Year 13 Students to register for admissions tests with Examinations Officer at Devonport High School For Girls. September – Year 13 BMAT tutoring sessions for medicine students run by Peninsular Medical School in conjunction with Devonport High School For Girls. Oct/Nov – Year 13 September – Year 13 Students will be invited to attend on-line interview practice day run by Oxbridge admissions tutors. This will be an intensive experience where practice interviews and feedback are given about performance. This is an optional activity. September – Year 13 Additional UCAT tuition session for those taking the UCAT in the Autumn term. September – Year 13 Preparation for assistance with admissions tests. October – Year 13 Deadline for all early entry applications to UCAS. One to one consultations for final predicted grades and last minute personal statement check October – Year 13 Medic practice interviews with Peninsular Medical school interviews. Practice interviews for all applicants from this time onwards. Mid/Late October – Year 13 Admissions tests sat. December Year 13 onwards Called to interviews. The application process is a continual dialogue and consultation between students and staff. It is essential that students are being proactive in this process and are consultingwith staffwith their questions as the process develops.
13 Entry process to Higher Education All other routes to Higher Education At Devonport High School for Girls we are proud of the number of students who achieve a place in Higher Education with a large percentage achieving entry into Russell Group institutions. Students will be supported at every step by their Form Tutor and the rest of the Sixth Form team. We will help students to complete their UCAS application, run a trip to the Exeter UCAS convention in the Spring and hold our own UCAS day which we run with the help of the University of Plymouth in the Summer term. At every stage we will advise students and help them to develop the dialogue that is required for a high quality application. When? What? Early in Year 12 Start to research University courses. February – Year 12 Personal statement examples sent to Year 12 students to ascertain structure of personal statement. March – Year 12 (prov) Higher Education Convention at Westpoint Exeter. This will allow interested students the opportunity to explore their chosen ideas in more detail. March – Year 12 Students firm up their choices for Higher Education study and begin an outline structure of their personal statement. May – Year 12 UCAS website goes live. June – Year 12 UCAS workshop day. Students will get the opportunity to fine tune their personal statements here. June – Year 12 First draft of personal statement completed. Support with finalising personal statements will be an ongoing process from this stage. Summer Holidays Review of choices of Higher Education courses, further research. September – Year 13 Final drafts of personal statement completed. Last-minute consultations on application, checking of details. October/November – Year 13 Advice on honing application and choices. Students advised to have application completed and sent to the Sixth Form Team for the reference to be added by end of November. Additional talk on student funding if required. EarlyNovember onwardsYear 13 References are written. January Year 13 Final deadline for submission of UCAS application. The application process is a continual dialogue and consultation between students and staff. It is essential that students are being proactive in this process and are consulting with staff with their questions as the process develops
What’s on offer? Subject Examination board Specification code Full details can be found on the websites below Art OCR H600 www.ocr.org.uk Biology OCR H420 www.ocr.org.uk Business Edexcel 9BS0 qualifications.pearson.com Chemistry OCR H432 www.ocr.org.uk Chinese Edexcel 9CN0 qualifications.pearson.com Classical Civilisation OCR H408 www.ocr.org.uk Drama and Theatre WJEC Eduqas A690Q5 www.eduqas.co.uk English Language AQA 7701, 7702 www.aqa.org.uk English Literature AQA A7712 www.aqa.org.uk French AQA 7652 www.aqa.org.uk Further Mathematics OCR (MEI) www.ocr.org.uk Geography AQA 7037 www.aqa.org.uk German AQA 7662 www.aqa.org.uk History AQA 7042 www.aqa.org.uk Mathematics OCR (MEI) B H640 www.ocr.org.uk Music AQA 7272 www.aqa.org.uk Physical Education OCR H555 www.ocr.org.uk Physics AQA 7408 www.aqa.org.uk Psychology AQA 7182 www.aqa.org.uk Religious Studies WJEC Eduqas A120PD www.wjec.co.uk Spanish AQA 7692 www.aqa.org.uk 14
15 Art A Level course outline A level Fine Art offers a unique foundation for students to broaden their knowledge and understanding of the subject. The course aims to develop students who are visually aware and already accomplished in their artwork, to nurture creativity and develop transferable skills, which are valued in a whole range of sectors. Students are required to develop the knowledge, skills and understanding undertaken in Fine Art: • Concepts such as figuration, representation and abstraction • How the formal elements evoke response in the viewer • Various forms or presentation in Fine Art and the ways that audiences may respond or interact with them • Sustainable materials and production processes in the construction of work • The potential of collaborative working methodologies in the creative process. • Developing skills and techniques, understanding paint qualities, experimenting with materials, ideas and techniques • Gaining confidence in ability in creative thinking and problem solving Higher Education and career opportunities On successful completion of the A level course, many students may apply for a one year Art Foundation Course. There are also degrees in Art & Design that offer built in Foundation courses over a four year course. Students have had success with direct entry through UCAS onto Art and Art Combined subjects at degree level such as Architecture, Fine Art, Fine Art Illustration, Fine Art with Art History, History and Art History, 3D Spatial Design, plus many others. Course content Examination board OCR Specification code: H600 Full details of the specification and assessment criteria can be found on the OCR website www.ocr.org.uk Unit 1 Personal Investigation Portfolio (1000-5000wordwritten report) – 60% Unit 2 Externally Set Assignment 15 hours – 40% The Personal Investigation is a portfolio of work that an individual student creates and has clear links to Art and Art History. Fine Art allows students to develop subject area knowledge in Painting, Drawing, Printmaking, Sculpture, Alternate Media and Lens Based Imagery.
16 Biology A Level course outline A stimulating and enjoyable course that includes opportunities for practical activities, both in the laboratory and on fieldwork. The syllabus includes consideration of examples from the development of biological principles through to the most modern gene technologies. The OCR Specification follows on from GCSE Biology or Combined Science and will build on knowledge, understanding and skills to prepare students for scientific careers. Higher Education and career opportunities Biology is an essential entry requirement for courses such as Medicine, Veterinary Science, Ophthalmology, Biomedical Sciences, Dentistry, Microbiology, Biological Sciences, Environmental Sciences, and Nursing. It also leads into careers in Teaching, Sport and Leisure and Physiotherapy. Course content Examination board OCR Specification code: H420 Full details of the specification and assessment criteria can be found on the OCR website www.ocr.org.uk In terms of the course content there are six modules for the A Level, as listed below. All modules are assessed in the summer via a written examination with a practical endorsement. All papers contain a minimum of 10% mathematics. Practical skills are evidenced by the Practical endorsement which is reported separately. Questions in the terminal examinations will cover practical techniques. Unit 1 Development of practical Biology Unit 2 Foundations in Biology Unit 3 Biodiversity, Evolution and Disease Unit 4 Genetics, Evolution and Ecosystems Unit 5 Exchange and Transport Unit 6 Communication, Homeostasis and Energy
17 Business A Level course outline A-level Business students will: Develop a critical understanding of organisations, the context in which they operate, the markets they serve and the process of adding value through a problem-solving approach to study. Students will also develop the knowledge and skills needed to analyse and evaluate data, think critically about issues and make informed decisions – all skills that are needed for further study and employment. They will be introduced to the challenges and issues of starting a business, including financial planning. They will focus on how established businesses might improve their effectiveness by making tactical decisions in marketing and competition, finance, people and operations management. They will also consider strategies for the larger businesses and how managers might measure and improve the performance of the business. Each year the examination board sets a research task where one competitive industry is explored and investigated in depth by students. Throughout the course students will have opportunities to communicate and explain ideas, explore and present alternative courses of action, work with quantitative data to solve business problems and keep up to date with national and international business news. Higher Education and career opportunities Business graduates go on to a very wide range of careers. Business prepares you for progression to further study or the world of work. Transferable skills like making decisions, solving problems, numerical skills, understanding the business environment and commercial awareness are relevant to university and employment. You might want to study for a degree in business management, financial management, accountancy, tourism management or international business. You might progress to a career in banking, sales, product management or in charity organisations. Course content Examination board Edexcel Specification codes: GCE – 9BS0 Paper 1: 9BS0/01 Paper 2: 9BS0/02 Paper 3: 9BS0/03 Full details of the specification and assessment criteria can be found on the examination board website. https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/business-2015.html Paper 1 100 marks – 2 hours. Data response and essay questions. This paper focuses on Theme 1 and Theme 4 content. Paper 2 100 marks – 2 hours. Data response and essay questions. This paper focuses on Theme 2 and Theme 3 content. Paper 3 100 marks – 2 hours. This paper is based on a pre-released context. Students will investigate an industry or market in which businesses operate. This will be published in November. The data response and essay questions in the examination are linked to the context. This paper focuses on content from all four themes.
Chemistry A Level course outline To ensure that the learning is enjoyable and enhances the candidates’ enthusiasm for Chemistry, the A level specification has been tailored to follow on from Chemistry or Combined Sciences at GCSE and will build on knowledge, understanding and skills to provide a pathway to further study. Higher Education and career opportunities Chemistry is a very versatile qualification that is an essential entry requirement for courses such as Chemistry, Biochemistry, Microbiology, Pharmacology, Medicine, Veterinary Science, Forensic Science, Biotechnology and Chemical Engineering. Course content Examination board OCR Specification code: H432 Full details of the specification and assessment criteria can be found on the OCR website www.ocr.org.uk The A level is divided into six separately taught units. In addition there will be a separate endorsement of practical skills for A level Chemistry. Unit 1 Development of practical skills in Chemistry Unit 2 Foundations in Chemistry Unit 3 Periodic table and energy Unit 4 Core organic Chemistry Unit 5 Physical Chemistry and transition elements Unit 6 Organic Chemistry and analysis Practical Endorsement Accreditation of Practical Skills 18
19 Chinese A Level course outline A truly fascinating course covering Chinese film and literature as well as topics such as family & society, work & education, traditions & cultures, China-British relations, etc. Building upon what students have learnt in their Chinese GCSE courses, students will deepen their understanding of the culture directly from authentic Chinese newspapers, magazines and articles, and enhance their linguistic skills and promote and develop their capacity for critical thinking. Higher Education and career opportunities The study of A Level Chinese course will lead to Higher Education opportunities in International Relations, Asia Pacific Studies, International business and trade, Translation and Interpretation, Journalism, Education, Philosophy and Religion (Confucian, Buddhist, Daoist), etc. Course content Examination board Edexcel Specification codes: 9CN0 qualifications.pearson.com Paper 1 - Listening, Reading and Translation 40% Section A: Listening (30 marks): A listening assessment based on a recording Section B: Reading (30 marks) : A reading assessment based on a variety of texts Section C: Translation into English (20 marks): Unseen passage Paper 2 - Written response to works and translation 30% Section A: Translation (20 marks): Students translate an unseen passage from English into Chinese Section B: Written response to works (literary texts) (50 marks): Students must write an extended response Section C: Written response to works (films) (50 marks): For students who do one response from Section B Paper 3 – Speaking 30% Task 1 (discussion on a Theme): Students discuss one theme from the specification based on a stimulus Task 2, Part 1 (independent research presentation): Students present a summary of two written sources Task 2, Part 2 (discussion on independent research): Students answer questions on their presentation
Classical Civilisation A Level course outline To engage with the Classical world is to engage with the foundations of Western civilisation. The ghosts of this amazing world still speak to us today in the form of a range of learning. We study literature in particular the Odyssey and the Aeneid, and the notions of the Greek and Roman hero through these seminal works, we also look at the image of the first Emperor Augustus, and how art was used to portray Imperial image. Finally we look at the part played by religion in society and how the Olympian Gods were portrayed, as well as the importance of sacrifice and feasting. Higher Education and career opportunities The study of A Level Classical Civilisation leads to Higher Education opportunities in History, Law, Drama, English, History, International Studies, Classical studies and aspects of Human Social and Political Science. Course content Examination board OCR Specification codes: H408 Full details of the specification and assessment criteria can be found on the OCR website www.ocr.org.uk Each component is assessed in 1 exam paper. (3 papers in total) Component 1 – 40% The World of the Hero An in-depth study of Homer’s Odyssey and Virgil’s Aeneid. This component looks at two of the foundational works of western literature. It explores a range of themes from love to our relationship with the Divine and looks at the notion of being a hero from the Greek and Roman perspective. Component 2 – 30% Imperial Image Though literature and art, we look at howOctavian presented himself as Augustus after the death of Julius Caesar. We look at imperial imagery, and the sophistication of the first Emperor’s political messaging. Component 3 – 30% Greek Religion This topic looks at the importance of religion in Greek society from the nature of the Olympian Gods, personal experiences with the Divine such as cults, and also religion in wider society such as blood sacrifices and the role religion played. 20
21 Drama and Theatre A Level course outline The aim of the Drama and Theatre course is to develop your interest and enjoyment in drama and theatre both as active participants and as informed members of an audience, fostering an enthusiasm for, and critical appreciation of, the subject. The social, cultural and historical influences on the development of drama and theatre are also explored in each component, along with the study of key theatre practitioners. Higher Education and career opportunities Due to the multi-functional skills that are developed, such as working under pressure situations, public speaking, working individually, as well as part of a group dynamic, whilst being able to show both creative and analytical skills, this qualification can lead to a wide range of careers not only in theatre but also in a range of Public Services such as Teaching, Health and Social Care, Law, Politics, Journalism, and Media. Course content Examination board WJEC Eduqas Specification code: A690Q5 Full details of the specification and assessment criteria can be found on the Eduqas website at: http:/ www. eduqas.co.uk/qualifications/drama-and-theatre/as-a-level/ Component 1 – ‘TheatreWorkshop’ Students select a text set by the examination board to ‘re-interpret’; this means students take 30-70% of the original text and produce a new piece of Drama in a style and genre not originally intended. The ‘re-interpretation’ piece must also be based on the ideas of a chosen practitioner or theatre company. Students perform their final piece in front of an audience. Component 2 - ‘Text in Action’ Students create and perform two pieces of theatre in front of a visiting examiner. The first piece is a devised piece based on a stimuli set by the examination board and in relation to a practitioner or theatre company. The second piece is a performance from a play which links to the stimuli, but is from a different genre or performance style (to the devised piece). Component3 – ‘Text In Performance’ Sections A and B: Students explore two complete play texts from the perspectives of actor, director and designer, to respond to questions based on performance, rehearsal and realising a text in performance through visual and aural elements. ‘Examples of these plays are Noel Coward’s ‘Brief Encounter’ and Laura Wade’s ‘Home I’m Darling. In Section C: Students are given a ‘seen’ extract from the play ‘A Monster Calls’ by Patrick Ness, prior to the examination.
22 English Literature A Level course outline The AQA A Level course approaches the study of literature through the lens of historicism, encouraging the independent study of a range of texts within a shared context. This unifying approach facilitates the inclusion of a range of wider reading, thus extending students’ experience and appreciation of literature. Higher Education and career opportunities About 40% of our students choose to study English as part of their degree, and this can lead to a wide- range of careers in Business, Local Government, Teaching, Law, Journalism and the Media. Course content Examination board AQA Specification code: A7712 Full details of the specification and assessment criteria can be found on the examination board website www.aqa.org.uk/subjects/english Unit 1 Paper 1 - Love Through The Ages (40%) Texts covered: Othello, The Great Gatsby and Anthology of Poetry. Unit 2 Paper 2 - Texts in Shared Contexts (40%) Texts covered: The Handmaid’s Tale, Feminine Gospels and Top Girls. NEA Non-examination assessment: Independent Critical Study (20%)
23 English Language A Level course outline This is essentially a Linguistics course and very different from GCSE English language. It explores language use, and how people are represented through the language they use. It blends practical and theoretical approaches to language study. In addition, there is some opportunity for students to create their own texts and broaden their writing skills. Reading is focussed around varieties of language and will include, for example, academic textbooks, media articles on language, adverts, extracts from novels and the back of a cornflakes packet! Students will become researchers, exploring how the everyday language they encounter is used, and they will record and explore this in their scrapbooks. The course explores language diversity, so it is important to be politically/socially aware. Key skills that will be developed are close analysis of a range of texts, research, developing writing skills (essays, articles and creative), communication, working with others and improving your own learning and performance. Higher Education and career opportunities English language is recognised for most subject-specific courses, such as linguistics, and humanities based courses at university. Please see the Sixth Form Team for fuller information on careers and higher education. More specifically, successful completion may lead to careers in journalism, PR work, teaching, speech and language therapy as well as being ideally suited for law and politics. English language can also support more STEM based courses. Course content Examination board AQA Specification code: 7701, 7702 Full details of the specification and assessment criteria can be found on the examination board website www.aqa.org.uk Unit 1 • Section A: 3 questions responding to and analysing 2 texts from different time periods. • Section B: An essay on the language acquisition of children. Unit 2 • Section A: An essay on either language diversity or language change/world languages. • Section B: An analysis of 2media articles on language issues; awritten persuasive or informative article for a newspaper based on the same topic. NEA • A 2,000 word investigation into a language topic of the student’s choice. • An original writing piece and analysis (total together – 1,500 words). Writing to inform, or persuade or to create.
24 French A Level course outline This course aims to give candidates an excellent grounding in all aspects of the French language with the opportunity to develop ability and confidence in the four skill areas of speaking, listening, reading and writing. Furthermore, the specification aims to stimulate greater cultural awareness of France and the Francophone world. Higher Education and career opportunities A level French is a valuable asset for a variety of degrees and career areas including law, accountancy, business, media and teaching. Most French degrees involve a year abroad in France or a French-speaking country. Course content Examination board AQA Specification code: 7652 Full details of the specification and assessment criteria can be found on the AQAwebsite www.aqa.org.uk What is assessed: Aspects of French-speaking society: current trends/current issues Artistic culture and aspects of political life in the French-speaking world, Grammar Unit 1 Listening, reading and writing Written examination: 2 hrs 30 mins 100 marks - 50% of A-level Unit 2 Writing (one literary text and one film or two texts from set list) Written examination: 2hrs 80 marks – 20% of A2 Unit 3 Speaking (including individual research project) Oral examination: 21-23 minutes (+5mins preparation time ) 60 marks 30% of A2
25 Further Mathematics A Level course outline A Level Further Mathematics is studied in conjunction with A-Level Mathematics. Students will have the opportunity to discover new areas of Mathematics whilst developing a more in-depth understanding of concepts covered in the standard Mathematics A-Level course. Students will study Further Pure Mathematics ideas and modules covering Further Mechanics, Statistics, modelling of algorithms and numerical methods. Problem solving and Mathematical reasoning will feature prominently throughout this course. Higher Education and career opportunities Further Mathematics will provide an even more secure Mathematical basis for careers in all Sciences, Engineering, Medicine, Business, Economics, Archaeology, Psychology, Architecture, Geography, Design and many more. Additionally, it is highly recommended for those who are considering a Mathematics degree in the future as some universities will only consider an applicant of a Mathematics degree if they have studied Further Mathematics. Course content Examination board OCR (MEI) B Full details of the specification and assessment criteria can be found on the OCR website www.ocr.org.uk The Further Mathematics A level is divided into Pure Mathematics, Statistics, Mechanics and Modelling with Algorithms. The course will focus heavily on the problem-solving aspect of Mathematics, with mathematical reasoning being used alongside new techniques to solve questions in context.
26 Geography A Level course outline This engaging, relevant and dynamic course gives students the opportunity to discuss big questions such as: • What will be the impacts of climate change? • How many people can our planet support? • How is the world governed? Students will: • study the relationship between human populations and our physical environment at a variety of scales from the local to the global • consider their own role in relation to themes and issues being studied and the roles, values and attitudes of others including decision makers • design their own individual investigation and carry out up to 4 days of fieldwork. Higher Education and career opportunities Geography is highly valued by universities as an A Level choice. Geography is a broad based subject that really fits well for your future progression into potential university and career choices. For example, for careers in sustainability and green issues, urban regeneration, energy supply, retail location, managing the effects of hazards and climate change Geography is an obvious choice. For careers in the world of business an understanding of global economics forms an important part of Geography. Course content Examination board AQA Specification Code: 7037 Full details of the specification can be found on the AQA website www.aqa.org.uk Unit 1 Physical Geography- water & carbon cycles, coastal systems & landscapes and hazards 40% of total A level marks Unit 2 Human Geography - global systems & global governance, changing places and population and the environment 40% of total A level marks Unit 3 Geographical Investigation 20% of total A level marks
27 German A Level course outline This course aims to give candidates an excellent grounding in all aspects of the German language with the opportunity to develop ability and confidence in the four skill areas of speaking, listening, reading and writing. Furthermore, the specification aims to stimulate greater cultural awareness of Germany and German speaking countries. Higher Education and career opportunities The AQA syllabus is an excellent preparation for students intending to study German at University, or as a valuable addition to science based A Levels and degree courses. German is also particularly valuable in a wide variety of career areas, including Law, Accountancy, Business, Media and Teaching. Course content Examination board AQA Specification code: 7662 Full details of the specification and assessment criteria can be found on the AQAwebsite www.aqa.org.uk What is assessed: Aspects of German-speaking society, Artistic culture in the German speaking world Multiculturalism and aspects of political life in the German-speaking society, Grammar Unit 1 Listening, reading and writing Written examination: 2 hrs 30 mins 100 marks - 50% of A-level Unit 2 Writing (one literary text and one film or two texts from set list) Written examination: 2hrs 80 marks – 20% of A2 Unit 3 Speaking (including individual research project) Oral examination: 21-23 minutes (+5mins preparation time ) 60 marks 30% of A2
28 History A Level course outline The course is designed to offer students the opportunity to study at least 400 years of History. The British Unit focuses on economic, social and political democratic developments in the period c1485-1603, which saw great change and development across the nation. This provides a contrast with the depth study which explores the failure of democracy during a period of economic, social and political crisis and the rise of Nazism in Germany. The Historical Investigation provides students with a chance to investigate a period of 100 years from their choice of examiner-approved questions on the topic of Medieval England, Modern America, or 20th century Russia and the Soviet Union. Higher Education and career opportunities History is a well-respected academic subject which provides a good foundation for many careers. Archaeology, Conservation and Teaching are amongst those directly related to the subject. There are many other careers where historians excel such as Architecture, Banking, Economics, Journalism, Law, Marketing and Publishing. These careers draw on historical skills such as analysis and the ability to form judgements based on scrutiny of evidence. Course content Examination board AQA Specification Code: 7042. Full details of the specification and assessment criteria can be found on the examination board website www.aqa.org.uk Unit 1 The Tudors, England c1485-1603 (40%) Unit 2 Germany, 1918–1945 (40%) Unit 3 Russia, USA or Medieval England 3500-4500 words (20%). A penalty will be applied if the personal study exceeds 4500 words.
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