Richard Hale School

Sixth Form

2017

Options Choices

Dear Parent The options now open to post-16 students are broader than ever before; in this way the government is increasing the demanding nature of all post-GCSE study, as well as emphasising the variety of routes that students may take to Higher Education and lifelong learning. The emphasis on education for the 16-19 group continues to grow. Studying in the Sixth Form will provide students with the opportunity to continue their education within a school environment and gain further qualifications, both in academic and vocationally based courses. Indeed, it has always been our view that pupils join us for seven years at Richard Hale School. Equally, in recent years, we have been very pleased to welcome an increasing number of young men and ladies into our Sixth Form from other local schools. The Options Evening is an important stage in the process by which we outline the opportunities available to students in the Sixth Form. However, we do not believe that being at school only involves gaining further qualifications. Our Sixth Form students are expected to contribute to the School and wider community (eg by leading younger students in organising House events or by working with our linked primary schools), thus developing their skills by taking a leading role in the life of the School. We continue to examine the feasibility of vocational courses. Our aim is to present students with the opportunity of vocational study alongside academic courses. Greater opportunity is also the purpose of the Hertford-Ware 16-19 Federation, which continues to develop due to the co-operation of institutions in the local area. Working together in this way increases the number of courses on offer, and also serves to protect the courses that traditionally recruit relatively small numbers of students. I hope you feel that the Options Evening allows you an opportunity to raise any issues of concern at this sometimes stressful and bewildering stage in the education process, as well as providing you with all the information you need to help your son or daughter to make good decisions about his or her future. This booklet is designed to help you and your son or daughter make the transition to 16-19 education at this school. It both reinforces and extends the information given at the Sixth Form Options Evening in November. Details can be found of all the Advanced Level and BTEC courses from which students can choose, and important dates are also included. Please be aware of the importance of following the process of choosing and indicating options and of meeting the deadline given. However, do not hesitate to seek advice if you need it at any time. If your son is a current student at the School, please encourage him to take the opportunity to discuss Sixth Form courses with his teacher or the relevant Head of Department. If you son or daughter is thinking of joining Richard Hale Sixth Form from another school, please feel free to contact Heads of Department by ‘phone or email admin@richardhale.co.uk. Yours sincerely Stephen M Neate Headmaster

We sincerely hope that you will join us to undertake your Sixth Form studies and become part

of our vibrant and forward-thinking community.

We are immensely proud of all that our Sixth Form students achieve and how they conduct

themselves both at school and in the wider community.

We challenge all of our students to move out of their comfort zone so that, on completion of

their post-16 studies, they will have developed a wide ranging skill-set that is vital for success in

the modern world.

One of the major strengths of our Sixth Form is the sense of community. The relationship

within the student body is extremely strong and, whether moving from up from within, or

joining us from other schools, students very quickly feel part of Year 12 at Richard Hale. This

bond can also be seen between students and staff, thus allowing a stimulating and supportive

environment to be cultivated.

Richard Hale is immensely proud of the traditions and values that are an integral part of the

whole school. Opportunities to develop as an individual and also as part of a happy and

successful team are provided in many ways, both in the classroom and via our extensive extra-

curricular programme.

We look forward to seeing you join us to complete your post-16 studies and are confident that

you will fulfil your potential whilst under our care.

Mr S Robins Director of Sixth Form

Why choose Richard Hale Sixth Form? Our Sixth Form is an inclusive organisation that gives students opportunities to develop as individuals, both academically and socially. Students thrive in the vibrant and friendly atmosphere and enjoy the range of facilities and opportunities open to them as senior students. We provide a broad range of subjects within a framework that offers a degree of freedom alongside increased responsibility to learn independently. By joining Richard Hale Sixth Form you will have:

A wide choice of subjects post-16

Equality of opportunity irrespective of gender and where you took your GCSEs

Experienced, specialist teachers to help you succeed at the highest level

Support and guidance from an established pastoral team

A rigorous system of monitoring allowing you and your parents access to performance data at any time

A Sixth Form Centre with a common room, private study area, seminar and teaching rooms, as well as a large IT suite with 60 computers exclusively for Sixth Form use in the main building

A comprehensive careers programme, including specialist support for university and employment applications

Dedicated support if you wish to apply for Oxbridge, medical or veterinary science courses

Opportunities to enjoy a wide range of activities, including extra-curricular sport, music and drama, and to develop leadership skills through CSLA/HSLA, the Duke of Edinburgh’s Award and the well-established House system

A school that recognises your needs and provides an environment where your voice is heard and valued.

Year 11 into Year 12 2016-17

Sixth Form Options Evening 10th November 2016 Options Interviews for RHS students 14th – 24th November 2016 Deadline for Options Returns for current and external students 25th November 2016

GCSE Examinations Begin 15th May 2017

Sixth Form Induction Days 3rd and 4th July 2017

GCSE Examination Results 24th August 2017

Subject Choice Advice (after results) Dates and times to be confirmed Confirmation of Choices 24th August 2017 External Applicants During the Spring Term student consultations will take place. All students will be notified of decisions regarding their application before the Easter break.

A note about GCSE results

they will be posted by 1.30 pm on 24th August if a stamped-addressed envelope is provided

they can only be collected if the textbook/Library returns form has been completed and all fees for examinations not attended or coursework not submitted have been paid

Sixth Form Curriculum entry requirements

Pathway A Entry requirements for Advanced Levels: Average Points Score of 5.2 in all Full Course GCSEs and

Level 2 BTECs in addition to English Language and Mathematics GCSE at Grade 5 or more.

Pathway B Entry requirements for BTEC Courses: Average Points Score of 4.5 in all Full Course GCSEs and Level

2 BTECs in addition to English Language and Mathematics at Grade 4 or more.

APS is calculated as follows:

A*=8, A=7, B=6, C=5, D=4, E=3, F=2, G=1

NB Maths and English numerical grades do not need to be converted in the calculation

ie Grade 5 Maths = 5 in the calculation

Minimum Entry Requirements for 2017 entry

Subject Essential Desirable

Art B grade in Art at GCSE. A high level of practical ability.

Biology B grade at GCSE in Biology or

Double Science.

A/A* in Biology and Grade 6 in Maths.

BTEC Level 3

Science Extended

Diploma

GCSE Biology, Chemistry, Physics or

Double Science at Grade C .

BTEC Level 3

Sport Extended

Diploma

C grade in PE at GCSE if taken and C in

Biology at GCSE or Double Science.

B grade in PE at GCSE if taken.

Business Studies B grade if studied at GCSE.

Chemistry B grade at GCSE in Chemistry or

Double Science. Grade 6 in Maths at

GCSE.

A/A* in Chemistry and Grade 7 in

Maths. Maths to be taken at A Level.

Computing B grade at GCSE if taken. Grade 6 Maths at GCSE.

Design &

Technology

(Product Design)

B grade in GCSE Graphic Products,

Resistant Materials or Engineering.

Drama and

Theatre Studies

B grade in GCSE Drama or a substantial

amount of previous practical experience

of theatrical performance or design.

Economics Grade 6 in both Maths and English

Language.

English Literature Grade 6 in both GCSE English Language

and Literature.

Grade 7 in both.

Further

Mathematics

Grade 8 in Maths GCSE. Students must

also take A Level Maths.

Geography B grade in Geography at GCSE .

Geology B grade in either Geography or Science

at GCSE.

B grade in Chemistry.

History B grade in History at GCSE. Grade 6 English at GCSE.

Mathematics Grade 7 in Maths at GCSE.

Media Studies No specific subject requirements.

Modern Foreign

Languages

B grade at GCSE in French or German. A grade in French or German.

Music Performing practically at Grade Five or

above in one or more instruments.

B grade in GCSE Music or Music

Technology if studied.

Physical

Education

B grade at GCSE in Physical Education if

studied. To be performing at a high

level (School A team or above)

practically in at least one sport.

B grade in GCSE Biology.

Physics B grade at GCSE in Physics or Double

Science. Grade 6 in Maths at GCSE.

Maths to be taken at A Level.

A/A* at GCSE in Physics and grade 7 in

Maths.

Politics B grade in a humanities subject at

GCSE

Psychology Grade 6 in Maths and English GCSE.

B in Biology or Double Science at GCSE.

Religious Studies GCSE Religious Education at grade B or

above and also in one other

humanities subject if studied at GCSE.

Richard Hale School Sixth Form Options for entry September 2017

I wish to follow an Advanced Level course. Circle your three choices (no more than one per column) in order of preference, 1 most wanted, then 2 and 3. If you have had to decide between two subjects in the same block, which one would you have liked to choose, but couldn’t?

I wish to follow a BTEC course. Circle your subject choice below – Sport or Science.

Entry requirements for Advanced Levels: Average Points Score of 5.2 in all Full Course GCSEs and Level 2 BTECs in addition to English Language and Mathematics GCSE at grade 5 or more. Entry requirements for BTEC Courses: Average Points Score of 4.5 in all Full Course GCSEs and Level 2 BTECs in addition to English Language and Mathematics at grade 4 or more.

A

B C D

Biology

Business

Chemistry

French

Maths

Psychology

Politics

Chemistry

Computing

Geography

History

Maths

Music

Physics

Art

Economics

English Literature

Geography

Media Studies

PE

Psychology

Physics

Biology

Business

Drama

English Literature

Further Maths

Geology

German

Product Design

RE (Philosophy & Ethics)

English GCSE Retake

BTEC Level 3 Extended Diploma in Sport

Maths GCSE Retake

BTEC Level 3 Extended Diploma in Science

Student Signature: Date :

RUSSELL GROUP COURSE

BRISTOL Law

German and Russian (4 years)

CARDIFF Economics/Philosophy

DURHAM General Engineering

EXETER Geography with Study Abroad

LEEDS Computer Science

International History and Politics

Geography

History

NEWCASTLE Law

Marine Technology with Small Craft Technology

Economics

Mathematics and Statistics

NOTTINGHAM Geography with Business

Mathematics and Economics

NOTTINGHAM Zoology

Biology

Politics and International Relations

SHEFFIELD Mathematics (3 years)

Russian Studies

Mechatronic and Robotic Engineeering

UCL Mathematics

WARWICK Automotive Engineering

YORK Nursing (Adult)

Electronic Engineering

Biomedical Sciences

Business and Management

Business and Management with a Year in Industry

YEAR 13 LEAVERS - AUGUST 2016 - UNIVERSITY DESTINATIONS

OTHER UNIVERSITIES COURSE

ANGLIA RUSKIN Drama

ASTON Business and International Relations

BANGOR Financial Economics

BOURNEMOUTH Economics

Law

Psychology

Sports Management

BRIGHTON Geography

Pharmaceutical and Chemical Sciences

Interior Architecture

Pharmacy (4 years)

BRUNEL Physiotherapy

BUCKINGHAM Stadium and Events Management

COVENTRY History

DE MONTFORT Business Management and Finance

Criminology and Criminal Justice

EDGE HILL Business and Management with Marketing

Business and Management with Accounting and Finance

ESSEX Finance with a Modern Language

GLOUCESTERSHIRE Criminology

HERTFORDSHIRE Business Economics

Pharmacology

Business Studies

Geography

Accounting

Accounting and Finance

HULL Biochemistry

KENT Mathematics with a foundation year (4 years)

Music Technology

Architecture

LANCASTER Management and Entrepreneurship (Industry)

Economics

LEICESTER Chemistry with Forensic Science

LIVERPOOL Physical Sciences (Foundation) (1+3)

International Politics and Policy and Business Studies

LIVERPOOL JOHN MOORES Business Management

LONDON METROPOLITAN Sports Coaching

Physical Education

LOUGHBOROUGH Psychology

NORTHUMBRIA Sport Management

Sport Management

International Business Management

NOTTINGHAM TRENT German and European Studies (4 years)

Marketing

Psychology

Criminology

Geography

Mathematics

Accounting and Finance

Business

Marketing

Criminology

Business Management and Marketing

Business Management and Accounting and Finance

OXFORD BROOKES Computer Science

Architecture

Events Management

Business and Management

Architecture

Architecture

PORTSMOUTH International Business

Business Economics

Geology

READING Geography (Human)

Geography (Human and Physical)

Investment and Finance in Property

ROEHAMPTON Sport Psychology

ROYAL VETERINARY COLLEGE Bioveterinary Sciences

SOUTH WALES Criminology and Criminal Justice and Youth Justice

SURREY Chemistry .

Economics and Finance

Chemistry with Forensic Investigation

UEA Geography

Chemistry

Intercultural Communication with Business Management

Nursing (Adult)

WINCHESTER Global History and Politics

Subject: Art

Examination Board: OCR Specification code: Art & Design Fine Art - H601

Year 12

Fine Art workshops The start of the course is made up of a series of workshops allowing students to build up experience in a wide range of media including:

Drawing (traditional and experimental in a range of materials)

Painting (with different media)

Sculpture (including clay, wire, plaster and modroc)

Digital manipulation

Abstract work

Creativity techniques

Printing

Art history

Advanced mixed media experimentation

Students will also have the opportunity to attend life drawing classes and visit a number of galleries (including the Henry Moore Foundation) to enhance their Art history knowledge and inspire practical work. Students will then develop their work in their own personal direction based on the knowledge they have gained from the workshops. This will culminate in a final piece (which could be a painting, sculpture, installation, film, animation, digital work etc.). This will then be on display to the public in the end of year exhibition at the Corn Exchange in Hertford.

Year 13 Fine Art Personal Investigation - 60% H601/01 Controlled Assignment (15-hour examination) - 40% H601/02

Fine Art Personal Investigation Students investigate through practical work a project title of their choice agreed with their teachers. Part of the study must include a strongly related personal study of between 1000 – 3000 words to reflect the in-depth research and historical investigations made during the course of the project. Controlled Assignment (examination) Students research and investigate one topic chosen from starting points provided by OCR examining board. They have approximately eight weeks planning time in order to prepare themselves for a 15 hour exam in which they will create their final outcome.

What students can expect from the course:

The specifications have been devised to combine breadth and depth of study with the freedom of choice required to accommodate a range of abilities and interests. Students’ progress from the emphasis on breadth in Year 12 to depth in Year 13.

The specifications enable a smooth progression from GCSE to A Level and from A level to further and higher education.

There is a strong emphasis on creativity at Richard Hale where students are encouraged to develop work with thoughtful conceptual meaning and exploration of a wide range of materials.

Students will be encouraged to pursue their own areas of strengths and interests resulting in a wide range of individual outcomes.

Work is displayed at the end of year exhibition at the Corn Exchange in Hertford, where there is an opportunity to sell work (this has ranged from £50 - £1000 in the past).

There are opportunities to attend a residential Art trip. In the past destinations have included Rome, Barcelona, Paris, Venice, Florence and New York.

The Art Department also run life drawing sessions which take place after school. The figure work produced in these sessions is regularly used in portfolios for university applications.

Students should be aware of the need for consistent effort right from the start of this progressive course with its intense practical content.

Students are expected to work independently and cultivate an interest in the current arts scene by regular reading and viewing appropriate materials, as well as attending exhibitions as often as possible.

Students have access to their own room in the Art Department where they can work independently during their private study periods. It is expected that students use this resource on a regular basis in order to manage their workload.

Students will have access to extra support from staff via the Seesaw app. This allows students to upload work in a variety of ways including photos, videos and questions and get extra personalised support outside lessons.

Expected GCSE qualifications: It is usual for students to have a least a grade B at GCSE Art.

Subject: Biology

Examination Board: AQA Specification code: 7402 Three exam papers making up 100% of the final A level. 12 essential practicals. 5 competencies are assessed during these practical activities. Written papers assess both knowledge, understanding and the technical skills required for each practical.

2 hour written exam paper

Relevant biological topics 1 - 4

Relevant practical skills 91 marks, 35% of total A level. 76 marks: a mixture of short and long answer questions, 15 marks extended response questions.

Biological molecules, cells, exchange of substances with the environment, the immune system, genetic information, variation and relationships between organisms

2 Hour written paper

Relevant topics 5 – 8

Relevant practical skills 91 marks, 35% of total A level. 76 marks: a mixture of short and long answer questions, 15 marks comprehension question.

Energy transfers (including photosynthesis and respiration), responses to changes of internal and external environment, genetics, populations, evolution and ecosystems, control of gene expression.

2 hour written paper

Any content from topics 1 8

Relevant practical skills 78 marks, 30% of total A level. 38 marks: structured questions including practical techniques, 15 marks critical analysis of given experimental data, 25 marks synoptic essay.

All content covered in Years 12 and 13.

The 12 required practicals:

Investigation into the effect of a named variable on the rate of an enzyme-controlled reaction Preparation of stained squashes of cells from plant root tips; set-up and use of an optical microscope to identify the stages of mitosis in the stained squashes and calculation of mitotic index. Production of a dilution series of a solute to produce a calibration curve with which to identify the osmotic potential of plant tissue.

Investigation into the effect of a named variable on the permeability of cell-surface membranes. Dissection of animals or plant gas exchange system or mass transport system or of organ within such a system Use of aseptic techniques to investigate the effect of antimicrobial substances on microbial growth Use of chromatography to investigate the pigments isolated from leaves of different plants e.g. leaves from shade-tolerant and shade intolerant plants or leaves of different colours. Investigation into the effect of a named factor on the rate of dehydrogenase activity in extracts of chloroplasts. Investigation into the effect of a named variable on the rate of respiration of cultures of single-celled organisms. Investigation into the effect of an environmental variable on the movement of an animal using either a choice chamber or maze. Production of a dilution series of a glucose solution and use of colorimetric technique to produce a calibration curve with which to identify the concentration of glucose in an unknown ‘urine’ sample. Investigation into the effect of a named environmental factor on the distribution of a given species.

What students can expect from the course:

The course is designed to develop the students interest in the diverse range of biological topics from how we evolved to biochemical reactions, physiology, immunology, improvement of health and conservation.

The course develops the skills of collating and evaluating data using statistical tests, investigation and deduction.

Students are expected to extend class work with independent study.

A residential field course to investigate populations in ecosystems.

Biology is the study of life and opens up opportunities in careers in health care and working with animals and plants.

Possible job opportunities include pharmaceuticals, genetics, veterinary, medicine, orthoptics, forensic science, oceanography and research.

Potential work places range from laboratories to zoos, the artic to the amazon.

The development of analytical thinking and an ability to make connections between natural, social, economical and technological fields opens doors to non-scientific careers such as law, computing and accountancy.

Expected GCSE qualifications: GCSE grade B in Biology or Double Science. To find out more information you may wish to access the following: http://www.aqa.org.co.uk/7402

Subject: BTEC Level 3 National Extended Diploma in Applied Science

Examination Board: Edexcel Specification code: 601/7437/7

The BTEC Level 3 National Extended Diploma is equivalent to three A-Levels, and consists of seven mandatory units, four of which are assessed externally by examination, and three of which are assessed internally by coursework. Six further, optional units (chosen by the School) will then be taken and assessed internally by coursework. In total, 42% of the course is assessed externally, 58% internally. The units below are mandatory.

1. Principles and Applications of Science I

Externally assessed

This unit covers some of the key science concepts in biology, chemistry and physics.

2. Practical Scientific Procedures and Techniques

Internally assessed

Students will be introduced to quantitative laboratory techniques, calibration, chromatography, calorimetry and laboratory safety which are relevant to the chemical and life science industries.

3. Science Investigation Skills Externally assessed

Students will cover the stages involved and the skills needed in planning a scientific investigation: how to record, interpret, draw scientific conclusions and evaluate.

4. Laboratory Techniques and their Application

Internally assessed

This unit covers the importance of health and safety in work place laboratories, how data is stored and communicated and how organic liquids and solids are made and tested industrially.

5. Principles and Applications of Science II

Externally assessed

This unit builds on and extends the range of key science concepts in biology, chemistry and physics that were covered in Unit 1.

6. Investigative Project Internally assessed

This unit enables students to gain an understanding and the skills required to undertake an investigative project.

7. Contemporary Issues in Science Externally assessed

This unit will enable learners to develop their skills and understanding in evaluating the impact of contemporary scientific issues and how they are discussed in publications.

Added to this there will be six specialist units to be taken in disciplines across Chemistry, Physics and Biology, which are all internally assessed.

What students can expect from the course: This course is ideal for students wishing to gain a science qualification that will give entry to university, apprenticeships or employment, and that is assessed by both external examinations and internal coursework. Designed as a two-year, full-time course, it meets entry requirements in its own right for learners who want to progress to higher education courses in the applied science sector before entering employment. The course is delivered through a mix of taught lessons, standard laboratory practical tasks, extended practical investigations and student research.

Expected GCSE qualifications: GCSE Biology, Chemistry, Physics or Double Science at Grade C or above.

Subject: BTEC Extended Diploma in Sport

Examination Board: Edexcel Specification code:

1 - Principles in Anatomy and Physiology in Sport

Learners explore how the skeletal, muscular, cardiovascular and respiratory systems function and the fundamentals of the energy systems. Examination Unit.

2 - Fitness Training and Programming for Health, Sport and Well-being

Learners explore client screening and lifestyle assessment, fitness training methods and fitness programming to support improvements in a client’s health and wellbeing. External Unit.

3 - Professional Development in the Sports Industry

Learners explore the knowledge and skills required for different career pathways in the sports industry. Learners will take part in, and reflect on, a personal skills audit, career action plan and practical interview assessment activities.

4 - Sports Leadership Learners study what makes a good leader, the different capacities of this role, and the leadership skills and techniques necessary when leading activities in different roles.

5 - Application of Fitness Testing Learners gain an understanding of the requirements of fitness testing and learn how to safely conduct a range of fitness tests for different components of fitness.

6 - Sports Psychology

This unit covers the psychological dimensions of sport, and introduces psychological techniques that can be used to enhance performance.

19 - Development and Provision of Sport and Physical Activity

Learners will carry out research to examine the impact of sport development in a wide context (local, national and global level). External Unit.

Added to this there will be 11 Specialist units to be taken, including a Work-Based Experience in sport.

What students can expect from the course: This course involves both classroom and practical activities, but students need to be aware that they

will be participating in sport for very few lessons. They will learn by completing projects and assignments that are based on realistic workplace situations, activities and demands.

Students will have the opportunity to develop a range of skills, techniques, and attitudes essential for successful performance in working life.

Students will gain a nationally recognised level 3 vocational qualification which will allow them either to enter employment or progress to higher education.

The BTEC Extended Diploma may, if the timetable allows, be combined with GCSE re-sits or a single AS level in another subject.

Students will be expected to utilise their study periods to work independently on completing their assignments and coursework as the timetabled hours will be used for the subject and content delivery.

Expected GCSE qualifications: GCSE PE at grade C or above and to have attained C grades in both theory and examination components of the course. GCSE Biology ideally at Grade C due to the high anatomy and physiology content in the course.

Subject: Business Studies

Examination Board: AQA Specification code: 7132

Exam format. Paper 1 (worth 33.3% of the A Level) Three compulsory sections:

Section A has 15 multiple choice questions (MCQs) worth 15 marks.

Section B has short answer questions worth 35 marks.

Sections C and D have two essay questions (choice of one from two and one from two) worth 25 marks each.

Topics: 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 7. Analysing the strategic position of a business 8. Choosing strategic direction 9. Strategic methods: how to pursue strategies 10. Managing strategic change

Exam Format: Paper 2 (worth 33.3% of the A Level) Three data response compulsory questions worth approximately 33 marks each and made up of three or four part questions.

Topics: 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 7. Analysing the strategic position of a business 8. Choosing strategic direction 9. Strategic methods: how to pursue strategies 10. Managing strategic change

Exam Format Paper 3 (worth 33.3% of the A Level) One compulsory case study followed by approximately six questions

Topics: 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 7. Analysing the strategic position of a business 8. Choosing strategic direction 9. Strategic methods: how to pursue strategies 10. Managing strategic change

What students can expect from the course:

Students can expect to learn how business leaders make decisions and will become knowledgeable enough to judge, with reasoning, whether or not a business has been successful as a whole and by functional area. In order to achieve this the students will learn how to apply numerous theories and an extensive range of business concepts. They will also learn how to analyse qualitative and quantitative data such as market share (percentage change), labour productivity statistics, price elasticity of demand and accounting ratios to enhance their evaluation. They will also learn about the external environment and how it presents opportunities and threats to UK businesses and Industries. The most impressive students will be able to make good recommendations about how leaders can change business strategy in a way that exploits the external environment to good effect and maximises the businesses profits. The course requires students to work very hard and read around the subject. This course will only suit students who are self-motivated and have a mature work ethic.

Expected GCSE qualifications: B grade if studied at GCSE

Subject: Chemistry

Examination Board: AQA Specification code: 7405

Three papers accounting for 100% of the final A Level and divided into three sections. 2 hour written paper

Relevant physical chemistry topics

Inorganic chemistry

Relevant practical skills 35% of total A Level. 105 marks of short and long answer questions

Physical chemistry consisting of atomic structure, amount of substance, bonding, energetics, chemical equilibria and Le Chatelier's principle, oxidation, reduction and redox equations thermodynamics, equilibrium constant Kp for homogeneous systems, electrode potentials and electrochemical cells, and acids and bases. Inorganic chemistry consisting of periodicity, Group 2, the alkaline earth metals, and Group 7(17), the halogens, properties of Period 3 elements and their oxides, Transition metals, and reactions of ions in aqueous solution.

2 hour written paper

Relevant physical chemistry topics

Organic chemistry

Relevant practical skills 35% of total A Level. 105 marks of short and long answer questions

Physical chemistry consisting of amount of substance, bonding, energetics, kinetics, chemical equilibria and Le Chatelier's principle, and rate Equations. Organic chemistry consisting of introduction to organic chemistry, Alkanes, Halogenoalkanes, Alkenes, Alcohols, Organic analysis, Optical isomerism, Aldehydes and ketones, Carboxylic acids and derivatives, Aromatic chemistry, Amines, Polymers, Amino acids, proteins and DNA, Organic synthesis, Nuclear magnetic resonance spectroscopy, and Chromatography.

2 hour written paper

Any content

Any practical activities 30% of total A Level.

Total of 90 marks. 40 marks of questions on practical techniques and data analysis 20 marks of questions testing across the specification 30 marks of multiple choice questions.

There are 12 required practical activities. Written papers will assess knowledge and understanding of these, and the skills exemplified within each practical.

Make up a volumetric solution and carry out a simple acid-base titration Measurement of an enthalpy change Investigation of how the rate of a reaction changes with temperature Carry out simple test-tube reactions to identify; cations –group 2, NH4

+; anions, group 7 (halide ions) OH-, CO32-,

SO42-

Distillation of a product from a reaction Tests for alcohol, aldehyde, alkene and carboxylic acid Measuring a rate of reaction; by an initial rate method, by a continuous monitoring method Measuring the EMF of an electrochemical cell Investigate how pH changes when a weak acid reacts with a string base and when a strong acid reacts with a weak base Preparation of a pure organic solid and test its purity, a pure organics liquid Carry out simple test-tube reactions to identify transition metal ions in aqueous solution

Separation of species by thin-layer chromatography

What students can expect from the course:

Throughout the course students will undertake a large amount of practical work, in addition to having carried the 12 practical activities. 15% of the marks in the written papers will relate to practical work.

During the practical activities students will carry out experimental and investigational activities and analyse and interpret data in a range of contexts.

The course is designed to develop students interest in and enthusiasm for chemistry, including developing an interest in further study and careers associated with chemistry.

This course encourages students to develop essential knowledge and understanding in the concepts of Chemistry, and the skills needed for the use of these in new and changing situations.

Students develop essential knowledge and understanding of different areas of the subject and how they relate to each other.

Studying Chemistry develops an appreciation of the contributions of Chemistry to society, and the responsible use of scientific knowledge and evidence.

Chemistry is about everyday life. It impacts upon every single activity and substance we know about from the moment we are born. It therefore is an excellent grounding for taking subjects in and out of the scientific arena beyond AS and A-level.

A course that is essential, or highly recommended, for some university courses such as Medicine, Dentistry and Veterinary Science and is helpful for courses such as Biochemistry.

In private study students are expected to consolidate class work, read ahead on future work and read around the taught material.

Expected GCSE qualifications: GCSE grade B in Chemistry or Double Science To find out more information you may wish to access the following: http://www.aqa.org.co.uk/7405

Subject: Computing

Examination Board: Educas Specification code: 601/5031/2

Component 1 40% 2 Hours 45 Minutes Exam Component 2 40% 2 Hours 45 Minutes Exam Component 3 20% Non-exam assessment

Computing Theory You will learn more extensively about Software, systems development, data and applications Programming and System Development:

Programs,

Data structures,

Algorithms,

Logic,

Programming methodologies

The impact of computer science on society Computer Architecture, Data Communication and Applications

Computer architecture

Communication

Data representation

Organisation and structure of data

Programs

Algorithms

Software applications. Candidates discuss, investigate, design, prototype, refine and implement, test and evaluate a computerised solution to a problem chosen by the candidate which must be solved using original code (programming). This is a substantial piece of work, undertaken over an extended period of time.

What students can expect of the course

Computing looks at how applications and computers are made. Computing is a very technical subject, with strong links to maths and logical thinking.

The course is intended for those students who intend to take up careers requiring computer

programming abilities such as Computer Programming itself, Computer Systems Engineering, Systems Analysis, all other Engineering disciplines and Scientific/Mathematical related careers.

Working knowledge of two programming languages (Python & Visual Basic)

Expected GCSE qualifications: GCSE Computer Science at grade B if taken or an understanding of programming.

Subject: Design and Technology (Product Design); with either a Graphics or Engineering focus

Examination Board: Edexcel Specification code: (Product Design) (9DT0)

Component 1: Principles of Design and Technology Written examination: 2 hours 30 minutes 50% of the qualification

Component content:

Materials

Performance characteristics of materials

Processes Digital technologies

Factors influencing the development of products

Effects of technological developments

Potential hazards and risk assessment

Features of manufacturing industries

Designing for maintenance and the cleaner environment

Current legislation

Information handling, Modelling and forward planning

Further processes and techniques Assessment overview: Written examination: 2 hours 30 minutes 50% of the qualification. The paper includes calculations, short-open and open-response questions as well as extended-writing questions focused on:

Analysis and evaluation of design decisions and outcomes, against a technical principle, for prototypes made by others

Analysis and evaluation of wider issues in design technology, including social, moral, ethical and environmental impacts

Component 2: Independent Design and Make Project Non-examined assessment 50% of the qualification

Component overview: Students will produce a substantial design, make and evaluate project which consists of a portfolio and a prototype. The portfolio will contain approximately 40 sides of A3 paper (or electronic equivalent) Assessment overview: Non-examined assessment 50% of the qualification; Internally assessed and externally moderated. There are four parts to the assessment: Part 1: Identifying Opportunities for Design Identification of a design problem, investigation of needs and research and specification Part 2: Designing a Prototype Design ideas, development of design idea, final design solution, review of

development and final design and communication of design ideas Part 3: Making a Prototype Design, manufacture and realisation of a final prototype, including tools and equipment and quality and accuracy Part 4: Evaluating own Design and Prototype Testing and evaluation

What students can expect from the course:

use creativity and imagination when applying iterative design processes to develop and modify designs, and to design and make prototypes that solve real world problems, considering their own and others’ needs, wants, aspirations and values

identify market needs and opportunities for new products, initiate and develop design solutions, and make and test prototypes

acquire subject knowledge in design and technology, including how a product can be developed through the stages of prototyping, realisation and commercial manufacture

take every opportunity to integrate and apply their understanding and knowledge from other subject areas studied during Key Stage 4, with a particular focus on science and mathematics, and those subjects they are studying alongside A Level Design and Technology

be open to taking design risks, showing innovation and enterprise while considering their role as responsible designers and citizens

develop intellectual curiosity about the design and manufacture of products and systems, and their impact on daily life and the wider world

work collaboratively to develop and refine their ideas, responding to feedback from users, peers and expert practitioners

gain an insight into the creative, engineering and/or manufacturing industries

develop the capacity to think creatively, innovatively and critically through focused research and exploration of design opportunities arising from the needs, wants and values of users and clients

develop an in-depth knowledge and understanding of materials, components and processes associated with the creation of products that can be tested and evaluated in use

be able to make informed design decisions through an in-depth understanding of the management and development of taking a design through to a prototype

be able to create and analyse a design concept and use a range of skills and knowledge from other subject areas, including mathematics and science, to inform decisions in design and the application or development of technology

be able to work safely and skilfully to produce high-quality prototypes

have a critical understanding of the wider influences on design and technology, including cultural, economic, environmental, historical and social factors

develop the ability to draw on and apply a range of skills and knowledge from other subject areas, including the use of mathematics and science for analysis and informing decisions in design.

Expected GCSE qualifications: GCSE Graphics, Resistant Materials or Engineering grade B or above

Subject: Drama and Theatre

Examination Board: AQA Specification code: 7262

Students will study a variety of drama skills and techniques which are divided into three components:

1. Drama and theatre

2. Creating original drama

3. Making theatre

Component 1: Drama and theatre

What's assessed

- Knowledge and understanding of drama and theatre

- Study of two set plays,

- Analysis and evaluation of the work of live theatre makers

Students will sit a 3 hour written exam answering two questions from two set plays and one

question on a live theatre production seen. This component is worth 40% of the A Level.

Component 2: Creating original drama (practical)

What's assessed

- Process of creating devised drama

- Performance of devised drama

- Devised piece must be influenced by the work and methodologies of one prescribed practitioner

Students will devise a piece of drama in a group and will use the ideas and methodologies of a

practitioner such as Brecht or Stanislavski. Students will be expected to create a working

notebook to support their practical work. In this component the devised piece is worth 20 marks

and the working notebook is worth 40 marks. In total this unit is 30% of the A Level.

Component 3: Making theatre (practical)

What's assessed

- Practical exploration and interpretation of three extracts (Extract 1, 2 and 3) each taken from a

different play

- Methodology of a prescribed practitioner must be applied to Extract 3

Extract 3 is to be performed as a final assessed piece (students may contribute as performer,

designer or director)

-Reflective report analysing and evaluating theatrical interpretation of all three extracts

Students will explore and perform scenes from a range of plays. Students will also write a

reflective report about each play of the plays studies and performed. The performance of

extract 3 is worth 40 marks and the reflective report is worth 20 marks. In total this component

is worth 30% of the A Level.

Expected GCSE qualifications: GCSE Drama at grade B or above or a substantial amount of extra-curricular drama experience.

Subject: Economics

Examination Board: AQA Specification code: 7136

Exam format. Paper 1 (33.3% of total A Level) Markets and market failure

Section A: data response questions

requiring written answers, choice

of one from two contexts worth 40

marks

Section B: essay questions

requiring written answers, choice

of one from three worth 40 marks

This section of the specification is primarily about microeconomics. Microeconomic models such as demand and supply, perfect competition, monopoly, the operation of the price mechanism and the causes of market failure are central to this part of the specification. Students will need to demonstrate a realistic understanding of the decisions made by firms and how their behaviour can be affected by the structure and characteristics of the industry in which they operate. Other key models relate to the operation of labour markets, wage determination and causes of inequalities in the distribution of income and wealth. Students will be expected to understand that traditional economic theory generally assumes that economic agents act rationally but they should also be introduced to models that recognise that consumer and firms’ behaviour is often governed by more complex influences. Subject Content

Economic methodology and the economic problem

Individual economic decision making

Price determination in a competitive market

Production, costs and revenue

Perfect competition, imperfectly competitive markets and

monopoly

The labour market

The distribution of income and wealth: poverty and

inequality

The market mechanism, market failure and government

intervention in markets

Paper 2 (33.3% of total A Level) National and international economy

Section A: data response questions

requiring written answers, choice

of one from two contexts worth 40

marks

Section B: essay questions

requiring written answers, choice

of one from three worth 40 marks

This section of the specification is primarily about macroeconomics. However, students should understand that microeconomic principles underpin the behaviour of the macroeconomy. Understanding some aspects of macroeconomic behaviour requires that students have a firm grasp of related microeconomic principles, for example, understanding of price elasticity essential when analysing the impact of changes in the exchange rate on an economy. Students should have a good knowledge of developments in the UK economy and government policies over the past fifteen years. They should also be aware of developments in the world economy, including the European Union, and how these have affected the UK. Subject Content

The measurement of macroeconomic performance

How the macroeconomy works : the circular flow of income,

AD/AS analysis, and related concepts

Economic performance

Financial markets and monetary policy

Fiscal policy and supply-side policies

The international economy

Paper 3 (33.3% of total A Level) Economic principles and issues

Section A: multiple choice

questions worth 30 marks

Section B: case study questions

requiring written answers, worth

50 marks

Paper 3 is based on all topics learnt.

What students can expect from the course: Students can expect to learn about how the behaviour of individuals, firms and governments impact on the allocation of resources. By being successful in the examinations, students will open the door to several careers, including jobs in financial markets and analytical roles. The course is very hard work. Students are set a lot of work to do outside the classroom, however, for a student to achieve an A grade (or A*) the student is expected to read the additional material provided and keep up to date with changes in both the macro and micro economy. Self-motivated students with a mature work ethic tend to be the ones who enjoy the course and achieve well.

Expected GCSE qualifications: Grade 6 in both Maths and English Language

Subject: English Literature

Examination Board: OCR Specification code: H472

Component 1:

Shakespeare

Poetry and Drama (pre 1900)

Component 1 Assessment: Exam. 2 hours 30 minutes. Questions on both elements of Component 1. 60 marks Closed text Worth 40% of the final mark.

Component 2:

Close reading from a chosen topic area (eg American Literature 1880-1940)

Comparative and contextual study from chosen area

Component 2 Assessment: Exam. 2 hours 30 minutes. Questions on comparison of texts studied for Component 2. 60 marks Closed text Worth 40% of the final mark.

Component 3:

Close reading of texts based around a theme (eg Conflict) Post 1900.

Planning and writing comparative essay

Component 3 Assessment: Coursework essay comparing texts studied for Component 3. 40 marks Can be drafted Worth 20% of the final mark

What students can expect from the course: Students can expect to immerse themselves in a range of texts that will facilitate their need to consider not only powerful works of literature but also concepts and ideas that are fundamental to the human condition. There will be an emphasis on independent reading and comparing a wide range of different viewpoints, both personal and political. At times, mature themes will be discussed and debated in the context of the literature studied.

Students who are considering studying English Literature at A level should be avid readers with a desire to experience a range of texts that span centuries and cultures. Essay writing and responding to exam style questions are key elements of the course as students prepare for the exam components outlined above. Students will need to be willing to share their views in class discussions and be prepared to challenge and question texts.

Expected GCSE qualifications: English at grade 6 or above.

Subject: Further Mathematics

Examination Board: Edexcel Specification code: 9FM0

Module/Paper

Content

Paper 1: Further Pure Mathematics 1 (9FM0/01)

1. Proof 2. Complex Numbers 3. Matrices 4. Further Algebra & Functions 5. Further Calculus 6. Further Vectors

Paper 2: Further Pure Mathematics 2 (9FM0/02)

1. Complex Numbers 2. Further Algebra & Functions 3. Further Calculus 4. Polar Co-ordinates 5. Hyperbolic Functions 6. Differential Equations

Paper 3: Two Optional Modules from

Further Pure 3 Further Statistics 1 Further Mechanics 1 Decision Mathematics 1 (these will be partly self-taught and allows students to take their own direction. A decision on which two you take can be made during Year 13)

What students can expect from the course: The is a new course. The content for Papers 1 and 2 is entirely prescribed and matches qualifications offered by AQA and OCR. Further Maths must be taken in addition to regular A level maths (9MA0). It is even more rigorous and will provide at least half of your timetable with demanding maths. The very best students, with highest aptitude, a passion for maths and thorough determination should attempt the course. Homework will be set every lesson and collaborative, peer-to-peer learning is again an expectation. You will need to purchase a new calculator such as the Casio fx-991es plus, or equivalent.

Expected GCSE qualifications: GCSE Maths at Level 8 or above.

Subject: Geography

Examination Board: AQA Specification code: 7037

Unit Weighting Description Physical Geography (2 hours 30 mins written paper)

40% • Water and Carbon Cycles – A study of these fundamental components of the natural environment will enable you to assess the ways in which human activities are having an impact on their natural balance. Hydrology and Climate Change are key concepts. • Coastal Environments – With current sea level rise of 2mm per year and 50% of the world’s population living within 50 kilometres of the coast, the study of coastal processes, landforms and their management is an important issue in the 21st century. • Hazards – Volcanoes, earthquakes and storms and their management are also key issues in an increasing populous world. Case-studies of recent hazard events will be used to assess human resilience to living in hazardous environments.

Human Geography (2 hours 30 mins written paper)

40% Global systems and Governance – With developments in transport and telecommunications the world is becoming more interconnected and globalised. Trade, resources and environments need to be managed through global agreements. Antarctica is a key case-study to show how ‘global commons’ need careful management. • Changing Places – How do we perceive places? What makes one place different to another? Using a range of techniques, you will learn about the development of the character of contrasting places. • Population and the Environment – The human population is likely to exceed 9 billion by 2050 and this topic will investigate the relationships between population, economic development and the environment.

Geographical Investigation (3000 – 4000 words non-examined report)

20% Geographical Investigation – Individual Study: • The completion of an individual investigation relating to a question or issue defined and developed by the student relating to any part of the specification content. There is a requirement for this to contain a minimum of 4 days of fieldwork. The completed report will be between 3000 – 4000 words and will be marked by your teachers and moderated by the exam board.

What students can expect of the course:

The course builds upon the style and content of the course encountered at GCSE.

A Level Geography can be accepted as a science or an arts subject at universities.

Fieldwork is a compulsory part of the A Level Geography course and the minimum requirement is for students to have undertaken 4 days of fieldwork investigation.

The skills developed throughout the course are transferrable and helpful in a number of careers including urban planning, environmental, water resource and transport management and many IT roles requiring an understanding of GIS patterns.

Geography is one of the ten facilitating subjects that are helpful to gain entry into a Russell Group University.

Anticipated Qualifications: GCSE Geography B grade or better is recommended. Students who have not studied GCSE Geography could take this course, but should seek advice from the Head of Department before doing so. To find out more information you may wish to access the following: http://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-7037

Subject: Geology

Examination Board: OCR Specification code: H414

Content is split into seven teaching modules:

Module 1 – Development of practical skills in geology

Module 2 – Foundations in geology

Module 3 – Global tectonics

Module 4 – Interpreting the past

Module 5 – Petrology and economic geology

Module 6 – Geohazards

Module 7 – Basin analysis Components 01–03 assess content from all seven modules.

Fundamentals of geology (01) 110 marks 2 hour 15 minutes written paper

41% of total A Level

Scientific literacy in geology (02) 100 marks 2 hour 15 minutes written paper

37% of total A Level

Practical skills in geology (03) 60 marks 1 hour 30 minutes written paper

22% of total A Level

Practical endorsement in geology (04) (non-exam assessment)

Reported separately

What students can expect from the course:

A Level Geology allows learners to develop essential knowledge and understanding of different areas of geology and how they relate to each other, to include civil engineering, engineering geology, hydrogeology, mining geology and petroleum geology Students can develop through critical practice the skills, knowledge and understanding of scientific methods as applied in geology and can understand how society makes decisions about geological issues and how geology contributes to the success of the economy and society

As part of the course the students will be introduced to the wider context of geoscience in preparation for progression to Higher Education Within the A Level Geology course, learners are required to undertake a minimum of four days of fieldwork. This fieldwork will allow learners to develop proficiency in the skills, apparatus and techniques covered by the Practical Endorsement

Expected GCSE qualifications: There is no requirement to have studied Geology at GCSE. However, students should demonstrate their capabilities by attaining GCSE Sciences and/or Geography at grade B or better. Geology embraces ideas from other disciplines such as Geography and the Sciences and therefore can be studied in combination with those subjects.

Subject: History

Examination Board: AQA Specification code: 7041 7042

HIS1C The Tudors: England, 1485–1603

Component 1: Breadth study Each Breadth study requires the study of an extended period and enables students to develop secure understanding of the process of change over time. Each Breadth study is introduced by six key questions which identify issues and perspectives which are central to the period of study. They emphasise that the study of breadth requires students to develop an understanding of: • the nature of causes and consequences, of change and continuity and of similarity and differences over a long period of time • the links between perspectives, such as political, economic, social or religious as well as appreciating developments relating to the perspectives separately over time • the role played by individuals, groups, ideas or ideology. This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions: • How effectively did the Tudors restore and develop the powers of the monarchy? • In what ways and how effectively was England governed during this period? • How did relations with foreign powers change and how was the succession secured? • How did English society and economy change and with what effects? • How far did intellectual and religious ideas change and develop and with what effects? • How important was the role of key individuals and groups and how were they affected by developments? Henry VII, 1485–1509 Henry VIII, 1509–1547 Instability and consolidation: 'the Mid-Tudor Crisis', 1547–1563 The triumph of Elizabeth, 1563–1603

HIS2R The Cold War, c1945–1991

Component 2: Depth study. Each Depth study is focused on a significant period of historical change or development. Students will gain deep understanding of change and continuity through the study of the interrelationships of a variety of

perspectives as indicated in the content. They will develop detailed knowledge and understanding of developments and the roles of individuals, groups, ideas and ideology. Depth studies also promote an understanding of the complexity of the historical process through a detailed focus on a specific period of change. Content is presented chronologically in sections as is most appropriate to the period of study. An examination question may arise from one, or more than one, section of specified content. To demonstrate depth of historical knowledge and understanding, students should be able to make links and comparisons between the aspects of the period studied. Therefore it is important that specified content should be studied both in its own right and holistically. In this way links and contrasts will be rooted in secure knowledge and understanding. Each of the Depth studies has an introductory commentary, setting out the focus of the study and the key concepts that apply to it. There is a close interrelationship between the commentary and the content that follows which enables students to appreciate the focus of the depth study. This option provides for the study in depth of the evolving course of international relations during an era of tension between communist and capitalist powers which threatened nuclear Armageddon. It explores concepts such as communism and anti-communism, aggression and détente and also encourages students to reflect on the power of modern military technology, what hastens confrontation and what forces promote peace in the modern world. The Origins of the Cold War, c1945–1949 The Widening of the Cold War, 1949–1955 The Widening of the Cold War, 1949–1955 Confrontation and cooperation, c1963–1972 The Brezhnev era, 1972–1985 The ending of the Cold War, 1985–1991

Historical investigation (non-exam assessment) (Germany 1845-1945)

Purpose of the Historical investigation. The purpose of the Historical investigation is to enable students to develop the skills, knowledge and historical understanding acquired through the study of the examined components of the specification. Through undertaking the Historical investigation students will develop an enhanced understanding of the nature and purpose of history as a discipline and how historians work. The Historical investigation contributes towards meeting the aims and objectives of the A-level specification.

In particular it encourages students to: • ask relevant and significant questions about the past and undertake research • develop as independent learners and critical and reflective thinkers • acquire an understanding of the nature of historical study • organise and communicate their knowledge and understanding in a piece of sustained writing. The Historical investigation must: • be independently researched and written by the student • be presented in the form of a piece of extended writing of between 3,000 and 3,500 words in length • draw upon the student's investigation of sources (both primary and secondary) which relate to the development or issue chosen and the differing interpretations that have been placed on this • place the issue to be investigated within a context of approximately 100 years

What students can expect from the course: AQA History A Level has been designed to help students understand the significance of historical events, the role of individuals in history and the nature of change over time. The qualification will help them to gain a deeper understanding of the past through political, social, economic and cultural perspectives. The engaging topics available to them throughout the course will provide them with the knowledge and skills they require to succeed as A-level historians and beyond, into undergraduate study.

Expected GCSE qualifications: GCSE History at grade B or above.

Subject: Mathematics

Examination Board: Edexcel Specification code: 9MA0

Module/Paper

Content

Paper 1: Pure Mathematics 1 (9MA0/01) (This will be similar to the old syllabus AS pure content: C1/C2)

1. Proof 2. Algebra & Functions 3. Co-ordinate Geometry 4. Sequences& Series 5. Trigonometry 6. Exponentials & Logarithms 7. Differentiation 8. Integration 9. Vectors

Paper 2: Pure Mathematics 2 (9MA0/02) (This will be similar to the old syllabus A2 pure content: C3/C4)

1. Proof 2. Algebra & Functions 3. Co-ordinate Geometry 4. Sequences& Series 5. Trigonometry 6. Differentiation 7. Integration 8. Numerical Methods

Paper 3: Statistics & Mechanics (9MA0/03) (This will be similar to the old syllabus content: S1/M1, but includes some S2 and M2)

Statistics 1. Sampling 2. Data representation & interpretation 3. Probability 4. Statistical Distributions 5. Hypothesis Testing

Mechanics 1. Quantities & Units 2. Kinematics 3. Forces & Newton’s laws of motion 4. Moments

What students can expect from the course: The is a new course. The content is entirely prescribed and matches qualifications offered by AQA and OCR. It will provide a thorough preparation for maths-related undergraduate degree courses such as mathematics, engineering, science or economics. It will be rigorous and only students with high aptitude, a love of maths and deep determination should attempt the course. Homework will be set every lesson and collaborative, peer-to-peer learning is an expectation. You will need to purchase a new calculator such as the Casio fx-991es plus, or equivalent.

Expected GCSE qualifications: GCSE Maths at Grade 7 or above.

Subject: Media Studies

Examination Board: AQA Specification code: 7572

Paper 1

What's assessed

Questions will focus on issues and debates in the media such as

gender stereotypes or celebrity culture.

How it's assessed

Written exam: 2 hours

84 marks

35% of A-level

Questions

An argument relating to the theme.

Short answer questions relating to the theme.

2x15 mark questions testing in depth knowledge of two

areas of the theoretical framework.

2x25 mark questions assessing in depth knowledge of the

two remaining areas of the theoretical framework.

Students will learn and apply the media studies key concepts

Media language

Ideas/ messages

Genre and format such as soap operas and game shows

Representation (including positive and negative stereotypes and countertypes)

Media audiences

Narrative – story plots and structures

Students will develop their ability to be ‘media literate’, to identify and discuss the techniques used by media producers to shape the material. Students will then go on to deeper levels of analysis by applying media theories and relating the media to wider social, political and economic factors such as the impact of feminism or Brexit, for example.

Paper 2

What's assessed

Questions will focus on the analysis of media products. Students

will be expected to refer to the Close Study Products (CSPs)

provided by AQA and other products they have studied. They will

also be expected to demonstrate understanding of the

production contexts

How it's assessed

Written exam: 2 hours

84 marks

35% of A-level

Questions

Contrasting points of view relating to a particular CSP.

Short answer questions assessing breadth and depth of

A research and investigation approach to the development of the mass media over time. The exam board will provide topics and themes to be investigated. For example, this might a study of the development of television drama, comparing and contrasting shows like Happy Valley and Capital (BBC 1) and Witnesses (Channel 4). Students will also study the texts in their historical contexts and from the perspective of critical theories such as feminism or audience theories. The exam will require students to analyse the media from an historical perspective, again using their research during the course.

knowledge of aspects of the theoretical framework in relation to

particular media products.

2x30 mark questions assessing depth of knowledge of the

theoretical framework and/or contexts in relation to media

products.

Non Exam Assessment: Creating a media product (Coursework)

What's assessed

Application of knowledge and understanding of the media

studies theoretical framework.

Practical skills relating to the media format of their choice.

How it's assessed

A choice of topics related to the over-arching (annually

changing) theme

72 marks

30% of A-level

Assessed by teachers

Moderated by AQA

Tasks

Students produce:

a statement of intent

cross-media products such as a website, broadcast

sequence or magazine pages made for an intended audience.

Students will be given a brief (instructions for the task) which they need to complete such as producing:

A television sequence

Magazine pages

An advertising or marketing campaign

Radio broadcast

Newspaper pages

Web based material such as a site or social media products

Video game(s) The work will be assessed according to its creativity, technical polish, application of the typical codes and conventions of the form, consideration of purpose and target audience Students will also submit a statement of intent – a rationale – which uses research and explains the aims and target audience for the material.

What students can expect from the course:

To learn how to critically understand and evaluate media material such as TV drama, advertising and the news

An insight into the ways in which the media can shape social and political attitudes and values

An understanding of the processes involved in producing media content across a range of platforms, including TV broadcasts, web based material, the press and magazines

How to create your own media products, from the original idea right through each stage of production to the finished article

An overview of the historical development of the media by comparing ‘vintage’ material to contemporary products

To learn how to be a critical and inquisitive student of the mass media in the 21st century

Expected GCSE qualifications:

This course requires good levels of literacy and critical analysis. Good GCSEs in creative subjects such as Drama, Art and Graphics would also benefit candidates as Media Studies is a multi-disciplinary subject. To find out more information you may wish to access the following website: http://www.aqa.org.uk/subjects/media-studies/as-and-a-level/media-studies-7572

Subject: Modern Foreign Languages

Examination Board: EDEXCEL Specification code: French A Level 9FR0 German A Level 9GN0

Examinations for both languages: Listening, reading and translation – 1 hour and 50 minutes (40%) A range of listening and reading texts on which students respond to comprehension questions based on a variety of contexts and sources; an unseen passage in the foreign language to be translated into English.

A Level students study four themes which address a range of social issues and trends, as well as aspects of the political and artistic culture of Germany/France and German/French-speaking countries. In addition, the courses offer study of a rich range of literary texts and films, both contemporary and more classical.

Written response to works and translation – 2 hours 40 minutes (30%) Translation of an unseen passage from English into the foreign language; two written responses in the foreign language – either on two literary texts or on one literary text and one film.

Topics studied: Year 12:

Changing family structures (French)

Natural living (German)

Education

The world of work

Music

Media

Festivals and traditions

Speaking – 18 minutes (30%) – teacher examined Task 1 – discuss one theme based on a stimulus containing two different statements; Task 2 – students present a summary of key findings from their independent research followed by a related wider discussion on the topic.

Year 13:

Integration and multiculturalism

Rise of the far right (French)

Economic and social impact of immigration(German)

Occupation (French)

German Democratic Republic (German)

The Resistance (French)

Life since reunification (German)

What students can expect from the course: Modern Languages courses build on the understanding developed at KS4, and the first term bridges the

considerable gap between GCSE and A Level study. As well as developing language skills such as

spontaneity and translation, the qualification also features content that provides links to some of the

most fundamental and interesting aspects of the culture of the target language country and

communities such as Education and Work, Music and Media, Integration and Multiculturalism. The

courses offer study of a rich range of literary texts and films, both contemporary and more classical. In

order to support students in their language development, we offer a residential stay in the country of

study, with total immersion in the language. Students subscribe to a magazine which provides them with

five editions of articles from the target language community as well as digital listening files. In their

private study time students are expected to read and listen to contemporary texts in the language of

study, as well as work on building and consolidating their vocabulary and language skills. Knowledge of a

Modern Language post-GCSE is a highly sought after skill, combining as it does the rigorous approach

needed to master the grammar of the language with the knowledge and understanding of the culture of

the country. Previous A Level students at Richard Hale have gone on to study not only individual

languages at university, but have also combined their language with Business, Engineering, Law,

Mathematics, European Studies and many other subjects.

Expected GCSE qualifications:

GCSE French /German: Grade B or better. Applicants should be aware that the grammar content of A

Level MFL is considerable and should have a firm grounding in that required by the GCSE course.

Subject: Music

Examination Board: OCR Specification code: H543

Performance Accounts for 25% of the course Assessed externally from a video recording sent by the centre.

A recital lasting at least 6 minutes in total which includes two contrasting pieces. It can be performed on any instrument or voice, with or without accompaniment. Realisation using music technology is acceptable as an alternative. Regular performance opportunities and recitals to prepare for this take place throughout the year. Students are supported, through their work with their instrumental/vocal teacher, to identify suitable repertoire and to develop effective practice routines.

Composition Accounts for 35% of the course Assessed externally from audio recordings sent by the centre.

Students learn to compose in a variety of styles and for a range of instruments and voices. Throughout the first year they focus on the fundamental skills of composition and harmony, developing short pieces for ensembles and solo musicians. They develop their notation skills and use music ICT to help realise their ideas. In the second year they specialise in at least two stylistic areas focusing on developing extended compositions for their chosen resources. Students have free choice over one of their stylistic areas which can range from 19th century string quartets to rock anthems. The unit is assessed through:

- One composition in response to a brief set by OCR - One composition in response to a brief set the

candidate - 3 short technical exercises chosen by the centre

in conversation with the candidate

Listening and Appraising Accounts for 40% of the course Assessed externally through a 2.5hr examination in the final term of Y13

Students study set pieces of music from four different areas of study which the centre selects. They listen and analyse a range of other pieces relevant to the area of study to help develop their contextual understanding. They also learn about important historical, cultural and social factors which reflect the significance of the pieces studies. Instrumental music of Haydn, Mozart and Beethoven Popular Song: Blues, Jazz, Swing and Big Band Innovations in music 1900-present day Religious music of the Baroque period

What students can expect from the course:

Students can expect to work in a thriving music department where there are many regular performance opportunities available both in and outside of school. Our team of experienced teachers and peripatetic staff work collaboratively to ensure the very best outcomes for students. Students can expect to be challenged and stimulated by the course which prepares students thoroughly for study at university. Students have access to a well-equipped department and use of music software packages. To get a feel for the work of our department feel free to take a look at our twitter page @RHSMusic2017

Expected GCSE qualifications: GCSE Music or Music Technology at grade B or above. Other qualifications will be considered on a case by case basis. Students should also aware that the minimum performance requirement is the equivalent of grade 4, though the actual exam need not necessarily have been taken.

Subject: Physical Education

Examination Board: OCR Specification code: H555

Written examination component: Two papers accounting for 70% of the final A Level and divided into three sections Physiological factors affecting performance (01) 2 hour written paper

Applied anatomy and physiology

Exercise physiology

Biomechanics 30% of total A Level

Applied Anatomy and Exercise Physiology: Interpretation of data and graphs relating to:

Changes within musculo-skeletal, cardio-respiratory and neuromuscular systems during different types of physical activity and sport

Use of energy systems during different types of physical activity and sport and the recovery process

Quantitative methods for planning, monitoring and evaluating physical training and performance.

Biomechanics:

Knowledge and use of definitions, equations, formulae and units of measurement

Ability to plot, label and interpret graphs and diagrams.

Psychological factors affecting performance (02) 1 hour written paper included with paper (03)

Skill acquisition

Sports psychology 20% Of total A Level This combines with the subject area to form the second 2 hour paper

Skill Acquisition

Classification of skills and coaching methods

Models and theories that affect learning and performance in physical activities

How different methods of training and feedback work and why their effectiveness differs from person to person

Sport Psychology

Personality and success in sport

Group dynamics

Aggression in sport

Developing self-confidence

The effects of leadership and stress on performers

Socio-cultural issues in physical activity and sport (03) 1 hour written paper

Sport and society

Contemporary issues in physical activity and sport

20% of total A Level

Sport and Society

Develop knowledge and understanding of how physical activity and sport have developed through time and the factors that shape contemporary sport.

The effects of public and state schools in the development of sport

Modern Olympic games- focussing on 5 key significant games

Hosting global sporting events in the 21st century Contemporary issues in PE and Sport

Drugs and doping in sport

Violence

Gambling

Commercialisation and the effects of the media

Elite participation and sport for all

Technology in sport

Performance in physical education (04) Non-exam assessment (NEA)

Performance or Coaching

Performance

Learners can be assessed in the role of performer or coach in one activity.

Evaluation and Analysis of Performance for Improvement (EAPI)

30% of total A level

Learners are required to demonstrate effective performance, the use of tactics or techniques and the ability to observe the rules and conventions under applied conditions.

In addition to a practical performance, learners will be assessed in the Evaluation and Analysis of Performance for Improvement (EAPI). Learners will observe a live or recorded performance by a peer in either their own assessed performance activity or another activity from the approved list.

Through observation, learners will provide an oral response analysing and critically evaluating their peers’ performance.

What students can expect from the course:

OCR’s A Level in Physical Education will equip learners with both a depth and breadth of knowledge, understanding and skills relating to scientific, socio-cultural and practical aspects of physical education.

Develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance.

Understand how physiological and psychological states affect performance.

Understand the key socio-cultural factors that influence people’s involvement in physical activity and sport.

Understand the role of technology in physical activity and sport.

Refine their ability to perform effectively in physical activity and sport by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas.

Develop their ability to analyse and evaluate to improve performance.

Understand the contribution which physical activity makes to health and fitness.

Improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds.

Expected/Anticipated/Required qualifications: GCSE PE at grade B or above and to have attained a C grade in both theory and practical components of the examination. GCSE Biology ideally at Grade B due to the high anatomy and physiology content in the A level course. To be performing at a high level (School A team or above) in at least one sport. To find out more information you may wish to access the following Email: PE@ocr.org.uk www.twitter.com/OCR_PhysEd or http://www.ocr.org.uk/qualifications/as-a-level-gce-physical-education-h155-h555-from-2016/

Subject: Physics

Examination Board: AQA Specification code: 7408

Course Outline

Core topics

1. Measurements and their errors

2. Particles and radiation

3. Waves

4. Mechanics and materials

5. Electricity

6. Further mechanics and thermal physics

7. Fields and their consequences

8. Nuclear physics

Optional topics – (school choice)

1 from:

9. Astrophysics,

OR

10. Medical physics,

OR

11. Engineering physics,

OR

12. Turning points in physics,

OR

13. Electronics.

Paper 1

What's assessed

Sections 1 to 5 and P6.1 Periodic motion

Assessment details

Written exam: 2 hours

85 marks

34% of A-level

Question style

60 marks of short and long answer questions and 25 multiple choice questions on content.

Paper 2

What's assessed

Sections 6.2 (Thermal Physics), 7 and 8

with assumed knowledge from sections 1 to 6.1

Assessment details

Written exam: 2 hours

85 marks

34% of A-level

Question style

60 marks of short and long answer questions and

25 multiple choice questions on content.

Paper 3

What's assessed

Practical Assessment

Practical work is an essential part of the course and is assessed by teachers throughout the course, with

Section A Compulsory section: Practical skills and data analysis Section B: Students enter for one of sections 9 – 13 Assessment details written exam: 2 hours 80 marks 32% of A-level Question style 45 marks of short and long answer questions on practical experiments and data analysis. 35 marks of short and long answer questions on optional topic.

key experiments being recorded in a laboratory book. This leads to an additional award of practical skills in Physics. This consists of

• practical theory along side

• 6 key investigations each year.

What students can expect from the course:

Physics A Level develops ideas and concepts introduced at GCSE and is designed to give students a feel

for modern Physics and prepare them for University study, as well as being excellent preparation for

many careers including engineering, science, accounting etc.

For each year of study there a student book and the AQA website (aqa.org.uk) which allows access to

modern support systems which can be used at home or in school to further enhance understanding.

The course has core and optional units of study and is assessed through 3 terminal written examinations

at the end of the second year of study.

Class work will include learning by experimentation, theory, research and problem solving approaches.

Students will be expected to use their free time to read the support books, use the internet (resources such as PHeT physics and Absorb Physics together with completing exam style questions on the portal such as ExamPro. A Level Maths is not required but it is very useful (and some universities do require it).

Expected GCSE qualifications/ Course requirements: GCSE Physics – B or Double Award (Science) B GCSE Mathematics – Grade 5

Subject: Politics

Examination Board: AQA Specification code: Draft 7152 Government and politics of the UK

The nature and sources of the British Constitution

The structure and role of Parliament

The judiciary

Devolution

Nature of democracy

Elections and referendums

Political parties

Pressure groups

The European Union

Government and politics of the USA and comparative politics

The constitutional framework of the US government

The role of Congress

The role of the President

The role of the Judiciary

The electoral process

Political parties

Pressure groups

Political ideas

Conservatism

Liberalism

Socialism

Nationalism

Feminism

Multiculturalism

Ecologism

What students can expect from the course: Lively, relevant, controversial… there are many ways to describe A Level Politics. There’s no denying that it’s one of the most interesting and engaging qualifications you can choose. Covering news and current affairs from the UK and US, it helps you understand how the UK is run and develops research, written communication and debate skills. It also helps to increase your confidence. It’s ideal if you’re considering studying politics, sociology, ethics, advertising or journalism at university and is highly regarded by employers in industries including politics, international organisations, the media, government and the civil service.

Expected GCSE qualifications: Politics is not a subject taken at GCSE at RHS. B grades in Humanities subjects at GCSE will be an advantage, as will grade 6 English.

Subject: Psychology

Examination Board: Edexcel Specification code: 9PS0

Paper 1: Foundations in Psychology Weighting: 35% 2 hour written paper

Assessment is via a written paper with questions on four approaches to Psychology; the cognitive approach, the social approach, the learning approach and the biological approach. Topics include memory, obedience, classical-conditioning, and the central nervous system. Practical investigations are undertaken for each approach. Students are not expected to submit a full write-up, but will have to answer questions about these practicals in the exam. Paper 1 also contains an “issues and debates” section where students will be asked to draw upon their knowledge of the four approaches to address broad conceptual and methodological issues.

Paper 2: Applications of Psychology Weighting: 35% 2 hour written paper

Assessment is via a written paper with questions on Clinical and Child Psychology. The aim of this paper is to enable students to examine how Psychology can be applied to the real world. Topics include schizophrenia and “attachment, deprivation and privation”. Practical investigations are undertaken for each application. Students are not expected to submit a full write-up, but will have to answer questions about these practicals in the exam.

Paper 3: Psychological skills Weighting: 30% 2 hour written paper

Assessment is via a written paper with questions on research methods, the psychological studies covered in paper 1, plus “issues and debates” questions. This paper is synoptic which means that students will be asked to draw upon everything they have learnt so far in order to answer these questions.

What students can expect from the course:

Participation in classroom re-enactments of theories, models and studies investigated in the course.

Valuable life skills and in-depth knowledge of the reasons behind human behaviour.

Six practical investigations which allow students to explore aspects of Psychology for themselves.

Preparation work for every lesson; including readings, videos, worksheets and general note-taking. The lesson time will then be given over to checking, consolidating and developing the knowledge and understanding students have gained for themselves independently. It is expected that students will need to spend at least 1 hour outside of class time (at home or during private study) preparing for every lesson.

Terminal exams; all three papers will be sat at the end of year 13.

Expected GCSE qualifications:

Psychology is not offered at GCSE. The subjects which best predict success on the course are English Language (because you have to write essay-style answers), Maths (because there is a significant statistics component to the course), and Biology (because it is the subject most like Psychology at KS4). Students should have a grade 6 in both English and Maths and a grade B or better in Biology. To find out more, please visit: http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/psychology-2015.html

Subject: Religious Studies

Examination Board: OCR Specification code: H573

Philosophy of Religion Three essay questions from four in a two hour exam Eg Evaluate the claim religious experiences are illusions [40 marks] 33% of total A Level mark

Learners will study:

Ancient philosophical influences, particularly the theories of Plato and Aristotle

The nature of the soul, mind and body in relation to beliefs about death and the afterlife

Arguments about the existence or non-existence of God

The nature and impact of religious experience

The challenge for religious belief of the problem of evil

Ideas about the nature of God

Issues in religious language

Religion and Ethics Three essay questions from four in a two hour exam Eg Assess the view that situation ethics is of no help with regard to the issue of euthanasia. [40 marks] 33% of total A Level mark

Learners will study:

Religious and secular ethical theories such as natural moral law and utilitarianism

The application of ethical theory to two contemporary issues of importance such war and medical ethics

Ethical language and thought

Debates surrounding the significant idea of conscience

Sexual ethics and the influence on ethical thought of developments in religious beliefs

Developments in Christian Thought Three essay questions from four in a two hour exam Eg ‘Secularists who say Christianity is a source of unhappiness are wrong.’ Discuss. [40 marks] 33% of total A Level mark

Learners will study:

Knowledge of God: both natural and revealed theology will be studied, including the relationship between faith and reason.

The influence of key Christian thinkers such as St Augustine and Dietrich Bonhoeffer

Historical and theological understandings of the person of Jesus Christ. They will consider Jesus as the Son of God, teacher of wisdom and a liberator, which will give them an insight into both traditional and contemporary Christian theology.

Christian moral principles will consider the Bible, Church and reason as sources of wisdom and authority.

Christianity in a secular (non-religious) age

The impact of feminism on Christian beliefs and practices

What students can expect from the course: OCR’s A Level in Religious Studies will encourage learners to: • develop their interest in a rigorous study of religion and belief and relate it to the wider world • develop knowledge and understanding appropriate to a specialist study of religion

• develop an understanding and appreciation of religious thought and its contribution to individuals, communities and societies • adopt an enquiring, critical and reflective approach to the study of religion • reflect on and develop their own values, opinions and attitudes in the light of their study.

Expected GCSE qualifications: GCSEs in History, Geography and/or Business Studies are a useful preparation as they involve problem solving and essay writing skills, so a high level of literacy is required.