appleton college prospectus 2016 - 17

History

FurtherMathematics

PhysicalEducation

Psychology

ICT

CoreMathematics

PerformingArts

Religious Studies,Philosophy & Ethics

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Law

Media Studies

Physics

Sociology

Mathematics

Music

Product Design

Textiles

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For more information go to www.bridgewaterhigh.com or call 01925 263 919 2016

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Principal’s WelcomeAppleton College is about success. As part of this, we believe you deserve an education that broadens your experience and prepares you for the challenges of an increasingly competitive world. As an Appleton College student, you will need the best possible qualifications available. Many of you will join us with outstanding results at KS4 and it is for us to build on this progress and ensure that at the end of KS5 you reach your full academic potential.

Experience tells us this will only happen where academic rigour is balanced with outstanding care and guidance in the context of an enriched educational experience. We believe we offer this and can provide you with the opportunity to thrive.

Therefore, if you want to further your studies in an environment that is small enough to cater for individual need, but ambitious enough to demand the best, Appleton College is uniquely placed to support you in the next stage of your studies.

PrincipalTim Long BA (Oxon), MA Ed, PGCE, NPQH

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The Sixth Form experience is rightly described as the best that education has to offer. A greater freedom, combined with the study of subjects that you genuinely enjoy, in smaller classes supported by more mature relationships with teachers and tutors, all make for an exceptionally fulfilling and rewarding experience.

To have the opportunity to do all this at a place as lively and as aspirational as Appleton College is to make that experience unforgettable. The Sixth Form years are very much a gateway to university and beyond – a time too for individuals to equip themselves with vital life skills, balancing independence and responsibility alongside the need to prioritise effectively to meet deadlines and other expectations. The vibrant nature of Appleton College means that as well as academic opportunities to rival the best in the country, a whole range of other exciting and enriching ones exist too. There’s sport, music, the arts, drama, tours, trips and visits and clubs.

At this stage of your education you will also value the high level of pastoral and academic

support available in Appleton College Sixth Form. Whether by ensuring the smooth transition from Year 11 to the Sixth Form, by managing the shift towards a more independent style of working, or in making use of the extensive university and careers advice available, Appleton College provides an environment in which Sixth Formers feel supported and empowered to reach their full potential.

So, welcome to the Appleton College Sixth Form Prospectus and Course Guide. We hope that you are able to discover a little more about what makes the Sixth Form here so unique. Within the pages ahead you will find more information about life in these transformational two years and about the courses we offer - and a little more about the advice and support that will enable you to achieve your highest ambitions whatever they may be.

Assistant Headteacher Head of Sixth FormTheo Lambrianides

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Application to Appleton College

Attend the Appleton College Open Evening. You will have the opportunity to speak to subject staff and current students about studying A levels and life in the college

Start thinking about your choices – at this stage consider 4 choicesOnce you have applied to the college (deadline November 6th), you will receive a one to one interview to discuss in more depth the choices you have made as well as the other aspects of Appleton College

You will receive a formal offer of a place

You will have the opportunity to try out 4 A level subjects and experience a day as a college student

Your enrolment appointment will be sent to you and all the information you will need including subject reading lists

Appleton college Open Night for students who have accepted an offer of a place

A level taster days

GCSE results day - 25th August

Enrolment day - 31st August

First day of your new term as a year 12 student will be September 2nd

October

December

March

June

July

August

September

October/November

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Entry policyThe college will calculate the numbers of places available each year which allows us to maintain the quality of the student experience and offers will be made accordingly. Offers will normally be conditional on your achieving certain GCSE results.

Full details can be found on our websitewww.bridgewaterhigh.com

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Great reasons to join...

Appleton College

High standard of teachingWe have a high standard of teaching and staff work extremely hard to ensure you achieve the very best results.

Wide range of subjectsWe have a wide curriculum offer of 29 subjects which accommodates the vast majority of students. This year we have introduced Government and Politics.

Newly refurbished Sixth FormWe have a large dedicated sixth form study area and have recently refurbished the common room to provide another work area and more informal seating. Students and parents are normally impressed with the sixth form facilities.

Outstanding care and guidanceBeing a small Sixth Form, nobody ever goes ‘under the radar’ which easily occurs in a large institution. Our students tell us that they could not be happier with the support we provide and always find it easy to find help and advice across a whole range of academic and pastoral issues.

Small teaching groupsThe average size of our teaching groups is 14 students which critically gives teachers more individual time with students. It also allows teachers to more closely track progress and produces more constructive relationships between teacher and student.

Teachers know you...The importance of having teachers who know you and understand how you work best cannot be over -estimated. We believe this puts us in pole position in terms of ensuring you achieve your potential and enjoy your studies.

An ethos of aspiration and achievementEverything we do is about challenging our students to aspire to the very highest levels by providing powerful support. We believe in the potential of our students and we are very proud of their achievements.

Powerful academic supportThe progress of students is meticulously tracked and early intervention is provided when required. Our small classes make it easier to ensure that no one is overlooked and the right support is offered. Many students require support in organising their time and as such have non- contact lessons timetabled to the study room.

A track record of excellent examination resultsOur students make excellent progress at Appleton College and achieve excellent examination results. Each year, most students win a place at either their first or second choice university.

An environment where everyone matters...We pride ourselves on ensuring that every student receives the same high quality experience at Appleton College. We are an inclusive college and give students every opportunity to succeed.

Just some of the reasons why people come to Appleton College:

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Becoming a Sixth Form Student at Appleton CollegeAppleton College is a distinct but well integrated part of Bridgewater High School. There are around 200 students in the Sixth Form who access their own common room, café, study area and ICT suite. Most students follow four courses at AS in Year 12, then take three A levels in their second year.

What can I expect as a Sixth Form Student at Appleton College?As a student of Appleton College you are entitled to care, respect and consideration from your teachers and other students. They are entitled to the same from you. You will be encouraged to realise your maximum potential. You can also expect the following:

“I had always done well at Bridgewater High School and it didn’t make sense for me to go anywhere else. Also, the fact that I knew my teachers and they knew me was really important.”

- Louisa Cuddy

Excellent teaching from experienced teachers

An experienced and dedicated team of tutors

Support for individual students through our personalised curriculum

Individual subject support from experienced subject teachers

Equality of opportunity for all students irrespective of gender, ethnicity, disability or religion

Access to a Virtual Learning Environment (VLE) with interactive learning

Access to a well equipped study area complete with ICT facilities

Proactive and rigorous monitoring of student attendance and progress

Regular links with parents through parents’ evenings and interim reports

A varied programme of extra curricular activities

High quality advice and guidance for university, further education or employment

An extensive programme of business enterprise initiatives

Opportunities for work experience and work shadowing

Above all there is the opportunity for you to develop as an individual.

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Frequently Asked QuestionsWhat are A Levels?The UK’s highly respected national exam system for 16-18 year olds. The most common admission route to UK universities.

What is The BTEC Specialist Pathway in Performing Arts?This is an exciting opportunity for students who wish to combine a BTEC National Course with an A level.

How many courses do I take?In addition to 4 A level courses, you will also take General Studies AS in Year 12 and A2 in Year 13. There is also the opportunity to complete the Extended Project.

What are the entry requirements?If you want to study A levels or the BTEC Specialist Pathway you must have the equivalent of at least 5 GCSEs at grade C or above or equivalent qualifications. Specific subjects may ask for a minimum of a grade B in selected GCSEs.

What if I make the wrong choice?Despite all the advice and thought given to your choice of A levels some students find that they have chosen the ‘wrong’ subject. It is possible to transfer to another subject dependent upon numbers and timetabling. The deadline for any changes is usually October half term.

How do I choose my subjects?With a choice of so many subjects it may be difficult to choose just three or four. Ask yourselves the following questions:

• Do I have a specific career or university in mind?• Which subjects do I enjoy?• What am I good at?• What does the subject involve?• Which subjects combine together well?• Do I know enough about the subject to make the

right choice?

If this is confusing there is plenty of help available. You can ask the teachers, Head of Sixth Form, Sixth Form Tutors and parents for advice.

How do I find out more?In the Autumn term each year the Appleton College Open Evening is held. This provides the opportunity to find out more about each subject by talking to the teachers and picking up detailed subject leaflets. The evening also provides information about the various opportunities at Appleton College.

How do I apply?College application forms are available from October. By Christmas every applicant will have had an interview with a member of the Sixth Form team or a senior teacher. Applications after this time are also welcomed.

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Induction to Appleton CollegeWe offer a comprehensive Induction Programme to enable you to overcome any difficulties in transition.

A series of information sessions in PSHE and assemblies for Bridgewater High School Year 11 students

A ‘Taster Day’ for Year 11 students in the Spring Term

A Sixth Form Open Evening which allows students and parents to meet staff and gather information regarding post - 16 choices

A guidance evening for all students who apply to Appleton College

An Induction Day and a Team Building trip to the Lake District for all Year 12 students at the start of the year

A Study Skills session at the beginning of Year 12 to help with transition from Year 11 into Sixth Form

An Aim High Programme for the most able Year 11 students. Students invited onto this programme benefit from the following: • Appleton College Professional Speakers Programme • A Sixth Form student mentor • Educational trips • Visits to University open days

The Sixth Form offers:

Getting the best resultsWe will help you to design a programme of study to suit your interests, abilities and ambitions. We will prepare a personal plan with you which describes what you want to do and how, with our help, you can achieve it. By working together we can help you to succeed. We will help you to set, monitor and achieve your targets.On entering the Sixth Form you are given ALPS (Advanced Level Performance Systems) target grades based upon your Average GCSE Score. Throughout the Sixth Form your progress is measured and monitored against these grades to see if you are working above, at, or below your ALPS targets. If you are not achieving these grades, the college offers a very powerful support package which includes the Personalised Curriculum Programme.

The Personalised Curriculum Programme explainedStudent’s performance is benchmarked against their ALPS target grades. When performance falls below the expected level, students are placed on the Personalised Curriculum Programme. Students are assigned a Progress Mentor whose role is to support the student during regular meetings. The Progress Mentor will communicate with subject staff and parents/guardians throughout the process. This powerful support programme also helps students to more effectively utilise their time by re-directing non - contact periods to the study room and encouraging students to be more independent with their learning.

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Excellence for everyone

Stretch and Challenge

Excellence for everyone is a partnership between staff and students with a simple aim to bring out the best for every student at Appleton College in both academic achievement and personal development. We believe that all students deserve to be treated in a special way. At Appleton College we are keen to ensure that you reach your full potential and achieve the best possible academic results, and that includes a dedicated programme to help you gain a place at a top university. For all our students including those with the top GCSE grades, we have the expertise and experience in supporting applications to the countries top universities including Oxbridge and Russell group universities.

This year 90% of our students gained a place at their first choice university and 40% gained a place at a leading university.

At Appleton College, we are keen to make sure that all our students who join us reach their full potential.

We work hard to ensure that the most gifted and talented students make the most of their time with us. We want all the students who join us to have genuinely high aspirations and be the best that they can be. Students with specific creative/sporting talents, will benefit from enrichment work and support in the specialist subject areas.

The Scholars’ Programme which is centred around academic challenge, is a specially tailored programme of support for gifted and talented students who want to apply to Oxford, Cambridge or other highly selective courses or universities where the entry requirements are typically extremely high.

Find out more at www.bridgewaterhigh.com

“I came to Appleton College because of the high level of support I would get from smaller class sizes and from teachers who really know me well; there is an excellent network of people who are always on hand to help you.”

“It is a really good environment to study and I liked the continuation from school to the Sixth Form at Appleton college.”

Eve Bottomley

Lois Dean

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Scholars’ Programme

The students identified as Gifted & Talented are those who achieved the highest grades in their GCSEs or have a particular flair for a specific subject. To help these students secure places at leading universities, a programme of activities and opportunities will be delivered to widen their experiences, enhance their skills and deepen their knowledge.

Some of the highlights for our most able students involve an overnight stay at Sidney Sussex College, and tour of Cambridge University as well as talks on university applications and interview techniques by St. Peter’s College, Oxford. Support and Guidance about how to create excellent UCAS statements happens throughout Sixth Form. Also, the chance to study for the Extended Project Qualification [EPQ] will be offered to the most able students to deepen their learning in an area of special academic interest.

At Appleton College we offer students the opportunity to be part of our Scholars’ Programme. In order to be eligible for this programme you must meet the following requirements:

• Have acquired at least 5 A* grades at GCSE

• Have the potential to achieve minimum of AAB at A Level (no specific A Level subjects are required)

• Have a track record of strong performance

• University Trips

• University Application Support

• Oxbridge Conference and residential trips

• Oxbridge Interview Support

• Work Experience

• Voluntary work

• Additional Support

• Scholars’ lunches

• Sutton Trust & other summer schools events

• Complete the Extended Project Qualification

The Scholars’ Programme which is centred around academic challenge, is a specially tailored programme of support for gifted and talented students who want to apply to Oxford, Cambridge or other highly selective courses or universities where the entry requirements are typically extremely high.

The support you will receive as part of this programme will include:


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ExpectationsAppleton College works on building excellent relationships with its students based on mutual respect. Sixth Form study at Appleton College is a stepping stone from the tight structures of GCSE to the independence of study at university or the world of work. We set high standards for our Sixth Form students in terms of:

Excellent attendance and punctualityWe expect you to arrive to school on time and that you achieve a minimum of 95% attendance.

Effective use of Private StudyWork outside of lessons is essential for success at any course in the Sixth Form, both in school and at home. There will be times during the day when you have no timetabled lesson with a teacher. At this time you need to plan your own work effectively. This will normally involve working in the Sixth Form study area. The ability to study independently is a key skill for those who continue to University. We expect our students to spend between 2 and 3 hours working at home each evening.

Active participationThere are number of opportunities for students at Appleton College. We encourage each student to balance their academic studies with other activities on offer, either as part of our Enrichment Programme or elsewhere.

A positive role modelBeing a student at Appleton College has its responsibilities. Each student has the opportunity to influence younger members of the school by their conduct and their willingness to take on responsibility for others, for example as a Peer Mentor, Subject Mentor, as a member of the Sixth Form Student Council or by helping with a club or an activity.

Dress CodePost 16 students are viewed as important role models for the student community as a whole. You are expected to dress in a smart manner at all times.

Part-time employmentSome students will be eager to find part-time employment. It is strongly recommended that this should be limited to a maximum of nine hours a week. Careful management of your time will be necessary to ensure an appropriate balance between the demands of the courses and other activities. A failure to achieve a balance will seriously affect your chances.

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The development of the ‘whole’ student is very important to us at Appleton College.Although our main aim is to ensure that every student achieves their academic potential and gains access to the best universities, we also believe that when students leave, they should be well rounded and confident young men and women. Therefore, we encourage students to participate in activities outside their academic subjects which develop their abilities to organise their time, problem solve, think critically, speak more confidently and work in teams. The following opportunities are available at Appleton College:

Debating Society

Healthy cooking on a budget

Art Club

Dance Club

Drama and Musical productions

AS Photography club

Charity fund raising events

School Orchestra

Extended Project

Young Enterprise

Football team

Rugby team

Netball team

Chess club

Y12 Residential to Lake District outdoor activity centre

Year 13 London Trip

UCAS guidance sessions

Drive theory qualification

The Duke of Edinburgh’s Award

Ski Trip

Snow Shoe trip to Switzerland

Bar Mock Trial Competition

Extra Curricular and Enrichment at Appleton College

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Learning for Life ProgrammeIn September 2013 we introduced a compulsory study programme for all year 12 students which we named ‘Learning for Life’. Students are given one lesson a week for this important programme which consists of four thematic components:

My Learning Lessons deal with topics such as how to be a resilient, organised and motivated learner. What students learn will help them achieve greater success across all their A Level subjects and beyond.

My Thinking Students are taught how to make reasoned arguments and think critically. Critical thinking is the best way to solve problems since it requires looking at an issue from several standpoints before reaching a final decision. In history, both Socrates and Buddha preached about the important role that critical thinking plays in an individual’s ability to reasonably reflect on an issue and subsequently decide what to do or believe.

Government and Politics Students are given an overview of the British political system and are taught about aspects such as the welfare state and the justice system.

Philosophy and Ethics Producing students who have the ability to express confident opinions regarding important ethical and philosophical issues is crucial in developing well rounded individuals. These lessons deal with topics such as capital punishment, poverty, war and euthanasia.

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Student SupportOur tutorial programme provides students with the opportunity to work with their personal tutor and peers. A variety of topics are explored such as time management, study skills, target setting as well as citizenship issues.

“Coming to Appleton College was a natural transition for me: I didn’t like the idea of wasting time settling into a new environment. Also, the fact that teachers already knew me and my ability was really important”

Salena Rayner

In addition, any student requiring additional support will be put onto our Personalised Curriculum Programme and allocated a mentor who will meet with them on a regular basis.

There is also extensive advice on higher education and careers linked with the Connexions Service.

We recognise that students may face challenges while in the Sixth Form and we pride ourselves on being able to offer advice where appropriate.

Tutorial SupportEvery Sixth Former at Appleton College is a member of a Tutor Group, made up of around 15 members of each sixth form year group. Your tutor will meet with you on an individual basis every two weeks in order to track your progress and offer individual support.

Your Tutor will become a pivotal person in your experience at Appleton College: someone who will take a particular interest in your academic and pastoral development, providing a point of contact between school and home and offering enormous support and encouragement should you experience difficulties.

University AdviceAs the gateway to university, Sixth Form pupils at Appleton College are given outstanding support and advice to help them achieve their university aspirations. Over 80% of pupils win a place at their first or insurance choice university and one of the reasons for this success is the quality of support on offer.

During your application process, you will have the support of your Tutor, as well as a range of other Sixth Form staff happy to offer their expertise. There is a dedicated UCAS Day for everyone in Year 12, and we aim each year to process all applications by the end of November in Year 13, far in advance of the official deadline and well ahead of most other schools and colleges, giving our candidates the best possible chance of offers.

Independent LearningOur Sixth Form classes are small with around 15 students and remain constant throughout the two year course. The advantage of this is that the ability and interest of the group can shape the pace and direction of the course. Students are encouraged to develop skills of enquiry, creativity and initiative. In both Sciences and Arts, you will be encouraged not only to learn but to learn to think. Simple experiments lead to complex theories; ideas are explored, assumptions are challenged and arguments are consolidated or refuted.

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There is far more than just studying on offer at Appleton College. Advanced level courses are obviously the main reason for staying on in the Sixth Form but students are strongly advised to become involved in a variety of extra curricular activities. You can run your own business as part of the young enterprise programme, improve your sporting prowess by competing with other local colleges or take part in the Duke of Edinburgh Award Scheme and really see what you are made of.

These are just a few of the opportunities on offer. Many students develop leadership skills by helping in the main school with coaching or specialist teaching. In addition a lot of our students help in the local community, primary schools, senior citizens’ homes and hospitals.

Students are encouraged to take responsibility for themselves and the Sixth Form in general. A Student Council ensures that voices are heard and progress made for the benefit of all students.

An environment for successWhen you join Appleton College you will be expected to work in an independent way. Attendance registers are taken at the start of each lesson. You are expected to take responsibility for your own learning. Your timetable will include private study lessons and you are strongly advised to use these appropriately. As a student you have your own Study Room as well as access to the Library and specialist computer area.

Each week you will have a tutorial with your personal tutor who will monitor your progress during your time in the Sixth Form. Appleton College has a proven formula for success which we want you to be a part of.

Curriculum EnrichmentAt Appleton College we offer all our students an extensive enrichment programme This includes a first aid course, a variety of sporting activities, Young Enterprise, cooking on a student budget as well as other ventures. In addition we offer students the Extended Project Qualification (EPQ).

Student CouncilAppleton College has a thriving student council which has raised money for a variety of charities. It has also been responsible for organising a number of social events as well as a Leavers DVD and yearbook. The council also helped with decisions around the recent refurbishment of the college building. Many of our students help with mentoring Lower School pupils as well as actively helping the local community.

Student Life

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Appleton College Science Pathway Supported by Science and Technology Funding Council (STFC) Daresbury

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The research undertaken seeks to understand the Universe from the largest astronomical scales to the tiniest constituents of matter, yet creates impact on a very tangible, human scale. From cancer treatment to airport security, high-tech jobs to hydrogen-powered cars, energy generation to accident-scene emergency care, its impact is felt within and beyond the UK in many aspects of daily life.

During their time on the Science Pathway, students will work alongside scientists at the facility in a range of different contexts and develop their scientific knowledge. Activities and events students will take part in include:

• a programme of bespoke lectures especially designed for Appleton College students by leading scientists

• a series of public lectures on areas such as palaeontology and the creation of galaxies

• assisting scientists on public open days to profile the facility and the work undertaken there

• experiments, which students will design and conduct themselves

• Students will receive training in order to deliver KS2 science curriculum topics to local primary schools

This new and exciting collaboration between Appleton College and the STFC is a unique opportunity for Appleton College scientists to gain invaluable experience working in a world leading science facility. Daresbury Laboratory is renowned for its world leading scientific research in fields such as accelerator science, bio-medicine, physics, chemistry, materials, engineering and computational science.

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A rough guide to sensible combinationsThis rough guide is for general advice only and does not replace specific research and/or consultation with the universities for the courses in which you are interested. It is also essential that you choose subjects which you enjoy and which interest you.

University Courseor Career

Suggested subject combination at IB Higher Level or A-Level. Few of these combinations are mandatory, but those underlined are Notes

Accountancy Maths, Business Studies or Economics with one other, but any combination is permitted.

Accountancy degree course provides exemption from “foundation” accountancy exams, but is not necessary to enter the profession.

Administration, the CivilService etc

Almost any combination but subjects include Latin, Greek, English,History, Economics, Geography, Government and Politics and a Foreign Language, or two languages for EU work and some diplomatic work; but Sciences for Scientific Branch careers.

Good class of degree needed to enterDiplomatic Service, which has a verycompetitive entry.

Agriculture, AgriculturalResearch, Land Surveyor

Biology, Chemistry and/or Physics, Geography.

Architecture Art usually recommended, though not always vital, but drawingexperience and skills necessary. Maths very useful, English or Modern Languages and Physics all valuable. Also Design, History and Business Studies.

Must have GCSE Maths. Compilation of aportfolio is essential for entrance to mostArchitecture courses.

Banking, Finance, Insurance

Business Studies or Economics, Maths and a language is very useful. Finance and Banking degree courses available,but not mandatory for careers in this area.

Biochemistry, Zoology,Botany, Marine Biology,Micro-Biology, Biology

Chemistry, Maths and Biology desirable. Some courses emphasiseBiology, some Chemistry. The most competitive demand strongmathematics.

Some of the most competitive courseswelcome Mathematics at HL or A Level. For most, Maths SL or AS is sufficient, but for Oxbridge HL or A Level is advantageous.

Business Studies GCSE Maths is essential and IB HL or SL or AS or A Level Maths would be an advantage. Languages strongly recommended.

More and more universities are offeringcombined courses in Business Studies andLanguages; in some cases the language at HL or A Level is a condition of entry.

Chartered Surveyor Geography, Maths, Economics, Geography, Maths, History of Artor Design.

Chemistry Chemistry, Maths, Physics or Biology. Oxbridge applicants should have Maths at HL or A Level.

Classics, Archaeology,Oriental Languages

Latin, Greek, English. Latin, Greek, History or Classical Civilisation,Latin, Greek, a Modern Language.

It is possible to read Classics at Cambridgeand Oxford having studied only one classical language (Latin) to HL IB or A Level.

Computer Science, Statistics,Numerical Analysis

Maths, Physics and a third science. Good HL or A Level grades required for entry to popular degree course.

Design Design Technology, plus Maths, Physics (engineering side) or Maths, Business Studies (commercial management side). Art if committed to a career in “artistic” Design.

Drawing skills should be developed in the Sixth Form, especially if considering graphic/fashion/ interior design.

Economics Maths, Economics or Business Studies, indeed any combination of Art or science subjects. It is not always essential to have IB or A Level Economics (many universities now offer introductory courses). Most demand HL or A Level Maths, or perhaps Maths SL or AS Level, others require evidence of a strong GCSE performance.

For Oxbridge and other leading Economicscourses, Maths at HL or A Level is needed and for PPE at Oxford Maths HL or SL or AS or A Level can be advantageous.

Engineering Physics and Maths essential for the vast majority of universities.Design is useful, so is Economics, Business Studies and a language.

Maths at HL or A Level is expected forOxbridge entry.

English, Drama, English and Drama

English and a Foreign or Classical Language or Classical Civilisation or History.

Single Honours English is always morecompetitive for entry to university thanEnglish combined with one or more othersubjects. Drama or English and Drama can bevery competitive.

Fine Art Art, English or any combination. Completion of Foundation Course needed asprecondition of entry to degree course.

Geography (art emphasis)

Geography, History Economics, Business Studies, English, Languages, Art, one Science.

Slightly higher entry standards for GeographyBA than for Geography BSc degree courses.

Geography (scienceemphasis)

Geography, Maths or Physics, Biology or Chemistry. A wide variety of careers available with aGeography degree.

Geology Two sciences and/or Maths.

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University Courseor Career

Suggested subject combination at IB Higher Level or A-Level. Few of these combinations are mandatory, but those underlined are Notes

History History, Languages, English or Economics. A HL or A Level Language is not essential to readHistory but is helpful, especially for Oxford. A widevariety of careers is available with a History degree.

History of Art Art, History, English; a modern and/or classical language.

Journalism English and a Foreign language, but any combination of subjects will do. There are degree courses in Journalism, but entryto them is very competitive and work experienceis almost a pre-condition of admission.

Law Any combination, though History, Maths, Latin, English, Government andPolitics and/or Economics are useful. For Patent Law add a Science. (Artis not recognised as an entry qualification for Law School).

At Cambridge, Law (part 2) via ModernLanguages or Classics (part 1) is popular. Lawgraduates need one year postgraduate study;non-law graduates, two years.

Leisure Industry, SportsStudies, Sports Science

Business Studies or Economics and either Chemistry or Biologyor both.

Competitive entry to university. Record ofcommitment and success in sport very important.

Management Studies,Management Science

Maths, Economics or Business Studies. Courses at university may overlap greatly incontent with Business Studies courses.

Materials Science, Metallurgy

Chemistry, Physics and Maths. Design is useful.

Maths, Maths with Physics, Theoretical Physics

Maths, Physics and a third. Maths at HL or A Level or Further Maths,especially for Oxbridge.

Media and CommunicationStudies

English, a modern language. Successful entry into the very competitive jobmarket of journalism and broadcasting cannotbe guaranteed with this qualification. Workexperience in this area absolutely essential.

Medicine, VeterinaryScience, Dentistry

Chemistry and Biology. Some medical schools like a non-sciencesubject at IB HL or A Level. A good level of Maths is also important.

The minimum standard entry for Medicinedepends on the university but is usually AAA*points or more; the same for Dentistry. ForVeterinary Science work experience is essential.Interview most important!

Modern Languages (degree)including Oriental Language

French, German, Spanish (any two) and English, History, Geography,Business, Art. Latin or Greek also provides strong support for a ModernLanguages application to university, especially at Oxbridge.

One Modern Language may be enough for alanguage degree and a single language is oftencombined with other subjects at university.Business Studies with a language is one of thefastest growing courses at universities. But twolanguages at IB or A Level widens the choice.

Music Music HL or A Level and / or practical music skills (grade 8 on morethan one instruments).

Practical music through Academies; Musicologyat universities. Many combined courses, e.g.Music with German available.

Natural Sciences Maths and two of Chemistry, Physics and Biology. Neither IB Maths SL Studies or AS Maths is sufficient for Oxbridge entry (Physics and Chemistry routes). Applicants must study HL or A Level. For the Biological route, Maths SL (score 7) or AS may suffice, but HL or A Level is recommended. See notes about HL Maths in subject section.

Pharmacy Chemistry, another Science. Pharmacists must have a degree in Pharmacyfrom an approved School of Pharmacy.

Physics, Applied Physics,Mathematical Physics

Physics and Maths plus one other (Economics, Business Studies,Chemistry, Biology, Further Maths).

Politics and InternationalRelations

Any combination of social science, humanities or science subjects.Politics at A Level not a requirement.

Universities often offer joint honours coursesincluding Politics (such as Politics & Law orPolitics & Sociology) that sometimes have aslightly lower grade requirement.

Psychology No particular subjects required though the inclusion of a sciencesubject or Maths is advantageous

Approved Psychology degree recognised byBPS necessary, if wanting a career in Psychology.Competitive entry. Work experience very useful.

Teaching English, a science, Maths i.e. a National Curriculum subject ifinterested in primary school teaching).

For Secondary teaching a degree the same as or atleast containing the teaching subject is necessary,ie choose a degree at least some of the content ofwhich is directly relevant to secondary education.

Theology and ReligiousStudies

Preferably an Arts course including English or History or both. Latinand /or Greek are useful subjects too.

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Catering AcademyThe sixth form has its own cafe provided by ‘Catering Academy’ which provides a wide selection of food and drink for college students.

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The content of all AS and A level qualifications is being reviewed.

A and AS have been decoupled. This will come into effect as each subject is reformed. AS will then be a free standing qualification which does not contribute to the A level grade. AS and A level qualifications will be assessed at the end of the course.

Non –exam assessment will be used only where skills/content cannot be assessed in any other way and the intention is to make most AS qualifications exam only. Two grades will be awarded for the A level science subjects: an exam grade, and a separate pass or fail grade for practical skills.

The reformed AS and A levels will be phased in between 2017 and 2019 (awarding).

Subjects for first teaching 2015, first AS exam 2016, first A level exam 2017: English Language, English Literature, Biology, Chemistry, Physics, Psychology, Art and Design, Business Studies, Economics, History, Sociology.

Subjects for first teaching 2016, first AS exam 2017, first A level exam 2018: Modern Languages, Maths, Further Maths, Geography, Religious Studies, Drama, Dance, Music, Physical Education.

All schools and colleges are currently reviewing and making decisions about the future structure of their A level courses. Current thinking for the way A level courses will be structured at Appleton College although still under review and may change, is as follows: All students will start on a 4 A level course and will be entered and required to sit AS examinations in every subject. The AS result will then be used to assist students and teachers in making a decision about which subject to drop in Y13. Students who decide not to continue with an A level course will have a set of qualifications to support progression.

Impact on application to Higher Education. Most universities like to see AS results and have opposed the decoupling of AS, however it is impossible to predict at present how individual universities will react to change.

A and AS level reformA levels are currently undergoing a radical reform in terms of their content and structure. There still remains much un-certainty and many aspects which remain unclear. Below is a summary of current developments.

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For more information go to www.bridgewaterhigh.com or call 01925 263 919

Who to contact for further details: [email protected]

COURSE OUTLINE

HOW WILL I BE ASSESSED?

WHAT WILL I STUDY?

AS: Component 1: Personal Investigation (coursework). This unit explores a range of media and techniques. You will be able to develop a personal project leading to final practical outcomes. It also includes researching the work of Artists/ Craftspeople and Designers. This component focuses on skills, through structured lessons and teaching. You will be encouraged to develop your communication skills using Art Critiques.

Component 2 : Externally Set Assignment (ESA). This unit takes the form of a timed 10 hour examination. You will respond to a theme set by the Examination board, through the creation of preparatory studies and final outcome(s). You have a choice of the media you would like to use e.g. Mixed media, printmaking, painting or sculpture etc.

A2: Component 1: Personal Investigation (coursework). If you continue on to take A level, the second year of study is about building on skills you began to develop during your AS studies. During this year, you produce a creative, mature and technically proficient body of work, showing personal commitment, flair and individuality. As well as the body of practical work, you produce a contextual study (min.1000 words) which relates to your own working practice and the work of Artists that have inspired your work. You will be encouraged to develop your communication skills through Art Critiques.

Component 2: Externally Set Assignment (ESA)This unit takes the form of a timed 15 hour examination. You will respond to a theme set by the Examination board, through the creation of preparatory studies and final outcome(s). You have a choice of the media you would like to use e.g. mixed media, printmaking, painting or sculpture etc.

AS: Component 1:- Personal Investigation; Sketchbook of development work and final outcomes. 50% of AS qualification.

AS: Component 2:- Externally set assignment. Sketchbook of development work and final outcome(s) (10 hour exam). 50% of AS qualification.

A2: Component 1:- Personal Investigation; Sketchbook of development work and final outcomes. Create a personal study of a minimum of 1000 words. 60% of A Level qualification.

A2: Component 2:- Externally set assignment. Sketchbook of development work and final outcome(s).(15 hour exam). 40% of A Level qualification.

Both the AS level and A2 courses are taught together.

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSE’s at A* - C including at least a grade C in GCSE Art and Design/Textiles.

WHERE CAN IT LEAD ME?

Art, Craft and Design is an exciting, challenging and highly rewarding subject to study at this level. We offer a broad approach and you undertake a period of experimentation at the start of the AS course, where you will explore drawing, painting, printmaking, mixed media, 3D work, digital image manipulation (photoshop) and textiles. These workshops are exciting and challenging and are aimed at developing technical skills, creativity and an understanding of the work of Artists, Craftspeople and Designers. The workshops explore a wide range of materials and techniques that you will use throughout the course. You are encouraged to be inventive, independent and explore the world around you in a visual language, which says something about the way you see and understand the world. You will also learn about the work of Artists, Craftspeople and Designers through independent study and lectures. Visits to Galleries and museums form a vital part of the course.

Imagination and the ability to link key themes and ideas is essential in A Level Art & Design

Students who take Art and Design go on to find employment in areas that include; Furniture Design, Product Design, Interior Design, Architecture. Teaching, Games Design, Illustration, Graphic Design, Fashion Design and Advertising, amongst many others.

AWA R D B O DY : E D E XC E L

Art and Design

USEFUL LINKS: www.edexcel.com

www.liverpoolmuseums.org.uk/walker

www.artnet.com

www.saatchi-gallery.co.uk

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WHAT WILL I STUDY?

AS: Written exams in June after 1 year of study both papers can assess content from modules 1-4

Paper 1: Breadth in biology - 50% weightingMultiple choice section plus structured questions covering theory and practical skills

Paper 2: Depth in biology - 50% weightingStructured questions and extended response questions, covering theory and practical skills.

A2: Written exams in June after 2 years of study

Paper 1: Biological Processes - 37% weightingMultiple choice section plus structured questions and extended response questions covering theory from modules 1,2,3 and 5

Paper 2: Biological diversity - 37% weightingMultiple choice section plus structured questions and extended response questions covering theory from modules 1,2,4 and 6

Paper 3: Unified biology - 26% weightingStructured questions and extended response covering content from modules 1-6

Practical endorsement for biology (A2 only) – non exam assessment. Performance is teacher assessed over a minimum of 12 practical activities to demonstrate practical competence in 12 key areas including microscopy, microbiological techniques and enzyme controlled reactions.

COURSE OUTLINEModule 1: development of practical skills in biology

Module 2: Foundations in biology

Module 3: Exchange and transport

Module 4: Biodiversity, evolution and disease

Module 5: Communications, homeostasis and energy

Module 6: Genetics, evolution and ecosystems

WHERE CAN IT LEAD ME?Medicine, veterinary science, dentistry, anatomy, biomedical science, environmental science, ecology, marine biology, zoology and forensic science are just a few of the career paths chosen by our biology students in the past.

Practical skills underpin the whole specification and students develop throughout the course. Planning, implementing, analysis and evaluation skills can be assessed within written examinations and (for A level only) within the practical endorsement.

Foundations in biology module 2 includes cell structure, cell division and cellular organisation as well as taking an in depth look at biological molecules including enzymes and DNA. Modules 3 and 4 look at the familiar topics of the circulatory, respiratory and immune systems in animals and also delve into evolution and classification.

The second year modules cover human physiology including neuronal and hormonal communication and excretion as well as the traditional biochemistry topics of respiration and photosynthesis. Alongside these students will study cutting edge biotechnology and gene technologies including cloning, genome sequencing and genetic engineering.

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSEs at A* - C or equivalent, including English and Maths plus a B in Biology or B grades in both Science B and Additional Science.

Problem solving will be essential in A Level Biology

Biology

USEFUL LINKS: www.ocr.org.uk

www.biologyguide.net

www.biologymad.com

AWA R D B O DY : O C R


You will build on current ideas and a creative response to business situations

Who to contact for further details: [email protected] | [email protected]

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSEs at A* - C or equivalent including Maths & English.

WHERE CAN IT LEAD ME?Many of our students go on to study Business at University, with a view to a career in Management, Economics and Accountancy or of course the possibility of setting up a business. Other sectors with high demand for business graduates include marketing and advertising, as well as retail, sales, human resources and business consultancy. Throughout this course we aim to give students a real insight into how a business is run, combining theory with real life business scenarios.

Business Education is increasingly valuable for young adults as it provides the skills that employers are looking for, and the knowledge that is becoming essential in a modern economy. Business skills are vital for a range of careers and relate to the real world of business outside the classroom. Becoming knowledgeable about how businesses operate helps increase your competitiveness in the job market and to understand how the businesses and governments drive our world economies.

Business graduates are in high demand worldwide, business touches on every aspect of modern human society, careers with a business degree are diverse and often highly paid. The diversity and plenitude of careers with a business degree underlies the subject’s appeal for many students.

COURSE OUTLINE


WHAT WILL I STUDY?

AS: 1. What is business?

2. Managers, leadership and decision making.

3. Decision making to improve marketing performance.

4. Decision making to improve operational performance.

5. Decision making to improve financial performance.

6. Decision making to improve human resource performance.

A2: All six AS Topics, plus

1. Analysing the strategic position of a business.

2. Choosing strategic direction.

3. Strategic methods: how to pursue strategies.

4. Managing strategic change.

AS: Assessment is by two one-and-a-half hour written exams at the end of the course.

Paper 1: Two compulsory sections, including multiple choice, short answer questions and data response questions.

Paper 2: One compulsory case study consisting of seven questions.

A2: The A-level is assessed by three two hour

written exams at the end of the course.

Paper 1: Multiple-choice questions, short answer and two essays.

Paper 2: Three compulsory data response questions.

Paper 3: One compulsory case study consisting of six questions.

This new course gives you an insight into what it takes to become a manager or entrepreneur. It provides you with essential knowledge and understanding of business both big and small business and the wider economy as whole. By taking a holistic approach to the subject, you will learn about the inter-related nature of business using business models, theories and techniques to support analysis of contemporary business issues and situations. The course now has greater focus on digital technology and e-commerce, international business, globalisation and business ethics.

This new specification brings the subject right up-to-date, enabling you to engage with, explore and understand business behaviour and develop a critical understanding of what business is and does. The Main Focus of the course in Year 12 is on management, leadership and decision making to improve a business’s performance. In Year 13 the focus moves towards strategy and the means by which it sets out to achieve its desired objectives. It can simply be described as a long-term business planning.

AWA R D B O DY : A Q A

Business Studies

USEFUL LINKS: www.thetimes100.co.uk

www.bankofengland.co.uk

www.beta.tutor2u.net/business

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WHAT ARE THE ENTRY REQUIREMENTS?

You will f ind links and patterns in the periodic table and between compounds

WHERE CAN IT LEAD ME?Chemistry is a subject of global impact. As a fundamental science it has a profound effect on our planet and is involved in nearly all facets of everyday life. What’s more, it’s the subject that links the other major sciences of Physics and Biology. The Chemical Industry is of particular importance to the North West. We are fortunate to have major Pharmaceutical, Petro-chemical, Salt-extraction, Polymer and Air Product companies on our doorstep. In the North West there is a thriving research and development aspect to the Chemical Industry as well as a solid manufacturing base.

Possible career and course options available to you include: medicine, pharmacy, veterinary science, chemistry, biochemistry, food science/nutrition, forensic science, biological/engineering careers, optical management, optometry, microbiology, natural sciences, pharmacology, software engineering and physiology, and these all require A level chemistry as essential (unless other qualifications are offered). Careers and courses that find chemistry desirable include food technology, nursing, physiotherapy, radiography, paramedical courses, law and zoology.

COURSE OUTLINE

HOW WILL I BE ASSESSED?WHAT WILL I STUDY?

A LEVEL CHEMISTRY COURSE OUTLINE:Module 1: Development of practical skills in chemistry.

Module 2: Foundations of chemistry.

Module 3: Periodic table and energy.

Module 4: Core organic chemistry.

Module 5: Physical chemistry and transition elements.

Module 6: Organic chemistry and analysis.

AS: Two written exams in June after 1 year of study both papers can assess content from modules 1-4

Paper 1: Breadth in chemistry - 50% weightingMultiple choice section (20 marks) plus structured questions (50 marks) covering theory and practical skills

Paper 2: Depth in chemistry - 50% weightingStructured questions and extended response questions, covering theory and practical skills (70 marks)

A2: Three written exams in June after 2 years of study, and practical endorsmentPaper 1: Periodic table, elements and physical chemistry - 37% weightingMultiple choice section (15 marks) plus structured questions and extended response questions (85 marks) covering theory from modules 1, 2, 3 and 5

Paper 2: Synthesis and analytical techniques - 37% weightingMultiple choice section (15 marks) plus structured questions and extended response questions (85 marks) covering theory from modules 1, 2, 4 and 6

Paper 3: Unified chemistry - 26% weightingStructured questions and extended response questions (70 marks) covering content from modules 1-6

Practical endorsement for chemistry – non exam assessment. Performance is teacher assessed over a minimum of 12 practical skills to demonstrate practical competence. This is reported separately as either a pass or fail.

In year 12 you will develop the ideas covered at KS4 including: atoms and reactions; electrons, bonding and structure; the Periodic Table; alkanes and hydrocarbons; energy and identifying substances. In year 13 you will delve deeper into year 12 work and are introduced to new ideas about rates, equilibrium, pH, electrochemistry, analysis, organic chemistry and transition elements. Mathematics is applied widely during the course.

Practical skills underpin the whole specification and students develop throughout the course. Planning, implementing, analysis and evaluation skills can be assessed within written examinations and (for A level only) within the practical endorsement.

5 GCSEs at A* - C including English and Mathematics (a good Grade B) and at least a grade B in GCSE Chemistry or in Science and in Additional Science.


Chemistry

USEFUL LINKS: www.chemguide.co.uk

www.evans2chemweb.co.uk


You will learn academic principles learned in the classroom and apply them to real world systems


WHAT ARE THE ENTRY REQUIREMENTS?5 GCSEs at A*-C or equivalent including Maths, English and preferably Computer Science.

WHERE CAN IT LEAD ME?This course will enable learners to progress to higher study or to progress directly to employment. This qualification is suitable for learners intending to pursue any career in which an understanding of technology is needed. The qualification is also suitable for any further study as part of a course of general education.

It will provide learners with a range of transferable skills which will facilitate personal growth and foster cross curriculum links in areas such as maths, science and design and technology. Computer Science is a very creative subject and skills such as problem solving and analytical thinking will all be refined and explored as learners progress through the learning and assessment programme.

COURSE OUTLINE


WHAT WILL I STUDY?

AS: 1. The characteristics of contemporary processors, input, output and storage devices

2. Software and software development

3. Exchanging data

4. Data types, data structures and algorithms

5. Legal, moral, cultural and ethical issues

6. Elements of computational thinking

7. Problem solving and programming

8. Algorithms to solve problems and standard algorithms

A2: All eight AS Topics, PLUS the learner will complete a Programming project where they will choose a computing problem and will need to

1. Analysis the problem

2. Design the solution

3. Develop the solution

4. Evaluate the solution

AS: Assessment is by two, one-and-a-quarter hour written exams at the end of the course.

Paper 1: Computing principles - There will be a mix of questions including short answer, longer answer and some higher tariff questions that will test the quality of extended responses.

Paper 2: Algorithms and problem solving - There will be a mix of questions including short answer, longer answer and some higher tariff questions that will

test the quality of extended responses. A2: The A-level is assessed by two, two-and-a-half

hour written exams at the end of the course and one internally assessed and moderated non exam programming project.

Paper 1: Computer systems - There will be a mix of questions including short answer, longer answer and some higher tariff questions that will test the quality of extended responses. Paper 2: Algorithms and programming - Learners answer all the questions in Section A and all questions in Section B. There will be a mix of questions including short answer, longer answer and some higher tariff questions. Programming project - The programming project will be submitted in the form of a report that will contain the solution to a problem, selected by the learner or centre, written in a suitable programming language.

“At its heart lies the notion of computational thinking: a mode of thought that goes well beyond software and hardware, and that provides a framework within which to reason about systems and problems.” (CAS-Computer Science a Curriculum for Schools).

Computer Science is a practical subject where learners can apply the academic principles learned in the classroom to real world systems. It is an intensely creative subject that combines invention and excitement, and can look at the natural world through a digital prism. A Level Computer Science will value computational thinking, helping learners to develop the skills to solve problems, design systems and understand the power and limits of human and machine intelligence. Learners will develop an ability to analyse, critically evaluate and make decisions. The project approach is a vital component of ‘post-school’ life and is of particular relevance to Further Education, Higher Education and the workplace. Each learner is able to tailor their project to fit their individual needs, choices and aspirations.


Computer Science

USEFUL LINKS: www.wired.com

www.topuniversities.com

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Choreography and performance are critical to a professional development


WHERE CAN IT LEAD ME?The skills gained by Dance study can lead to a variety of professions whether in the Performing Arts or not, but a great many of our students have gone on to study Dance further which could subsequently lead on to careers in this area such as choreographers, professional performers and teachers.

The A-level Dance specification aims to cultivate creativity in students by allowing individual enquiry within the areas of performance, choreography and critical engagement with professional repertoire through both practical and written responses. A holistic approach to the acquisition of knowledge, understanding and skills within all three strands of the subject will be encouraged. The A-level specification requires students to develop, demonstrate and articulate practical and theoretical knowledge, understanding and experience of:

• technical and performance skills

• the process and art of choreography

• the interrelationship between the creation, the presentation and the viewing/appreciation of dance works

• the development of dance placed within an artistic and cultural context

• professional dance works and the significance of these works

• subject specific terminology and its use.

Knowledge, understanding and skills will be developed and demonstrated within the areas of performance, choreography and critical engagement with the study of professional repertoire located within specific areas of study. Areas of study provide students with the opportunity to investigate the key changes in the development of dance linked to a genre(s) and allow students to demonstrate contextual understanding through written communication and performance.

COURSE OUTLINE


1. Performance 2. Choreography 3. Critical engagement

AS DANCE:1. Performance and Choreography - a practical exam worth 80 marks and is 50% of the AS level. Here students will choreograph and perform a solo as well as perform in a duet/trio2. Critical engagement – a 2 hour written exam worth 80 marks and is 50% of the AS level. Students will study two areas of study chosen from five (one compulsory area of study). Students will be required to reflect and understand their own choreographic and performance practice. There are 3 sections to the written paper: Section A: short answer questions on own practice (15 marks).Section B: short answer questions on the compulsory area of study (15 marks). Section C: two essay questions on both areas of study – compulsory essay (25 marks) and an essay from a choice of four (25 marks).

A-LEVEL DANCE:1. Performance and Choreography - a practical exam worth 80 marks and is 50% of the A-Level. Here students will perform a solo linked to either a specific practitioner within an area of study or a named practitioner within one of the prescribed areas of study; perform in a quartet and choreograph a group choreography. 2. Critical engagement – a 2 hour and a half written exam worth 100 marks and is 50% of the A level. Students will study two areas of study chosen from five (one compulsory area of study). Students will be required to demonstrate knowledge, understanding and critical appreciation of a compulsory set work and its location within a corresponding area of study. There are 2 sections to the written paper: Section A: short answer questions (25 marks) and one essay question (25 marks) on the compulsory set work/area of study. Section B: two essay questions on the second set work/area of study (25 marks for each essay).

WHAT WILL I STUDY?

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSEs at A*- C or equivalent including Maths & English. Dance GCSE preferred but dependent on prior experience other students will be considered.


Dance

USEFUL LINKS: www.aqa.org.uk



Critical concepts and discriminating use of specialist terminology will be explored

WHERE CAN IT LEAD ME?Employment within the performing arts industry, teaching, police service, links with English and Media Studies, script writing, creative writing, directing, Youth Theatre work.

COURSE OUTLINE


WHAT WILL I STUDY?

AS and A levels in Drama and Theatre will be assessed through a combination of a 40% written exam and 60% non-examined assessment. AS will be a separate, linear qualification. The content of the AS is a subset of the A level so you can co-teach the qualifications.

AS: Specifications must require students to demonstrate a practical understanding of:A minimum of one complete and substantial performance text and a minimum of two key extracts from two different texts, placed in the context of the whole text.

Specifications in drama and theatre must require students to participate in:A minimum of one performance from a text, which has been studied as part of the course.

A2: Specifications must require students to demonstrate a practical understanding of:A minimum of one complete and substantial performance text and a minimum of two key extracts from two different texts, placed in the context of the whole text.

Specifications in drama and theatre must require students to participate in:A minimum of two performances, one devised and one from a performance text which has been studied as part of the course.

These details are not being released until Autumn 2015 – only an overview is available so far. AS and A levels in Drama and Theatre will be assessed through a combination of a 40% written exam and 60% non-examined assessment – but which units have not been clarified.

Set texts have not yet been decided. Details to be released in Autumn 2015.



Grade C or above in English. Prior Drama experience through GCSE Drama or BTEC Performing Arts at grade C or above.

Drama & Theatre


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In English Language you will also need to produce your creative writing coursework


WHERE CAN IT LEAD ME?The specification lays an appropriate foundation for further study of English and related subjects in higher education e.g. journalism, law, teaching, management and many more. Equally, material studied would be useful for candidates intending to pursue any career requiring clarity of communication and interaction with members of the public. English Language is widely respected and is an effective complement to any combination of subjects.



COURSE OUTLINE


WHAT WILL I STUDY?

5 GCSEs at A* - C with a minimum of a B in English Language.

AS: Component 1: Language and the individual (50% of AS Level)

Component 2: Language varieties (50% of AS Level)

A2: Component 1: Language, the individual and society (40% of A Level)

Component 2: Language diversity and change (40% of A Level)

Component 3: Language in action: Coursework (20% of A level)

The new A-level is linear so assessment of each student’s knowledge and understanding of the whole course takes place at the end of two years of study.

AS: Component 1: Written exam: 1 hour 30 minutes 70 marks

Component 2: Written Exam: 1 hour 30 minutes70 marks

A2: Component 1: Written exam: 2 hours 100 marks

Component 2: Written Exam: 2 hours100 marks

Component 3: Non-exam assessment:A Language Investigation and a piece of original writing (3500 words) 100 marks

The courses are a natural progression from GCSE Language and encourage students to develop their interest in and appreciation of the many facets of the English language. They raise students’ awareness of the diversity of spoken and written texts and consider ways in which texts can be analysed and categorised. Additionally, the courses explore the differences in language use between the genders; the ways in which language is used to assert power and how technology affects language. The ways in which children acquire language from birth to the age of 11 are studied as too are the historical changes in the English language over the past four centuries. Those taking the A level, also choose an area of language to research for their independent language investigation. This is an opportunity for students to develop their own areas of interest. There is a strong appeal for many in contemporary issues such as language use in Educating Essex or the assertion of power in The Apprentice.

English Language

USEFUL LINKS: www.teachit.co.uk/armoore

www.natcorp.ox.ac.uk


You will need to have an analytical mind and be able to investigate and research language choices

WHERE CAN IT LEAD ME?This subject can lead to the further study of English and related subjects in higher education e.g. journalism, law, teaching. Equally, English Literature is widely respected and is an effective complement to any combination of subjects. The skills learnt on this course are also very useful in a variety of careers.

COURSE OUTLINE


WHAT WILL I STUDY?

AS: Component 1: Shakespeare and poetry pre-1900 (50% of AS Level)

Component 2: Drama and prose post-1900 (50% of AS Level)

A2: Component 1: Drama and poetry pre-1900 (40% of A Level)

Component 2: Comparative and contextual study (40% of A Level)

Component 3: Literature post 1900 Coursework (20% of A level)

The new A-level is linear so assessment of each student’s knowledge and understanding of the whole course takes place at the end of two years of study.

AS: Component 1: Written exam: 1 hour 30 minutes (Closed text)60 marks

Component 2: Written Exam: 1 hour 45 minutes(Closed text)60 marks

A2: Component 1: Written exam: 2 hours 30 minutes (Closed Text)60 marks

Component 2: Written exam: 2 hours 30 minutes (Closed text)60 marks

Component 3: Non-examined assessment2 essays of 3000 words over all40 marks

The courses provide the opportunity for students to study a variety of texts from different genres and different time periods. As with GCSE, students will be examining Drama, Prose and Poetry. The texts studied could range from those written in the 14th Century, such as Chaucer’s ‘The Canterbury Tales’, through to those written post 2000, such as Ian McEwan’s ‘Atonement’. At least one Shakespeare play will be studied. They will also be required to apply their knowledge and skills to previously unseen texts.

These qualifications will enable the students to: explore and understand a wide range of texts; engage critically with texts; develop and effectively apply their knowledge of literary analysis and evaluation in writing and explore the contexts of the texts and others’ interpretations of them. The coursework element provides opportunities for students to extend their own reading of Literature and work independently which is a good stepping stone for many University courses. Reading, essay writing and discussion work are key features of these courses.

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSEs at A* - C with a minimum of a B in English Language and Literature.


English Literature

USEFUL LINKS: www.corpora4learning.net/resources/corpora.html

www.teachit.co.uk/armoore

www.natcorp.ox.ac.uk

36


The opportunity to explore something new helping you to organise, plan and research

WHERE CAN IT LEAD ME?The Extended Project is proof of the ability to work independently and to plan effectively and consequently is very popular with universities (particularly the most prestigious ones!)


COURSE OUTLINE


WHAT WILL I STUDY?

Students would normally be expected to be studying for several AS qualifications in a range of subjects.

The opportunity to explore an area of study not covered by the normal specification for a particular subject. Students will have to show the ability to organise, plan and research independently with only minimal input from staff.

Students must produce for assessment: a learner commentary (like a diary), a dissertation/investigation/artefact/ performance and must deliver a presentation detailing the project from beginning to end.

The Extended Project is a stand-alone qualification worth a maximum of 70 UCAS points where the emphasis is on skills not content.

Projects can take the following forms:

• A dissertation approx - 5,000 words

• An investigation/report approx. - 5,000 words

• An artefact e.g. a software program or an item of furniture - approx. 2,000 words

• A performance - e.g. play, film production - approx. 2,000 words

You will be expected to design, manage, realise and review your own project and keep a log throughout of successes and failures. Through the Extended Project you can pursue your passion for a very specific area of a particular subject and in doing so, show off skills not necessarily required at “A” level.

AWA R D B O DY : O C R | L E V E L A S ( A* AVA I L A B L E )

Extended Project





You will gain a useful insight into French history, contemporary society and French culture

WHERE CAN IT LEAD ME?Almost any position in industry, particularly exporting companies, the tourist industry, international law, translation, interpreting. French “A” level is very highly respected amongst both universities and employers and is therefore a good choice whatever your intentions.

COURSE OUTLINE


WHAT WILL I STUDY?

AS: Unit 1: Listening and reading

Unit 2: Writing

Unit 3: Speaking

A2: Unit 4: Listening and reading

Unit 5: Writing

Unit 6: Speaking

AS: Unit 1: Listening and reading examinationwith a translation question at the end

Unit 2: Writing examination. A translation passage and an essay on a cultural topic.

Unit 3: Speaking examination

A2: Unit 4: Listening and reading examination with 2 translation questions at the end

Unit 5: Writing examination: 2 essays, one on a set text and one on a film

Unit 6: Speaking examination based on an individual research project and sub-themes from the society topic areas.

The course will provide the opportunity to develop the knowledge and skills acquired at GCSE level and use the language learned in a wide range of contexts. You will gain a useful insight into French history, contemporary society and French culture.

In year 12 the course splits up in to three main areas: Social issues and trends; artistic culture and grammar. Sub-topics include the changing state of the family, the place of voluntary work and the digital world. Festivals and traditions, art and architecture and cultural life. In Year 13 the course covers a greater depth of some of the same topics as in Year 12, but also includes some work on political culture and an individual research project.

Currently, these outlines are subject to examination board changes.



5 GCSE A* - C at grade C or above, including French, preferably at grade B or above.

French


38



You will be expected to develop your problem solving and life skills



COURSE OUTLINE



All students take General Studies AS level in January of Year 12. To progress to the A2 level, students require a minimum of a Grade D at AS level General Studies. The A2 exams are taken in January of Year 13.

AS: Unit F731: Cultural and Social Domains

Unit F732: Scientific domain

A2: Unit F733: Domain exploration: applying synoptic skills Control Culture, Science and Society

Unit F734: Making Connections

AS: Unit 1: Two written exams, one of 2 hours and one of an hour

A2: Unit 2: Two written exams, each of 90 minutes

The course is delivered through a ‘General Studies day’ for each of the two levels. During the day you will learn about the format of the examinations and will go through some sample exam papers. There will be an input from each of the subject areas – social, cultural and scientific. In addition you are expected to keep up to date with current affairs and do some independent work on each of the topic areas.

Cultural and Social Domains (AS)In this section you will gain an appreciation of political systems, processes and goals, social and economic trends and constraints. You will learn to explain and evaluate human behaviour and explore beliefs, values, and moral reasoning. In addition you also study media and communication and creativity and innovation

Scientific Domain (AS)For the scientific domain you will gain an appreciation of the characteristics of the sciences (physical, life and earth), an understanding of scientific methods, principles, criteria and their application. You also study mathematical reasoning and its application

Domain Exploration: Applying Synoptic Skills (A2)This area enables you to understand the place of ideologies and values in society, together with the nature of objectivity in social sciences: debate and disagreement. You will appreciate the relationship between law, society and ethics, understand religious experience and its alternatives and look at aspects of culture and aesthetic evaluation.

Culture, Science and Society: Making Connections (A2)You will understand the nature of scientific objectivity and the question of progress. In addition you will also appreciate the social, ethical and environmental implications and consequences of scientific discoveries and technological development. The moral responsibility of scientists and the relationship between technology, science, society (past and/or present) and ideology will be discussed ad debated.

General Studies can be a valuable qualification showing employers and universities that you have a broad range off knowledge. Many students use it to boost their overall UCAS points when applying to university.

General Studies




Creative and to prepare group presentations, newspaper articles, posters, and mind maps




COURSE OUTLINE


WHAT WILL I STUDY?

AS: Unit 1: Section A: Water & Carbon Cycles Section B: Hazards

Unit 2: Section A: Changing Places Section B: Geography fieldwork investigation and geographical skills

A2: Unit 1: Hot Deserts and their margins

Unit 2: Global Systems and Global Governance, Population and the Environment

Unit 3: Geographical Investigation - Students complete an individual investigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content.

AS: Unit 1: Answer two written questions, 40 marks each. Question types: multiple-choice, short answer and a range of levels of responseWritten exam: 1 hour 30 minutes, 80 marks, 50% of AS

Unit 2: Answer two written questions, 40 marks each. Question types: multiple-choice, short answer and a range of levels of responseWritten exam: 1 hour 30 minutes, 80 marks, 50% of AS

A2: Unit 1: Section A: Water and carbon cycles Section B: Hot desert environments and their margins. Section C: Hazards. Answer three written questions. Question types: multiple-choice, short answer, levels of response and extended prose. Written exam: 2 hours 30 minutes, 96 marks, 40% of A-level

Unit 2: Section A: Global systems and global governance. Section B: Changing places. Section C: Population and the environment.Written exam: 2 hours 30 minutes, 96 marks, 40% of A-level

Unit 3: Coursework 3,000–4,000 words35 marks, 20% of A-level, marked by teachers, moderated by AQA

Water and carbon cycles – looking at two fundamental systems which sustain human life including river systems, flooding and global warming. How are we affecting our environment and how does our environment affect us?

Hazards – looking at natural hazards, our perception of them and our responses to them (volcanic, seismic and storm).

Changing places - Students are required to complete a place study which must refer to: changing demographic and cultural characteristics of the place or economic change over time and its effects on the place.

Hot deserts – looking at the world’s drylands, the causes of desertification, their distinctive landscape and the challenges they present as human habitats.

Global systems and global governance - focusing on globalisation – the economic, political and social changes affected by increased interdependence. How international trade is changing. How and why treaties between groups of countries are created and their consequences.

Population and the environment - focusing on the continuing growth of human populations, linked with economic change and migration patterns. The implications of population size for the balance between population and resources, linked with the concepts of ‘carrying capacity’ of an area, ‘ecological footprint’; and ‘the demographic dividend’ and their implications.

Field work – in AS students are expected to complete a minimum of two days field work and consider how to plan a hypothesis testing piece of work, including data collection, presentation, analysis, conclusion and evaluation. In year 13 students must complete another two days of field work from which they then produce an independent investigation.

The content invites students to contemplate the magnitude and significance of the cycles at a variety of scales, their relevance to wider geography and their central importance for human populations. Offering the opportunity to exercise and develop geographical skills, including observation, measurement and geospatial mapping skills, together with data manipulation and statistical skills.

Many Bridgewater students continue to study geography at degree level successfully. Geography is a very useful and statistics show that, compared with other subjects, geographers are among the most employable. As well as the closely related careers such as planning, hydrology, surveying, geographers also make successful careers in tourism, banking, marketing and management. The transferable skills that Geography fosters are an asset in the complex and changing world of employment today.

5 GCSEs at A* - C including English and Geography.

Geography

USEFUL LINKS: www.icriforum.org/

www.earthtrends.wri.org/

www.epa.gov/climatechange/index.html

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Recent years trips to Germany have included Munich, Berlin and Cologne


WHERE CAN IT LEAD ME?Almost any position in industry, particularly exporting companies, the tourist industry, international law, translation, interpreting. German “A” level is very highly respected amongst both universities and employers and is therefore a good choice whatever your intentions.

COURSE OUTLINE

WHAT WILL I STUDY?

AS: Unit 1: Listening and reading

Unit 2: Writing

Unit 3: Speaking

A2: Unit 4: Listening and reading

Unit 5: Writing

Unit 6: Speaking

The course will provide the opportunity to develop the knowledge and skills acquired at GCSE level and use the language learned in a wide range of contexts. You will gain a useful insight into German history, contemporary society and German culture.

In year 12 the course splits up in to three main areas: Social issues and trends; artistic culture and grammar. Sub-topics include the changing state of the family; youth culture; the digital world; Festivals and traditions; art and architecture and cultural life. In Year 13 the course covers a greater depth of some of the same topics as in Year 12, but also includes some work on political culture and an individual research project.

Currently, these outlines are subject to examination board changes.

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSE at A* - C at grade C or above, including German, preferably at grade B or above.

German

HOW WILL I BE ASSESSED?AS: Unit 1: Listening and reading examination

with a translation question at the end

Unit 2: Writing examination. A translation passage and an essay on a cultural topic.

Unit 3: Speaking examination

A2: Unit 4: Listening and reading examination with 2 translation questions at the end

Unit 5: Writing examination: 2 essays, one on a set text and one on a film

Unit 6: Speaking examination based on an individual research project and sub-themes from the society topic areas.





WHERE CAN IT LEAD ME?Government and Politics provides an excellent academic and skill base for a wide range of university courses and careers. The various skills required by the specification provide opportunities for progression directly into employment but equally also contribute to students’ lifelong learning, especially through key skills. Government and Politics students have gone into a range of areas including law, journalism, the civil service, current affairs and diplomacy.

COURSE OUTLINE


AS: Unit 1: Contemporary Politics of the United Kingdom

Unit 2: Contemporary Government of the United Kingdom

A2: Unit 3: Contemporary US Government and Politics

Unit 4: US Government and Politics

AS: Unit 1: Section A: Students are required to answer all source-based questions to demonstrate knowledge of political parties and pressure groups. Section B: Students answer one essay question from a choice of three to demonstrate knowledge of electoral systems, UK parliamentary elections or voting behaviour in the UK.• Exam duration: 1 hour 30 minutes• 50% 0f AS / 25% of A2

Unit 2: Section A: Students are required to answer all source-based questions to demonstrate knowledge of the executive and legislature. Section B: Students answer one essay question from a choice of three to demonstrate knowledge of the constitution, the European Union or the judiciary.• Exam Duration: 1 hour 30 minutes• 50% of AS / 25% of A2

A2: Unit 3: Students are required to question answer 1 which will be structured and contain a stimulus and may be drawn from any of the 8 topics covered in this unit. Candidates must then choose three questions from a choice of seven to demonstrate knowledge of presidential elections, political parties and pressure groups, the constitution, Congress, the presidency, the Supreme Court and civil rights and liberties.• Exam Duration: 2 hours • 25% of A-Level

Unit 4: Students are required to answer two questions from a choice of eight. Candidates need to draw upon their knowledge of UK politics, US government and politics, other political systems and the European Union.• This unit is synoptic• Exam duration: 2 hours• 25% of A-Level

Units 1 and 2 develop a broad knowledge and understanding of the political system of the UK, including the local and European Union (EU) dimensions. The units also encourage candidates to develop their capacity for critical thinking, to see relationships between different aspects of government and politics and to perceive their field of study in a broader perspective, including some comparisons with other political systems. Finally students will develop their knowledge and understanding of relevant political concepts and processes.

In the contemporary politics unit, students look at the main UK political parties and pressure groups. They look at the nature of the UK electoral system and the use of referenda as well as focusing on UK parliamentary elections and analysing voting behaviour in the UK. In Unit 2 however students have to understand the relationship between different functions of the government and how these organs interlink (the executive, legislature and judiciary). They will also consider the role of UK politics in the European Union

Units 3 and 4 extend students’ knowledge and understanding beyond the context of the political system of the UK. The units specifically address the essential characteristics and inter-relationships of the legislature, the executive and the judiciary and investigate the rights and responsibilities of the individual. Students have to assess the adequacy of existing political arrangements for ensuring representative democracy and participation. This is achieved by studying different political ideologies, theories and debates and being aware of current political debates.

In units 3 and 4 students will understand the difference between congressional and presidential elections. They will study the main political parties and pressure groups and how far they represent the American public. Students will also need to understand the roles of Congress, the Presidency and the Supreme Court; to consider how far they interlink or check the power of each other. Students will also explore the American constitution and decide how far it is representative and inclusive of civil rights and liberties.


You will gain an understanding of the political system in the UK

5 GCSEs at A* - C including English.

Government & Politics

42


You will be expected to ask the right questions and f ind innovative ways of researching issues


WHERE CAN IT LEAD ME?History provides an excellent academic and skill base for a wide range of university courses and careers. The various skills required by the specification provide opportunities for progression directly into employment but equally also contribute to students’ lifelong learning, especially through key skills. History students have gone into a range of areas including law, journalism, research and teaching.

COURSE OUTLINE


AS: Unit 1: Period Study: England 1445-1509: Lancastrians, Yorkists and Henry VII

Unit 2: The Cold War in Asia 1945-1993

A2: Unit 1: Period Study: England 1445-1509: Lancastrians, Yorkists and Henry VII

Unit 2: The Cold War in Asia 1945-1993

Unit 3: Either Rebellion and Disorder under the Tudors 1485-1603 or Civil Rights in the USA 1865-1992

Unit 4: Coursework

Unit 1: One period study essay from a choice of three (40 marks)One document based enquiry study (60 marks)Exam duration: 1 hour 30 minutes 25% of A-Level

Unit 2: One ‘mini-essay’ (20 marks) One period study essay from a choice of three (40 marks)Exam Duration: 1 hour 15% of A-Level

Unit 3: Two theme questions from a choice of three, all covering 100 years (40 marks)One interpretation question (60 marks)Exam Duration: 2 hours 30 minutes 40% of A-Level

Unit 4: CourseworkA single 3,000-4,000 word essayPersonal Study

In Unit 1 students have to complete a British period study and enquiry with the two parts constituting a substantial and coherent element of British history. In the period study students will concentrate on England between 1445-1509 with students analysing and comparing the reigns of Edward IV, Richard III and Henry VII. They will explore both domestic and foreign policy and the relative success of such.The enquiry study is on the War of the Roses 1445-1461. It is a source based study that precedes the period study. Particular focus of the enquiry will be on the outbreak of the wars in 1445-50 and the early actions of Richard Duke of York. Finally students will analyse why he was defeated and the implications of such.

In Unit 2 students have to study a non-British option and the option offered at Appleton College is ‘The Cold War in Asia 1945-1993’. The unit starts by exploring Western Policies in post-war Asia between 1945-1979 e.g. the creation of model states (occupation and reconstruction of Japan) and the US policy towards China. Students will then investigate the causes, course and consequences of the wars in Korea, Vietnam and Cambodia.

Unit 3 is a historical themes and interpretations unit. It involves a thematic study covering an extended period of history of at least 100 years and a depth study looking at key events, individuals or issues within the theme. Within the Tudor Rebellion option students will analyse the main causes of rebellion and disorder in the Tudor period as well as the frequency and nature of such. Students will compare and contrast a range of Tudor rebellions and evaluate their impact on the Tudor government. Within the Civil Rights Unit students will look at the discrimination faced by a variety of groups including African- Americans, Native Americans and Women and the campaigns of each to address such. They will in particular focus on the African-American civil rights movement and investigate the impact of individuals such as Martin Luther King and Malcolm X.

Unit 4 is the internally assessed element of the course and provides students with the opportunity to explore a topic of personal interest. The essay is independently researched and should explain and analyse different perspectives on a clearly stated historical issue, drawing on a range of primary and secondary source material. The essay focus may arise from a period or topic in Units 1, 2 or 3 or may be on a period or topic, which the student has not studied as part of the A-Level course.

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSEs at A* - C including English and History.


History




Build on current ideas and provide a creative response to business and technological situations

AWA R D B O DY : A Q A | L E V E L 3 A S & A 2


WHERE CAN IT LEAD ME?E-business, software programming, E-development, network management, games development and Teaching.

COURSE OUTLINE


AS: Unit 1: Practical use of ICT, identifying, designing, producing, testing, documenting and evaluating solutions. Data entry, storage output of information, use of software, current health and safety legislation.

Unit 2: ICT systems, their components, uses, users, safety and security. Data and information, data transfer, backup and recovery.

A2: Unit 3: Developments in technology, information needs of organisations, ICT systems, management of ICT. Developing ICT systems, introducing large ICT systems into organisations. Training and supporting users of ICT systems.

Unit 4: Practical issues involved in managing the use of ICT in organisations. Investigating, analysing, defining requirements. Selecting and using appropriate technologies, designing solutions, methods for testing and installation, documenting and evaluation.

AS: Unit 1: Practical Problem Solving in the Digital World. 1 hour 30 minutes (50% of Total AS, 25% of total A Level marks)

Unit 2: Living in the Digital World. 1 hour 30 minutes (50% of Total AS, 25% of total A Level marks)

A2: Unit 3: The Use of ICT in the Digital World2 hours (60% of Total A2, 30% of total A Level marks)

Unit 4: Coursework: Practical Issues Involved in the Use of ICT in the Digital World. Coursework (40% of total A2, 20% of total A Level mark)

In the first unit you will study the practical use of ICT. You will be involved in identifying, designing, producing, testing, documenting and evaluating solutions. In addition you will look at data entry, storage output of information, use of software, current health and safety legislation. Unit 2 will cover ICT systems, their components, uses, users, safety and security. You will also look at data and information, data transfer, backup and recovery.

At A2, you will study the concepts associated with the use of ICT in the 21st century. You will also have opportunities for acquiring skills needed in the ICT profession such as co-operative working and project management. These practical skills can be developed in areas of ICT that are of interest to you. You can also use these newly acquired skills as a springboard into other qualifications and working environments.

Unit 3 will cover the developments in technology, information needs of organisations, ICT systems and management of ICT. You will also look at developing ICT systems and introducing large ICT systems into organisations. Unit 4 will cover the practical issues involved in managing the use of ICT in organisations.

5 GCSEs at A* - C or equivalent.

ICT


44


USEFUL LINKS: www.wjec.co.uk

You will learn about the rule of law, common law and equity, criminal and civil procedures


WHAT WILL I STUDY?Unit 1 : Looks at law and morality, The rule of law, common law and equity, criminal and civil procedure and alternative dispute resolution.

Unit 2: Looks at magistrates, judges, the legal profession, law reform, judicial precedent, statutory interpretation and European law.

Units 3 and 4: Look at elements of crime, homicide, non –fatal offences against the person, general defences to crimes, strict liability offences, sentencing, police powers and complaints against the police.

COURSE OUTLINE



AS: Unit 1: 1251: understanding legal values structures and processes

Unit 2: 1252: understanding legal reasoning personnel and methods

A2: Unit 3: 1253: understanding substantive law - criminal law and justice

Unit 4: 1254: understanding context: freedom, the state and the individual - criminal law and justice

AS: Unit 1: 2 hour written paper. Section A: Candidates are required to answer at least two questions from a choice of five essay-based questions to demonstrate knowledge, analysis and evaluation. Section B: Candidates are required to answer at least one question from a choice of two application-style questions to demonstrate knowledge and application skills. Candidates answer four questions all together.

Unit 2: 1 hour written paper. This question paper is based on the English legal system and consists of two source-based questions involving analysis, explanation or legal reasoning. Candidates answer one question.

A2: Unit 3: 11/2hour written paper: candidates answer two problem questions from a choice of four.

Unit 4: 21/2 hour written paper. This paper has two sections.Section A: Candidates answer two out of four essay based questions.Section B: Candidates choose one stimulus response question from a choice of two relating to criminal law and justice.

Two written, externally assessed examinations are taken at the end of each year.

A level Law is relevant to most aspects of everyday life and any legal knowledge will be useful whether you continue with your studies or enter employment. It gives a thorough foundation for those intending to study Law (though not obligatory for Law at university). Law provides an excellent academic and skills base for a wide range of university courses and careers. Law students have gone into a range of areas including law, journalism, research, management, public relations and teaching.

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSEs at A* - C including (usually) at least a grade B in English Language.

AWA R D B O DY : WJ E C

Law



Being motivated to solve challenging problems is vital in order to succeed in this subject

Maths is a versatile and challenging subject that has applications in many fields ranging from Accountancy to Zoology. It is obviously heavily used in Science, Computing and Engineering but is also used in Psychology, Business Studies and Economics.

COURSE OUTLINE


WHAT WILL I STUDY?

AS: Decision 1 or Mechanics 1Core 1Core 2

A2: Statistics 1Core 3Core 4

You will take 3 exams in Y12 to complete AS Maths and 3 exams in Y13 to complete the full A Level. The exams are equally weighted, last 1 hour 30 minutes each and you may use a calculator apart from in the Core 1 exam.

Decision Maths involves logical thinking to solve real life problems and has close links with Business Studies and Computer Science. Topics studied include algorithms, linear programming, critical path analysis and networks.

Mechanics involves solving the type of real-life problems you study in Physics. Topics studied include mathematical modelling, vectors, kinematics, Newton’s laws of motion, statics and moments.

Statistics involves analysing data and is relevant to all courses, but particularly Biology and Psychology. You build on topics from GCSE such as statistical diagrams, averages and probability as well as learning new topics such as regression and The Normal Distribution.

Core Maths develops the algebraic skills needed to solve problems. You build on topics from GCSE such as solving equations, graphs and trigonometry as well as learning new topics including differentiation, integration and logarithms.




5 GCSE’s at A* - C including a minimum of a grade B in GCSE Mathematics.

Mathematics

USEFUL LINKS: www.10ticks.co.uk/xmas.asp

www.shodor.org/interactivate/activities

www.adrianoldknow.org.uk

46



You will be challenged to be creative whilst solving complex problems and f ind your own solutions


WHERE CAN IT LEAD ME?5 GCSEs at A* - C or equivalent, including English and Mathematics and at least a grade B in GCSE Chemistry or B in Science and B in Additional Science.

COURSE OUTLINE


WHAT WILL I STUDY?

AS: Decision 1 or Mechanics 1Core 1Core 2

A2: Statistics 1Core 3Core 4

You will take 6 exams in Y12 to complete AS Maths and AS Further Maths and 6 exams in Y13 to complete the full A Levels. The exams are equally weighted, last 1 hour 30 minutes each and you may use a calculator apart from in the Core 1 exam.

Decision Maths involves logical thinking to solve real life problems and has close links with Business Studies and Computer Science. Topics studied include algorithms, linear programming, critical path analysis and networks.

Mechanics involves solving the type of real-life problems you study in Physics. Topics studied include mathematical modelling, vectors, kinematics, Newton’s laws of motion, statics and moments.

Statistics involves analysing data and is relevant to all courses, but particularly Biology and Psychology. You build on topics from GCSE such as statistical diagrams, averages and probability as well as learning new topics such as regression and The Normal Distribution.

Core Maths develops the algebraic skills needed to solve problems. You build on topics from GCSE such as solving equations, graphs and trigonometry as well as learning new topics including differentiation, integration and logarithms.

Further Pure is an extension of the algebraic topics taught in the Core modules as well as an introduction to new topics such as complex numbers and polar coordinates.

5 GCSE’s at A* - C including a minimum of a grade A in GCSE Mathematics. Students must also be studying AS Mathematics to enrol on AS Further Mathematics.


Further Mathematics

Mechanics 1Mechanics 2Further Pure 1

Statistics 2Mechanics 3 or Statistics 3Further Pure 2

USEFUL LINKS: www.autograph-maths.com

www.bbc.co.uk/schools/revision

www.bsquared.co.uk/webindex.htm

www.censusatschool.ntu.ac

www.mathsnet.net/dynamic/cindy

www.emaths.co.uk

www.inclusive.co.uk



It’s not purely theoretical or abstract; it can be applied on a day-to-day basis in work

WHY CORE MATHS?

HOW MUCH TIME AND EFFORT WILL IT INVOLVE?

WILL IT BE RECOGNISED BY UNIVERSITIES AND EMPLOYERS?

WHAT IS CORE MATHS?

WHY SHOULD I STUDY CORE MATHS?

Core Maths is a brand new course for those who want to keep up their valuable maths skills but are not planning to take AS or A-level mathematics. At the end of the two-year course, you will come out with a level 3 qualification – similar to an AS. The qualification is assessed by final examination.

Core Maths has been designed to maintain and develop real-life maths skills. What you study is not purely theoretical or abstract; it can be applied on a day-to-day basis in work, study or life and most courses will include a financial maths element. It will also help with other A-level subjects – in particular with science, geography, business studies, psychology and economics.

The skills developed in the study of mathematics are increasingly important in the workplace and in higher education; studying Core Maths will help you keep up these essential skills. Most students who study maths after GCSE improve their career choices and increase their earning potential.

Only 20 percent of students study maths beyond GCSE in the UK – the lowest rate in leading developed countries in the world; in Japan, this figure is 85 per cent. This puts young people in the UK – you – at a major disadvantage in a global job market. The UK government wants this to change and has put in place a plan to encourage more students to carry on studying maths after GCSE. The aim is to ensure that by 2020, the vast majority of all students in post-16 education continue to study some form of maths.

Initially it will involve two hours in a maths classroom each week. It could also involve up to one hour of homework each week. If you subsequently want to develop a portfolio of coursework, possibly linked to one of your A level topics, then that could take more time and effort depending on what you wanted to do.

Core Maths is a new course but already several universities have come out in strong support of it. Even subjects like history now recognise the importance of statistics and so a Core Maths qualification will help you hit the ground running at university.

Employers from all different sectors are also firmly behind the Core Maths qualification. Many roles in today’s workplace require high levels of budget management and problem-solving skills; Core Maths will be a useful tool in equipping you with these skills.

WHAT ARE THE ENTRY REQUIREMENTS?You will need a grade C or above in mathematics at GCSE.

Core Mathematics

48



Gain a greater appreciation of the media through your own production work

WHERE CAN IT LEAD ME?Employment: advertising, journalism, TV/film production, teaching, marketing. Key skills: ICT, communication, problem solving, working with others, improving own learning and performance. Wider curriculum: developing understanding of economic, cultural, social, ethical and moral issues.

COURSE OUTLINE


WHAT WILL I STUDY?

AS: MS1: One written exam

MS2: One internally assessed coursework unit

AS: MS3: One written exam

MS4: One internally assessed coursework unit

WJEC Media Studies specification is designed to allow you to draw on your existing experience of the media and to develop your abilities to respond critically to the media. It enables you to explore a wide variety of media, including digital media technologies, drawing on the fundamental concepts informing the study of the media: texts, industry and audiences.

The specification also encourages creative work to enable you to gain a greater appreciation of the media through your own production work and to develop your own production skills. At A2 in particular, students are given the opportunity to research a topic which will then form the basis for your production, thus encouraging you to create productions informed by an awareness of contemporary media issues.


AWA R D B O DY : WJ E C | L E V E L A S G C E / A L E V E L G C E

AS: MS1: Media Representations and Responses (50% of AS, 25% of A Level)

MS2: Media Production Processes (50% of AS, 25% of A Level)

A2: MS3: Media Investigation and Production (50% of A2, 25% of A Level)

MS4: (A2) Text, Industry and Audience (50% of A2, 25% of A Level)

5 GCSEs at A* - C including English Language.

Media Studies

USEFUL LINKS: www.wjec.co.uk



You will focus on three core skills: listening, composing and performing

WHERE CAN IT LEAD ME?The skills gained by Music study can lead to a variety of professions whether in the Performing Arts or not, but a great many of our students have gone on to study Music further and subsequently gained careers in this area such as recording studio engineers, musical theatre directors, professional performers and teachers.

COURSE OUTLINE


WHAT WILL I STUDY?

1. Appraising Music (listening/analysis/contextual understanding)

2. Performance (solo and/or ensemble performing as an instrumentalist and/or vocalist and/or music production)

3. Composition (composition to a brief and free composition)

1. Appraising Music Exam paper with listening and written questions using excerpts of music (listening/analysis/essay)

2. Performance 6-8 minutes of performing recorded and sent to an external examiner between March and May

3. Composition 4½-6 minutes of composing work

sent to an external examiner by the end of May

AppraisingThere are seven areas of study, as follows:

1. Western classical tradition 1650–1910 (compulsory)2. Pop music3. Music for media4. Music for theatre5. Jazz6. Contemporary traditional music7. Art music since 1910

Students must study Area of study 1: Western classical tradition 1650–1910 and choose one from the others. This can include music by artists such as Muse, Beyoncé, Daft Punk and Labrinth.

PerformanceStudents must be able to perform music using one or both of the following ways:

• instrumental/vocal: as a soloist, and/or as part of an ensemble• production: via music technology.

You will be given lots of opportunities to perform in various ways both live and in a recording studio.

CompositionStudents must be able to compose music for one or both of the following:

• instrumental/vocal: produce notated score, written accounts and/or lead sheet by traditional means or by using music software as appropriate• production: generated entirely digitally, by using music software, without notated score but with accompanying annotation.

You will be shown the theory behind composing more complex pieces before embarking on your coursework.

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSEs at A*-C or equivalent including Maths & English. Music GCSE preferred but dependent on prior experience other students will be considered.


Music


50




You will study Anatomy and Physiology, Psychology and Historical issues


COURSE OUTLINE


WHAT WILL I STUDY?

AS and A Level PE includes the compulsory study of: Applied Anatomy and Physiology, Exercise Physiology, Biomechanical Movement, Skill Acquisition, Sports Psychology, Sport and Society and the Role of Technology in Physical Activity and Sport. Alongside this are the skills of PE which are examined via the NEA component on performance. All areas of content are now compulsory. As such you will receive a well-rounded and full introduction to the world of PE, sport and sports science.

AS: Component 1: Physiological Factors Affecting Performance

Component 2: Psychological and Socio-cultural Themes in PE

Component 3: Performance within Physical Education

A2: Component 1: Physiological Factors Affecting

Performance

Component 2: Psychological Factors Affecting Performance

Component 3: Socio-cultural and Contemporary Issues

Component 4: Performance within Physical education

AS: Component 1: 35% weighting (1hr 15min written paper).

Component 2: 35% weighting (1hr 15 minwritten paper).

Component 3: Internally assessed / Externally moderated.

A2: Component 1: 30% weighting (2hr written paper).

Component 2: 20% weighting (1hr written paper).

Component 3: 20% weighting (1hr written paper).

AS: Component 1: Physiological Factors Affecting Performance. This group of topics focuses on key systems of the human body involved in movement and physical activity. exercise of differing intensities and during recovery.

Component 2: Psychological and Socio-cultural Themes in PE. This component focuses on the psychological factors affecting physical activities and sports.

Component 3: Performance within Physical Education. Learners will be required to undertake two parts within this component. Part 1: Performance/coaching of a sport.Part 2: Analysis and Evaluation of Performance for Improvement (EAPI) of a sport or activity.

A2:Component 1: Physiological Factors Affecting Performance.This group of topics focuses on key systems of the human body involved in movement and physical activity.

Component 2: Psychological Factors Affecting Performance. This component focuses on the psychological factors affecting physical activities and sports.

Component 3: Socio-cultural and Contemporary Issues. This component focuses on the sociological and contemporary factors that influence and affect physical activity and sport for both the audience and the performer and how sport affects society.

Component 4:Performance within Physical Education. Learners will be required to undertake two parts within this component. Part 1: Performance/coaching of a sport or activity.Part 2: The Evaluation and Analysis of Performance for Improvement (EAPI) of a sport or activity.

5 GCSEs at A*-C including English and Maths.

Physical Education


WHERE CAN IT LEAD ME?Physical Education provides an excellent academic and skill base for a wide range of university courses and careers in BSc Sports Science PGCE BA Coaching BA Sports Management Bsc Exercise & Health. The various skills required by the specification provide opportunities for progression directly into employment working in personal training as: coaches gym staff sports massage therapists but equally also contribute to students’ studying medical disciplines, physiotherapy, occupational therapy and dietitian.


Acting, directing, choreography, dancing, music and teaching are some of the skills you will gain


MORE INFORMATION

WHERE CAN IT LEAD ME?Students that have taken this course at Appleton College have then gone onto University/ Performing Arts School and become technicians, actors, dancers, singers, songwriters, teachers, broadcasters and journalists. This is just to name a few. The course is so diverse that it can lead you in various directions.

If you do this course at appleton college you also get the opportunity to use other venues – we take you out of the college into the professional world. This can include theatres, schools, recording studios and europeon trips.

COURSE OUTLINE

WHAT WILL I STUDY?

This is a new course that will include internally and externally assessed units.

Some units will be CORE – essential.Some units will be choices.

This year, the units are selected around the staff teaching it and the students doing it. This will be a variation of Drama, Music and Dance.

Some of the optional units:

• Devising plays• Theatre in education• Musical theatre performance• Variety performance• Performing with masks• Auditions for actors• Audio performing acting• The performance of mime• Singing skills for actors and dancers• Developing physical theatre• Tap dance• Urban dance• Movement in performance• Jazz dance• Dance appreciation• Theatre fot children• Classical theatre performance• Principles of acting• Drama improvisation

12 Units are assessed altogether (pass,merit, distinction). This course is a 120 credit and 720 guided learning hours (GLH) qualification that is the equivalent of 2 A levels.

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSE’s A* - C including GCSE in at least one of the subject areas (drama, dance, music, and/or btec level 2 certificate).

AWA R D B O DY : E D E XC E L | L E V E L 3 B T E C D I P L O M A I N P E R F O R M I N G A R T S

Performing Arts


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Experimentation and clear development of the course content will demand problem solving skills

Engineering, research, management, finance, construction, medicine, law, in fact any profession that requires critical thinking and problem solving skills. Physics is one of the very hardest A levels, and is therefore an excellent choice to provide more able students with a stand-out feature on their CV during the university application period.


COURSE OUTLINE


WHAT WILL I STUDY?

A LEVEL PHYSICS COURSE OUTLINE:

Module 1: Development of practical skills.

Module 2: Foundations of physics.

Module 3: Forces and motion.

Module 4: Electrons, waves, and photons.

Module 5: Newtonian world and astrophysics.

Module 6: Particles and medical physics.

AS: 2 written papers, each with 20 marks multiple choice and 50 marks from structured questions, worth 50% each.

Papers 1 and 2 can assess any content from Modules 1 to 4.

A2: 3 written papers, Paper 1 and 2 each have 15 multiple choice marks and 85 marks from structured questions, and are worth 37% each.Paper 3 has 70 marks from structured questions and is worth 26%.

Paper 1 assesses content from Modules 1, 2, 3 and 5

Paper 2 assesses content from Modules 1, 2, 4 and 6 plus any material appropriately flagged within the specification from Modules 3 and 5

Paper 3 assesses content from Modules 1 to 6. A separate mark for Practical endorsement is reported as a pass or a fail and is assessed internally through the year.

You will look at the very big and the very small (galaxies to subatomic particles); work on how physics is used in medicine, how a mass spectrometer works or how a transformer functions; you will look at classical Newtonian physics familiar from GCSE, as well as more recent models of the world such as quarks and antimatter.

Module 1 – Development of Practical SkillsIncludes skills of planning, implementing, analysis and evaluation.

Module 2 – Foundations of PhysicsIncludes physical quantities and units, scalars and vectors, and measurement.

Module 3 – Forces and MotionIncludes motion; forces in action; work; energy and power; materials; and Newton’s laws of motion and momentum.

Module 4 – Electrons, Waves and PhotonsIncludes charge and current; energy, power and resistance; electrical circuits; waves and quantum physics.

Module 5 – Newtonian World and AstrophysicsIncludes thermal physics; circular motion; oscillations; gravitational fields; and astrophysics.

Module 6 – Particles and Medical PhysicsIncludes capacitors; electric fields; electromagnetism; nuclear and particle physics; and medical imaging.

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSEs at A*- C to include Science (Grade B) and Maths (good Grade B).

Physics


www.hyperphysics.phy-astr.gsu.edu/hbase/hframe.html

www.antonine-education.co.uk/antonine_education_contents.htm


Have you got what it takes to design in todays fast moving society


WHERE CAN IT LEAD ME?You could go on to study Architecture, Product Design, Graphic Design, Advertising, Art and Design, Interior Design or many other design based careers.


COURSE OUTLINE


WHAT WILL I STUDY?

AS: Unit 1: Portfolio of Creative Skills

Unit 2: Design and Technology in Practice

A2: Unit 3: Designing for the Future

Unit 4: Commercial Design

AS: One written exam and a folder of internally assessed coursework.

A2: One written exam and a self directed study of internally assessed coursework.

A two year course that gives you an insight into what it takes to be a designer in today’s fast moving society. You will develop an understanding of how products are initially designed and made as prototypes and how they become real products on the shelves.

You will have the opportunity to undertake a range of projects in AS to build up the skills necessary to complete the commercial design section of A2.

During unit 1 you will investigate, design and make a range of items which could include a hand held device, packaging for a fragrance and other models constructed initially from foam and MDF. You will also use a range of CAD software including: ‘Photoshop’, ‘2D Design’, ‘Pro-Desktop’ and ‘Google SketchUp’. Unit 2 will require you to learn about a range of modern design and manufacturing practices and contemporary design issues.

Unit 3 is a two hour exam covering a range of design issues such as sustainability, design influences and use of ICT in industry. During unit 4 you will design your own project, choosing ‘Conceptual Design’ or ‘The Built Environment’ as a theme. Previous ideas include: - architectural models, interior designs, product design and packaging.


5 GCSE’S at A* - C or equivalent, including at least a grade C in Product Design or Graphic Products. Students who have studied Art GCSE may apply but must realise that they will have to gain an understanding of materials and industrial processes before beginning the course.

Product Design


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You will be expected to ask the right questions and find innovative ways of researching issues

WHERE CAN IT LEAD ME?The specification lays an appropriate foundation for further study of Psychology and related subjects in higher education e.g. criminology, forensics, psychiatry, law, education, teaching and many more... Equally, material studied would be useful for candidates intending to pursue careers in the police, the health services, social services and human resources/personnel.

COURSE OUTLINE


WHAT WILL I STUDY?

AS: Paper 1: Introductory Topics in Psychology;Social influence, Memory, Attachment

Paper 2: Psychology in Context;Approaches in Psychology, Psychopathology, Research methods

A2: Paper 1: Introductory Topics in Psychology;Social influence, Memory, Attachment, Psychopathology

Paper 2: Psychology in Context;Approaches in Psychology, Biopsychology, Research methods

Paper 3: Issues and Options in Psychology;Issues and debates in Psychology, Cognition and development, Stress, Forensic Psychology

AS: Two written exams;1 hour 30 minutes per exam72 marks per examMultiple choice, short answer and extended writing questions.

A2: Three written exams;2 hours per exam96 marks per examMultiple choice, short answer and extended writing questions

The AS and A-Level courses are co-teachable with numerous compulsory topics including:Social influence; Types of conformity, Conformity to social roles, Explanations for obedience, Explanations of resistance to social influence, Minority social influence, The role of social influence processes in social change.Memory; The multi-store model of memory, Types of long-term memory, The working memory model, Explanations for forgetting, factors affecting the accuracy of eyewitness testimony, Improving the accuracy of eyewitness testimony.Attachment; Caregiver-infant interactions in humans, Animal studies of attachment, Explanations of attachment, Ainsworth’s ‘Strange Situation’ and types of attachment, Bowlby’s theory of maternal deprivation, The influence of early childhood attachment on childhood and adult relationships.Psychopathology; Definitions of abnormality, The behavioural, emotional and cognitive characteristics of phobias, depression and obsessive-compulsive disorder. The behaviourist approach to explaining and treating phobias, The cognitive approach to explaining and treating depression, The biological approach to explaining and treating OCD.Approaches in Psychology; The origins of Psychology and the emergence of Psychology as a science, The basic assumptions of the learning approach, the cognitive approach and the biological approach.Biopsychology; The division of the nervous system, the structure and function of sensory, relay and motor neurons, The function of the endocrine system, The fight or flight response.Research methods; Experimental methods, Observational techniques, Self-report techniques, Correlations, Scientific process, Techniques of data handling and analysis.

In addition, during their second year, A-Level students will also study;Approaches; The Psychodynamic approach, Humanistic Psychology.Biopsychology; Localisation of function in the brain and hemispheric lateralisation, Ways of studying the brain, Biological rhythms.Research methods; Content analysis, Case studies, Features of a science, Reporting Psychological investigations, Inferential tests.Cognition and development; Piaget and Vygotsky’s theories of cognitive development, Baillargeon’s explanations of early infant abilities, The development of social cognition.Stress; The physiology of stress, the role of stress in illness, sources of stress, measuring stress, individual differences in stress managing and coping with stress.Forensic Psychology; Problems in defining crime, Offender profiling, Biological explanations of offending behaviour, Psychological explanations of offending behaviour, Dealing with offending behaviour.

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSEs at A*- C to include English (Grade B), Maths (Grade C) and Science (Grade C).


Psychology


www.ia-ip.org

www.simplypsychology.pwp.blueyonder.co.uk

www.psychologistworld.com


Why should I be governed? Why should I be Moral? What is a Person?


WHERE CAN IT LEAD ME?Philosophy and Ethics is highly regarded by universities and employers. According to the Association of Graduate Careers Advisory Service, graduates in Philosophy and Ethics enter a wide range of careers, for example; broadcasting and the Media, Education, Finance, Law, Politics, Journalism, Medicine, Police and Social Work.

COURSE OUTLINE


WHAT WILL I STUDY?

AS: Paper 1: AS Philosophy of Religion (50% of AS)

Paper 2: AS Religious Ethics (50% of AS)

A2: Paper 1: A2 Philosophy of Religion (50% of A2)

Paper 2: A2 Religious Ethics (50% of A2)

AS: Two written exams both lasting 1 hour 30 minutes

A2: Two written exams both lasting 1 hour 30 minutes

On all examinations students answer two questions from a choice of four. There is no coursework.

Philosophy and Ethics offers you an interesting and intellectually challenging A Level. This course will help you develop an understanding of moral, ethical and cultural studies. Philosophy and Ethics develops a variety of skills including discussion and debate, logical argument and critical evaluation. All these skills are transferable.

In Philosophy you will study:• Ancient Greek influences (Plato and Aristotle)• Judaeo-Christian influences• Arguments for and against the existence of God

In Ethics you will study:• Ethical theories e.g. Natural Law, Utilitarianism• Applied Ethics e.g. Abortion, Euthanasia, War & Peace

These units are then carried forward to A2. Areas of study include:• Life & Death• Free Will• Conscience and Virtue Ethics• Environmental Ethics• Sexual Ethics



5 GCSEs at A*-C to include English.

Religious Studies Philosophy and Ethics

Please be aware that this is subject to change as the specifications for the new as and a2 level qualifications will not be approved and published until the autumn of 2015 for first teaching in september 2016


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You can use your own personal experiences to help you understand the key areas in Sociology

WHERE CAN IT LEAD ME?The specification lays an appropriate foundation for further study of Sociology and related subjects in higher education e.g. criminology, forensics, psychiatry, law, education, psychology, teaching and many more. Equally, material studied would be useful for students indenting to pursue a career in the police, health services, social services and human resources / personnel.

COURSE OUTLINE


WHAT WILL I STUDY?

AS: Paper 1: Education with Methods in Context (50% of AS)

Paper 2: Research methods, families and households (50% of AS)

A2: Paper 1: Education with Theory and Methods (33.3% of A level)

Paper 2: Families, households and beliefs in society (33.3% of A level)

Paper 3: Crime and Deviance with Theory and Methods (33.3% of A level)

AS: Two written exams both 1 hour 30 minutes

A2: Three written exams all 2 hours

The course provides the opportunity for you to examine a wide range of sociological issues including inequality, roles and values, power relationships and social change. There is a real emphasis on contemporary issues such as globalisation and how these are influencing both individuals and society as a whole. For example, is social media taking the role of religion in society? Is crime made easier with the introduction of new technologies? Is the role of the family and education changing?

This course looks at a wide range of social issues such as why do middle class children do better at school than working class children, reasons for the rise in divorce rate, what we mean by crime and deviance and does it change over time and from place to place?

You will also learn about sociological theory and research methods. You will learn how to carry out a piece of research and learn about the difficulties sociologists face – both ethical and practical ones! Theory is an important part of sociology and you will develop a firm understanding of the different approaches to studying society and the insights they might provide.



5 GCSEs at A* - C to include English.

Sociology

USEFUL LINKS: www.guardian.co.uk

www.independent.co.uk

www.bbc.co.uk

www.yougov.co.uk


Develop skills in media, techniques and processes


WHERE CAN IT LEAD ME?Students who take Textiles go on to find employment in areas that include Textile Design, Fashion Styling, Interior Design, Teaching, Fashion Design, Printmaking, Theatrical costume design, amongst many others.

COURSE OUTLINE


WHAT WILL I STUDY?

AS: Component 1: Personal Investigation (coursework). This unit explores a range of media, processes and techniques. You will be able to develop a personal project leading to final practical outcomes. It also includes researching the work of Artists/ Craftspeople and Designers. This component focuses on skills, through structured lessons and teaching such as printmaking, felt making, machine embroidery and design processes. You will be encouraged to develop your communication skills using textiles critiques.

Component 2 : Externally Set Assignment (ESA). This unit takes the form of a timed 10 hour examination. You will respond to a theme set by the Examination board, through the creation of preparatory studies and a final outcome(s). You have a choice of the textiles techniques you wish to use.

A2: Component 1: Personal Investigation (coursework). If you continue on to take A level, the second year of study is about building on skills you began to develop during your AS studies. During this year, you produce a creative, mature and technically proficient body of work, showing personal commitment, flair and individuality. As well as the body of practical work, you produce a contextual study (min.1000 words) which relates to your own working practice and the work of Textile Artists that have inspired your work. You will be encouraged to develop your communication skills through textiles critiques.

Component 2: Externally Set Assignment (ESA)This unit takes the form of a timed 15 hour examination. You will respond to a theme set by the Examination board, through the creation of preparatory studies and a final outcome(s). You have a choice of the textiles techniques you wish to use.

AS: Component 1:- Personal Investigation; Sketchbook of development work and final outcomes. 50% of AS qualification.

AS: Component 2:- Externally set assignment. Sketchbook of development work and final outcome(s) (10 hour exam). 50% of AS qualification.

A2: Component 1:- Personal Investigation; Sketchbook of development work and final outcomes. Create a personal study of a minimum of 1000 words. 60% of AS Level qualification.

A2: Component 2:- Externally set assignment. Sketchbook of development work and final outcome(s).(15 hour exam). 40% of A Level qualification.

This course introduces the processes, skills, concepts and ideas associated with Textile Design. The emphasis is on the expressive and creative use of materials. Both traditional and contemporary techniques are explored, including batik, felt making, hand-dyeing, machine embroidery and other constructed textile techniques. These workshops are exciting and challenging and are aimed at developing technical skills, creativity and an understanding of the work of Textile Artists, Craftspeople and Designers. The workshops explore a wide range of materials and techniques that you will use throughout the course. You are encouraged to be inventive, independent and explore the world around you in a visual language, which says something about the way you see and understand the world. You will also learn about the work of Artists, Craftspeople and Designers through independent study and lectures. Visits to Galleries and museums form a vital part of the course.

WHAT ARE THE ENTRY REQUIREMENTS?5 GCSEs at A* - C including at least a grade C in GCSE Art and Design / Textiles.


Textiles


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appleton college prospectus 2016 - 17

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