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March 2014

St Andrew’s International High School

Sixth Form

A guide to Year 12 and Year 13 studies at St. Andrew’s

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Welcome READER, to our Sixth Form handbook, a guide to your studies in Years 12 and 13. There are about 120 students in the Sixth Form, the majority of whom study four AS levels in the first or lower sixth year (Year 12) and three A2 levels in the second or upper sixth year (Year 13), or take on a BTEC National course that covers both years. We hope that you will find the information enclosed informative and valuable. In particular you should gain: an insight into what the Sixth Form at SAIntS is all

about. information as to how the Sixth Form operates and what is on offer, not only in terms of academic subjects but in sports community service, House Activities, etc. an insight into the expectations we have of prospec-

tive Sixth Form students. advice in choosing the right subjects. Our Sixth Form is an important stage on the way to the world of higher education, employment and independ-ence. Thousands of students have graduated from St. Andrew’s to enter into the workplace or move onto higher education at universities in the UK, USA, RSA, Australia, Canada, and Malawi. 90% of our Sixth Form students end up in higher education, with some gaining places in the world’s best institutions such as Cambridge One of the main reasons for our success is the high ex-pectations we have for the Sixth Form: 1. An academic programme that allows all students to achieve their academic potential, whilst taking responsibility for their studies as independent learners. 2. A tutor team who encourage personal and social develop-ment, interest in the wider world, whilst supporting academ-ic and educational aims. 3. An extra-curricular programme that contributes to person-al development, allowing skills to develop outside the aca-demic curriculum, taking on the role as leaders of the stu-dent body. 4. An ethos of good manners, honest and open communica-tion, and mutual respect that underpins staff-student rela-tions.

As a result, the Sixth Form at St. Andrew’s has a dynam-ic, high-achieving working environment with a close-knit supportive House and tutor network, bound together by

teaching of an excellent standard by highly qualified and dedicated professionals. After two years of active involvement within the life of the Sixth Form, we hope that a St. Andrew’s Sixth For-mer will be:

Inquirers: They have a natural curiosity and the skills to conduct enquiry and research, showing independ-ence in their learning that they will take into their post-SAIntS careers

Open-minded: They appreciate their own culture as well as the values, perspectives and traditions of other individuals and communities

Thinkers: They take the initiative in applying thinking skills critically and creatively to recognise and take on com-plex problems, showing reasoned decision making skills

Caring: They develop empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, acting to make a positive difference in the lives of the wider Malawian community and its environment.

Knowledgeable: They explore concepts, ideas and issues that have Malawian and global significance. In so doing, they develop an in-depth knowledge and un-derstanding across and range of disciplines.

Principled: They act with honesty and integrity, with a strong sense of fairness, justice and respect for hu-man life and dignity. They take responsibility for their own actions and the consequences that accompany them.

Balanced individuals: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being

Communicators: They understand and express ideas con-fidently and creatively, working in collaboration and utilising a variety of modes of communication.

Reflective: They give consideration to their learning and life experiences, assessing their strengths and limita-tions in order to support their development in aca-demic and social fields.

Risk-takers: They approach unfamiliar situations and un-certainly with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They show initiative, leadership, drive and articulacy in their approach to life.

St. Andrew’s Sixth Form continually develops its curricu-la and extra-curricular programmes and its procedures so that it remains at the cutting edge of international education.

Introduction

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Contents Page Page Title Page Number What does St Andrew’s offer 4 Entry into the Sixth Form 4 The Academic Programme 5 The Sixth Form Diploma & post-school careers 6 Community Service 7 Student Support 8 A Sixth Former’s Responsibilities 8 Choosing your Sixth Form subjects 9 Choosing your Sixth Form subjects 10 Art & Design 11 Biology 14 Business Studies 15 BTEC National Diploma in Business Studies 16 BTEC National Certificate in Travel and Tourism 17 Chemistry 18 Design and Technology 20 Design and Technology—Food Technology 21 Drama and Theatre studies 22 Economics 24 English Literature 25 French 26 Geography 27 History 28 Information and Communications Technology 29 Mathematics 30 Music Technology 32 Physics 33 Physical Education 34 Psychology 35 Spanish 36 Statistics 37 AS Critical Thinking Skills 38 Appendix 1 (SAIntS Diploma) 39 Application Sheet 41

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Comprehensive guidance on entry to the Sixth Form.

A choice of study from twenty three different courses.

Re-sit opportunities at GCSE level.

A support and monitoring system to assist stu-dents in their academic and personal develop-ment.

An induction day for new Sixth Formers.

A Sixth Form Diploma

An extensive sports and clubs programme as well as many opportunities to take part in plays, musi-cals and dance shows.

A well-established Community Service pro-gramme and a major fundraising event.

Many Leadership opportunities. Sixth Formers step up to become leaders as School Prefect, House Prefects and as mentors to younger stu-dents. There is also the opportunity to become a House Captain, Deputy Head Boy/Girl or Head Boy/Girl.

Active higher education guidance particularly aimed at helping students enter university and further education.

IF YOU ARE A ST. ANDREW’S STUDENT

You can reserve a place in March, making prelimi-nary choices via the applications sheet (pg 41)

In order to progress to a full course of AS Level study, you must achieve at least 6 A*-C grades in-cluding English and Mathematics, with ‘B’ grades or higher in the subjects you wish to take on .

For AS study you must have studied at extended level at GCSE.

In order to progress to a mixed course of BTEC Na-tional and two AS Levels, you must achieve at least 5 A*-C grades including English and Mathematics, with ‘B’ grades or higher in the AS Level subjects you wish to take on .

In order to progress to a purely BTEC course of study, you must achieve at least 4 A* - C grades including English and Mathematics. NB: BTEC courses taken during Year 10 &11 will only count as equivalent to one GCSE pass.

All students need to confirm their choices BEFORE the start of the school year, otherwise places CAN-NOT be guaranteed.

Before making your subject choices, seek out ad-vice from your subject teachers, Form Tutors, the HoY 11, Mr Percival or Mr Thompson.

IF YOU ARE NOT FROM ST. ANDREW’S

You must attend an initial interview, accompanied by your parents, then fill in the student application forms available from the School Reception

Non-UK examination grades are acceptable as GCSE equivalents.

Evidence of certification will be required.

You must supply a suitable reference from your school or your last full school report.

Every new Year 12 student will sit the CATS (Cognitive Aptitude Test) Term 1 of the Sixth Form.

FOR ALL STUDENTS

There may be other requirements to study a partic-ular subject (see the academic subject require-ments). If those requirements are not fulfilled then entry to that course will be at the school’s discre-tion.

You will all have to sign a contract on SAIntS terms and conditions once you enter Year 12.

What Does St Andrew’s Offer?

Entry to the Sixth Form

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The world has become a more competitive place over the last generation, hence why students must equip themselves with the key skills, most rigorous qualifications and best grades possible if they are to progress to university and be competitive in today’s job market.

St. Andrew’s offers a wide range of ONE YEAR AS (Advanced subsidiary) and TWO YEAR A Level courses. An A Level course consists of two stages: AS level and A2 level.

AS LEVEL AS Levels are a significant step up in terms of difficultly and weight of work from GCSE study; even students with A*/A grades at GCSE have no guarantee of success in AS Levels. The AS course must be completed before a student can begin an A2 course. Examinations take place in all AS Level subjects at the end of Year 12.

If a student passes AS level then the student can either:

drop the subject and be awarded an AS certificate.

continue into the second year studying the A2 part of the course and end up with a full A Level.

choose another AS level.

Leave the school and enter university in RSA (if the stu-dent obtains 4 AS Levels at a high enough grade)

AS Level courses are designed to:

increase breadth and avoid over specialisation.

provide a staged assessment for all subjects

provide feedback on performance after one year

provide students with a one-year programme who are unable to commit to two years of study.

Students who do not do as well as they wanted can re-sit part of the AS or the whole AS Level the following June. However, this is not advised as students will have to re-sit these examinations at the same time as their A2 Level pa-pers. AS Levels are recognised in the UK and other countries as part of University entrance requirements.

Under this system students should therefore be able to:

maximise their university options and job prospects.

be able to study a broader range of subjects

identify their strengths and weaknesses to help target setting in Year 13.

achieve success midway through a course and not be reliant on the final A Level examinations.

A2 LEVEL The A2 course or second year of A Level is another step up from AS level and includes synoptic assessments: examina-tions which tests knowledge and understanding across the

whole of the course. Examinations take place at the end of Year 13.

It is the policy of St. Andrew’s that all students with more than 6 GCSE grades C or above should study a minimum of 4 AS levels in the first year and drop one AS subject before the second year starts. This means that the majority of our students should end up with 3 full A Levels and one AS level. The most able students may achieve four or possibly five A Levels.

A Levels are rigorous and demanding qualifications which enable students, depending on their grade, to qualify for entry into Higher Education .

BTEC St. Andrew’s offers a two year BTEC National Business course. This is the equivalent to two A Levels. It is designed for students more suited to continuous assessment with no end of course examinations. Students who opt for this may take it alongside two AS Levels (if their GCSE grades permit) or as a pure BTEC course.

POINTS EQUIVALENCY: In the UK AS, A Levels and BTECs are given points for university entry:

D* = Distinction*; D = Distinction; M = Merit; P = Pass

The Academic Programme

AS/A Level Points BTEC

280 D*D* (BTEC National Diplo-ma)

260 D*D (BTEC National Diplo-ma)

240 DD (BTEC National Diploma)

200 DM (BTEC National Diploma)

160 MM (BTEC National Diplo-ma)

A* grade (A Level) 140

A grade (A Level) 120 MP (BTEC National Diploma)

B grade (A Level) 100

C grade (A Level) 80 PP (BTEC National Diploma)

70 D* (BTEC Certificate)

A grade (AS Level) / D grade (A Level)

60 D (BTEC Certificate)

B grade (AS Level) 50

C grade (AS Level) / E grade (A Level)

40 M (BTEC Certificate)

D grade (AS Level) 30

E grade (AS Level) 20 P (BTEC Certificate)

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St. Andrew’s Sixth Form Diploma – what is it and why should I get one?

In recent years, St. Andrew’s has introduced a Diplo-ma for al Sixth Form students. The Diploma is de-signed to acknowledge both the academic achieve-ments and the extra-curricular achievements of our Sixth Formers. Similar diplomas are becoming com-mon place across UK and international schools, and universities are very interested in achievements out-side the classroom, as these set students out from the crowd. Our Sixth Formers are highly active students who contribute to the school and wider society across many fields; the Diploma recognises these achieve-ments in a more formal way. Probably the best way of explaining how this will work is to give an example of how a ‘typical’ Sixth Former might achieve his/her SAIntS Diploma: The aim will be to achieve 100 points for a pass, 150 for a Distinction, from a variety of areas:

If a student completes 3 A Levels then these will constitute the majority of their Diploma points

A part of the diploma points must come from community service. Many students go beyond the minimum 40 hours of community service and these will be rewarded with more Diploma points

An ‘Academic +’ category will also be compulsory. Students may pick up Diploma points from here via passing their fourth AS Level in Year 12.

Diploma points must also come from the extra-curricular category. This may include The Duke of Edinburgh Award, life saving qualifications, CSLA or even running a club. This will take into account even activities that a student does outside the confines of the school. The Diploma points awarded to these activities will be based on the number of hours and the level of responsibility taken on by the student.

Lifeskills—Lifeskills lessons in the Sixth Form are compulsory, but there are also optional lectures to attend to broaden a student's knowledge.

All Sixth Formers who complete Year 13 should also complete a Diploma and that this will prove to be a useful extra ‘qualification’ to have on top of just their academic ones. The Diploma will allow students to receive credit for all that they do, whether they be real academic ‘stars’ or those with great sporting or

organisational abilities. However, every Sixth Former should see it as an achievable aim and a real focus to encourage them to pursue all the options that are open to them at St. Andrew’s beyond the classroom, so that they can emerge with a Diploma portfolio at their end of Sixth Form graduation ceremony, perhaps even with an individual citation if they mange to ob-tain enough points for a Distinction. High Education & Careers St. Andrew’s Sixth Formers are encouraged to think of their post-school options even before entering the Sixth Form. Indeed, they should be paramount in con-sidering what subjects to take in the Sixth Form! How-ever, university goals must be realistic; your GCSE grades will give you a good indication as to whether you can handle the demands of a testing academic degree course like engineering or whether you are more suited to a vocational and practical course like event management. During Year 12, all students attend compulsory Life-skills lessons, several of which will cover careers ad-vice and what steps to take to prepare for university applications in Year 13. The normal pattern for univer-sity applicants from St. Andrew’s is as follows:

March prior to GCSEs— consider subject require-ments for chosen career/degree course, taking into account which AS Level/BTEC courses the student will have the greatest chance of success

Term 2 Year 12—Lifeskills lessons on preparing for university, i.e. Application systems of UK, USA and RSA; writing a personal statement/application essay.

Term 3 Year 12—Higher Education Evening for students and parents to launch application pro-cesses

Term 1 Year 13—consider options post-AS Level results. Sit US college SAT (scholastic Aptitude Test—SAIntS is a SAT test centre) if required. Complete UCAS application for UK.

Term 2 Year 13—complete applications for uni-versities in RSA or Australia.

St. Andrew’s has facilities for researching careers and degree courses in the Sixth Form higher education library in the Sixth Form Centre, and from a wide vari-ety of careers/university books in the Sixth Form office.

Sixth Form Diploma and High Education & Careers

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The founding motto of St. Andrew’s is ‘Doctrina Habet Onus’, ‘With Education comes Responsibility’. This is why a commitment to community service is at teh core of the Sixth Form. ST. Andrew’s students occupy a privileged role in Malawian society and as Sixth For-mers are role models for the whole student body we expect all Sixth Formers to give back to the communi-ty which has given them so much. ALL Sixth Formers are required to do a minimum of 40 hours voluntary service. In past years they have done this in a variety of ways. These have included:

Working at Phoenix School, and other primary schools, as assistant teachers, usually on a one-on– one basis or helping with sports and IT.

Being a member of a Community Service House Activity that helps various organisations e.g. STE-KA Foundation.

Organising their own community service. This has included working voluntarily for local hospi-tals and orphanages.

Running their own clubs at school e.g. baking club, basketball club, dance club, ICT club

Assisting younger students who have learning difficulties or language problems.

Volunteering for work experience (necessary these days for careers in medicine, nursing, teaching and other community professions).

Helping with weekend school events. e.g. the selling of food & drink at various school events,

marshalling for the BEIT CURE marathon, helping at the Hillview Christmas Fair etc

The annual Sixth Form sponsored trip is a major event in the school calendar; all Year 12 students take on the challenge of Mulanje Massif!

Students use both the Nessa and Likhabula paths to climb up Mulanje and spend two nights at the Lichen-ya hut. On Saturday they do various rambles (depending on the level of fatigue of the students) to the waterfalls and to the Crater , or even up Sapitwa Peak. On Sunday, they come down the ’other’ path to that which they ascended the mountain. The money raised from this trip is allocated to the charity/charities which that year’s Year 12 has chosen to sup-port.

Great academic demands are placed on Sixth Form students, especially those in Year 12 who have to manage the step up from GCSE study to the more independent research based style of studying at AS Level. Therefore it is very important that students strike a balance between their studies and their com-munity service. However, we find those students who push themselves in their extra-curricular activities are also those who excel in the classroom as they acquire the right time management skills and learn how to maximise their potential and thrive under pressure as they become well rounded young adults.

Community Service

“Community service is probably the most rewarding part of my Sixth Form career, but get organised!”

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At St. Andrew’s the main support system is through the Form Tutor and the Heads of Year 12 and 13. All students in the Sixth Form are also members of one of our Houses, named after the mountains which sur-round Blantyre: Ndirande, Soche, Michiru or Chiradzu-lu. All Sixth Formers have a Form Tutor who has a direct oversight of their personal welfare and gives advice and guidance throughout their studies, whether per-sonal, academic, careers, or vocational. The Form Tu-tor also acts as a link between the House system and the Heads of Year 12 and 13.

A system of monitoring is initiated by the Head of Year if the student’s attainment or effort levels slip;

they are normally connected. Monitoring can take a variety of forms in order to get a student back on track. It may involve report cards, interviews with students (and sometimes parents) or assessments of a students study skills problems such as time manage-ment. However, a Sixth Form student is expected to be responsible for his/her own learning.

On entering the Sixth Form, you may notice that the staff start to treat you in a more grown up manner, ex-pecting you to take responsibility for your learning, prepare for lessons, adopt a questioning mind-set and to be able to hold your own in discussions. We hold Sixth Formers in high esteem and we expect you to lead by exam-ple and play a full and active part in academic studies, sports and cultural activities. There are many sporting opportunities for members of the Sixth Form. All Sixth Formers have the opportunity to participate on House Activities which run Monday-Wednesday, with senior Activity running after 2.40. The reason for this is that all Year 12s have compulsory AS Extra lessons Monday-Wednesday 1.30-2.30 each week. Students have found these incredibly useful as it gives them more teaching time and more preparation time for their final exams. In House, Sixth Formers not only participate but are also involved in coaching and refereeing activities with the junior age groups. Many Sixth Formers captain their House and School teams, and are chosen as House Prefects, with a role in choosing teams and motivating students to take part and to do well. These extra responsi-bilities help to develop the students’ leadership and team working skills. The students in the Sixth Form abide by the same school regulations as other students. We expect our Sixth Form students to be positive role models in terms of behaviour, manners, uniform, respect and in leadership to the younger students. The Sixth Form play a vital role in maintaining the standards in the school, not just by role model behaviour, but also by enforcing school rules and regulations. During Term 2 in Year 12, the new cohort of School Prefect is selected to take on key pastoral and disciplinary responsibilities within the school. Students who will to be selected for this prestigious role need to ensure that they live up to our high expectations from the mo-ment they enter the Sixth Form. The Head Boy and Head Girl are the leaders of the School Prefect Team and are chairs of the School Representative Council. The Sixth Form also run many major whole school events during the year, such as the annual Fashion Show, the St. Andrew’s Golf Day, taking charge of candy-grams, and Graduation Ball. These help build organisational and leadership skills amongst many Sixth Formers and we expect all Sixth Formers will lend a hand in these and in other whole school events such as international evening and lower school discos.

“If you enter Sixth Form with a lazy attitude you will not survive.....every minute counts!”

“Time management is CRUCIAL.” “Time management is your talisman.”

“You can’t study the night before like you might have done at IGCSE, if you do, you will

fail.”

Student Support

A Sixth Former’s Responsibility

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Choosing your A Levels is an extremely important deci-sion. It could affect you for the rest of your life so please take it seriously. There are a number of factors that should influence your decision. THE EFFECT OF YOUR GCSE GRADES Good GCSE grades in English and Maths are vital for en-trance to university (the vast majority of universities world-wide will NOT accept students without good passes) and to support you through your A-level courses. Anyone without a C at extended level in GCSE Maths and English will be expected to re-sit these during Year 12, and again until they obtain a C grade or higher. If you have A*-B grades at GCSE in a subject then it is more likely you will be able to cope with that subject at A Level than were you to take it forward with only a C grade. Any-one with a C grade can only progress to A Level study with the direct approval of the relevant Head of Dept. YOUR CAREER CHOICE Your career aspirations might dictate a particular subject be taken at A Level. e.g. chemistry for a medical degree. There are requirements in each country, but particularly in RSA, Canada, and Australia, and the UK. However it should be noted that many degree courses have no specific ‘A’ level requirements. Please research as fully as possible BEFORE deciding. UK www.ucas.com RSA sauvca.org.za; hesa.co.za; studysa.co.za Canada ucfv.ca; studyincanada.com USA www.collegeboard.com (Please ensure that your subjects are recognised by the matriculation board in SA) YOUR PARENTS and TEACHERS You should consult your parents, teachers, tutor; in fact, as many people as you think can give you good advice.

Remember, though, that the choice is YOURS.

YOUR INTERVIEW An interview between the yourself and the Head of Year 12 or 13 should ensure that the most appropriate subjects for

you are chosen. Be prepared to be flexible in the advice they give.

YOUR STRENGTHS You should choose subjects

that you like

in which you have academic and personal interests

in which you have natural abilities and skills THE SUBJECT CHOICES AVAILABLE

See Page 10 You should NOT CHOOSE a subject because your friend wants to do a subject or due to parental pressure; this will NOT lead to success! THE FOURTH AS LEVEL By the fourth AS level , we mean the one that you are likely to drop at the end of Year 12. When you choose this AS level you can

try to extend your knowledge in a particular area

increase the breadth of your studies Examples

Choose English Literature to give breadth with three Sciences

Choose a Humanity or Science with Art subjects.

Choose three Sciences with Maths

Study French with the Arts or Sciences

Choose Art or Design and Technology with other sub-jects to improve your creativity

Study ICT to improve your computer skills Remember, you might change your mind at the end of Year 12 about which subjects you wish to carry on to A Level, hence your ’fourth’ AS Level must be in a subject that you have a good chance of obtaining a D grade or higher. The information on A-levels that follows from Page 11 is only a brief summary of what each A Level subject com-prises. For more information on the AS and A Level cours-es, come to the Open Evening (26th March) and talk to the Head of Department and/or use the internet : www.edexcel.org.uk www.aqa.org.uk www.cie.org.uk

“Be warned that any subject involving coursework will require a HUGE amount of your free time.” (AS level student)

“You must make sure you can manage four subjects if you choose four, because other-wise it might lead to poor grades in all four!” (AS Einstein student)

Choosing Your ‘A’ Level Subjects

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The following are the subjects on offer in Year 12 and in the order as they appear in this publication. Each subject (bar BTEC Business) has 4 double lessons teaching time out of a weekly school total of 20

ART

BIOLOGY

BUSINESS STUDIES

BTEC National Diploma in BUSINESS STUDIES (8 lessons per week)

BTEC Certificate in Travel & Tourism

CHEMISTRY

DESIGN and TECHNOLOGY

DESIGN and TECHNOLOGY FOOD TECHNOLOGY

DRAMA AND THEATRE STUDIES

ECONOMICS

ENGLISH LITERATURE

FRENCH

HISTORY

GEOGRAPHY

INFORMATION and COMMUNICATION TECHNOLOGY

MATHEMATICS

MUSIC TECHNOLOGY

PHYSICS

PHYSICAL EDUCATION

PSYCHOLOGY

SPANISH

AS THINKING SKILLS * Taught outside timetable It is vital that you return a reservation sheet by 28th March. Even though your choices may be preliminary, we will base the option blocks around these choices. The deadline for these will be 28th March 2013.

Look at the application sheet.

Choose four AS subjects or

BTEC Business Studies along with two AS sub-jects.

Or

BTEC Business & BTEC Travel & Tourism Please note the entry requirements for the three op-tions outlined above.

You are strongly advised to choose a balanced pro-gramme. Be very careful not to choose four subjects that have coursework components. The time involved for so many coursework assignments would be very demanding. With some subjects, coursework is due at both AS and A2 level therefore there are two coursework assign-ments for each subject. A summary of subjects with and without coursework is as follows: WITHOUT COURSEWORK

BIOLOGY

BUSINESS STUDIES

CHEMISTRY

CRITICAL THINKING SKILLS (AS ONLY)

ECONOMICS

FRENCH

GEOGRAPHY

HISTORY

MATHEMATICS

PHYSICS

PSYCHOLOGY

SPANISH

STATISTICS WITH COURSEWORK

ART and DESIGN

BTEC BUSINESS STUDIES

BTEC TRAVEL & TOURISM

DESIGN and TECHNOLOGY

DESIGN and TECHNOLOGY FOOD TECHNOLOGY

DRAMA AND THEATRE STUDIES

ENGLISH LITERATURE

INFORMATION and COMMUNICATION TECHNOLOGY

MUSIC TECHNOLOGY

PHYSICAL EDUCATION

“ Don’t choose a subject because you think its an easy option—everything is equally challenging. What is important is that you do what you enjoy.” (a successful A-level student!)

Choosing Your Sixth Form Subjects

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Head of Art & Design: Ms. J. Long Exam Board: CIE WHAT IS THE ART & DESIGN DEPARTMENT ABOUT? WHAT IS ART EDUCATION ABOUT AND WHY SHOULD I STUDY IT? WHAT CAREER OPPORTUNITIES WILL IT OPEN FOR ME? The Art & Design department is the specialist provider of a high quality Art & Design education. We try to foster a personal and friendly approach to learn-ing, ensuring that all students receive the support they need. The ethos of the department is about learning through practise, creating a sound knowledge of techniques and processes. Studying AS and A level Art & Design provides you with the opportunity of developing your art work to a higher level. The programme allows you to build up your creative talent and technical abilities. It enables you to build a portfolio of work which can be used in support of applications to Art & De-sign courses in further and higher education.

“ Sometimes people think that art is something separate from life. But that is not so. There is much more

to art than just painting and sculpture. Art is part of our everyday lives. Artistic design is in the cups we drink out of, in the chairs we sit on, in the materials we use for curtains. It’s in the buildings around us…... Art is something you will come into contact with daily whether you are aware of it or not. You may never con-sciously think about art, or go into a gallery – but whether you walk into a shop, or go to the cinema or even pass your town hall or city hall, or just go on holiday, you will be encountering artworks. Everything we buy that has first been through a design process before being manufactured. Pursuing a course in Art and Design gives you the opportunity to experience these processes, leading to endless career opportunities within design industry.… For example: - Advertising Designer, Computer Illustrator, Film director/Producer, Videographer, Package/Display Designer, Museum Curator, Painter, Textile Designer, Photojournalist, Art Director, Commercial Photographer, Art Thera-pist, Public Arts Co-ordinator, Computer Animator, Sculptor, Critic, Exhibit Designer, Publishing Consultant, Fur-niture Designer, Medical/Scientific Illustrator, Jewellery Designer, Cartoonist, Book Illustrator, Product De-signer, Art Teacher, Graphic Designer, Costume Designer, Set Designer, Portrait Artist, Printmaker, Potter/Ceramicist etc…………………”

Art and Design

“Listening” – Tamar Calisse

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HOW IS THE COURSE STRUCTURED? The course is structured around a central core of drawing and col-our work. The AS and A-level Art and Design course encompasses a broad area of activity. The programme will include aspects of painting and related media, textiles, printmaking, ceramics, and graphics. Students are encouraged to consider design and the de-sign process. Specific assignments are written by staff and key in-puts given. These assignments are delivered in such a way as to al-low you to reach your full potential. Along with the other students, you will develop a common interest in research methods, in ways of recording information and in the exploration of materials and pro-cesses. WHAT ARE THE ENTRY RE-QUIREMENTS? You need a grade C or above in Art & Design at GCSE.

HOW IS THE COURSE ASSESSED?

Years 12 and 13 form the second part of the Key Stage Four Art & Design curriculum. The programme will lead you to an initial qualification at AS level and then on to A2 level, which is the full A Level Qualification. This full Art & Design qualification is made up of four units. The first year of the programme is known as Advanced Subsidiary (AS level). The AS consists of two units of work. It can be awarded as a single qualification or it can count as 50 per cent of your Advanced GCE qualification (A Level).

Component 1 – Controlled Test - Externally Set Assignment The weighting of this unit represents 60% of your AS Level and 30% of the A Level. Your exam will be based on a given theme. You will have eight weeks to prepare and develop your ideas culminating in an fifteen hour timed test. Your submission will be internally marked and externally moderated by CIE. The Externally Set Assignment represents the culmination of your AS course.

Component 2 - Coursework The weighting of this unit represents 40% for AS Level and 20% of your A Level. Your assignments will be internally set, internally marked and externally moderated by CIE.

Art and Design

“A Long Way Down” by Alex Demetriou

Kimono - Towela Chisi

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In the second year of the programme those of you who have successfully completed units 1&2 and are wishing to cover the full Advanced GCE will move on to Units 3&4. The AS level assessment marks will be carried forward to give 50% of your A level.

Component 3 - Coursework Unit 3 will form 30% of your Advanced GCE. It will be internally set and marked, and externally moder-ated. The coursework incorporates two linked elements:

(a) A Portfolio of Practical Work and (b) A Sketchbook/Journal

Component 4 – Personal Study The weighting of this unit represents 20% of your A Level. The presentation of the study you undertake may take any appropriate for-mat. ( max 3500 words, max A1 size).

to chosen ideas. They are mandatory to the programme.

This is an internally set Component that will be assessed by CIE. You will produce a de-tailed study of any aspect of the visual arts that may, but need not, relate to your coursework. You are encouraged to choose your own specialist area of study and select an appropriate theme to source. It should take the form of a critical and visual appraisal or theoretical study undertaken in a written and/or practical form. First-hand experience of the work must form at least part of the study.

Journals/sketchbooks Just as with your IGCSE course, you are required to keep workbooks/journals of the journey your work has taken. These journals and supporting studies will con-tain evidence of your visual thinking and conceptual understanding, recording your responses to chosen ideas. They are man-datory to the programme.

Art and Design

Lightbulb – Dai-Jean Muzamara

“gives you the chance to fully express yourself BUT its not all about PAINTINGS. You need to be focussed... its VERY time consuming.. lots of research and reading too. If you’re patient...GO FOR IT.” “I would recommend art to anyone who wants to employ a different way of thinking. Scientists tend to think in black and white, whereas artists see the whole range of greys.” “ A lot of work but full of FUN.” (A-level students)

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Head of Department: Mr R. Suter Exam board: Edexcel WHY CHOOSE BIOLOGY? Biology is an academic subject requiring flexible thinking and adaptability as well independent learning skills, both in and outside of lessons. Biological understanding is extremely important in the current climate and a growing awareness of the importance of the Earth’s biological systems is crucial for human survival. New discoveries are being unravelled every day - for example, the sequencing of the human genome has been followed by that of other organisms. The fundamental causes of cancer and other diseases (such as malaria) are now being understood at a molecular level with scientists striving to find vaccinations and medicines in order to prevent further deaths. The wonders and dangers of genetic engineering have been well published - and GM crops and foods have been developed to feed the ever-growing human population. New plants need to be developed to cope with climate change, including innovative bio-fuels to reduce CO2 levels. Medicine is fast changing with gene therapy, IVF and stem cell research and revolutions in medicine, agriculture and the creation of many completely new fields of study. Modern Biology is breakneck scientific progress that will transform all our lives. For sheer interest as well as career prospects in the world of the future, a background in ‘BIO’ goes a long way. WHAT IS THE COURSE CONTENT? This is a modular course with 3 modules at both AS and A2 levels. Units 3 and 6 are based on investigative work which will be carried out at various points throughout the course. Unit Title Description Duration AS A2 AS Unit 1: Lifestyle, Transport, Genes and Health Written paper 75 minutes 40 % 20 %. Unit 2: Development, Plants and the Environment Written paper 75 minutes 40 % 20 % Unit 3: Practical Biology and Research Skills Written paper 90 minutes 20 % 10 % A2 Unit 4: The Natural Environment & Species Survival Written paper 90 minutes 20 %. Unit 5: Energy, Exercise and Coordination Written paper 90 minutes 20 % Unit 6: Practical Biology and Investigative Skills Written paper 90 minutes 10 % WHAT ARE THE ENTRY REQUIREMENTS? An A* - B grade is recommended in GCSE Biology, but C grades at extended / core level will be considered if students have attained a minimum of 6 A*-Cs. It’s good to have studied Chemistry or Physics and some Maths. If you can think logically and imaginatively, express yourself well, organise yourself well in practical work, you should do well in Biology. HOW IS THE SUBJECT ASSESSED? AS Biologists will take the first three (AS) modular examinations at the end of Year 12. A2 Biologists will take the second three (A2) modular examinations in the June of Year 13. FIELD TRIP At the end of Year 12, the Biology department endeavours to run a field trip to the Lake, providing opportunities to both develop and extend investigative / research skills. CAREER OPPORTUNITY/FURTHER STUDY OPTIONS An AS / A2 level in Biology can lead onto many further courses. Students could continue with a wide field of study with degree level biological sciences. Many degree courses double up disciplines such as Bio-engineering, Biochemistry or Biomaths. Biology will also allow students to specialise in certain areas such courses or professions in marine biology, microbiology, environmental studies, genetic counselling, entomology or even optometry.

Biology

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Head of Department: Ms R. Leathart Exam Board: Edexcel WHY CHOOSE BUSINESS STUDIES? Business Studies examines the world of business and how it operates. This involves looking at various types of business organisation and the functions of these businesses including marketing, finance, production and personnel. Businesses are not studied in isolation as the course examines changes in the business environment which affect the company such as government policies, competition, pressure groups and ethics. It examines the way that companies react to these situations. This leads to a student’s ability to understand the problems faced by businesses and assess the possible solutions in today’s business world. WHAT IS THE COURSE CONTENT? AS Level Unit 1 Developing New Business Ideas (Business opportunities, Entrepreneurial Skills). Unit 2a Managing the Business ( Marketing, Finance, People and Operations). On successful completion of the above units the AS qualification is awarded. A2 Level Unit 3 International Business ( Look at International Markets, Globalisation and Multi Nationals). Unit 4a Making Business Decisions ( Corporate Strategy, Ethical and Social Responsibilities, Mergers) WHAT ARE THE ENTRY REQUIREMENTS? GCSE grade A*-C in Business Studies or Economics, a grounding in mathematical skills, an ability to communicate well and an interest in, and concern about, business matters. Study of the subject at GCSE is not an essential requirement for A-level entry provided a student has at least ‘C’ grades in Mathematics and English and a satisfactory all round performance at GCSE or equivalent. HOW IS THE SUBJECT ASSESSED? Candidates can obtain an AS level at the end of the first year of the course on successful completion of Unit 1. and Unit 2.The papers are set up in the following way, section A is Multiple choice questions, and Section B is data response ques-tions. Students can obtain the full A-level in Year 13 on successful completion of Unit 3 and 4. Which includes a pre-lease case study. CAREER OPPORTUNITIES/FURTHER STUDY OPTIONS A-level Business Studies is a step towards a degree in the subject or any other subject that is particularly appreciated by fac-ulties offering business administration, accountancy, law and political studies. An A-level qualification opens up opportuni-ties for training in a wide range of commercial activities. A degree opens up a variety of careers in the business sector especially banking, insurance, marketing, accountancy, and personnel management. As a subsidiary subject, Business Studies is a valuable asset in supporting another career where management skills are re-quired.

Business Studies

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BTEC Coordinator: Mr White Exam Board: Edexcel What BTEC courses does St. Andrew’s offer and why does it offer them? In today’s business world, young people need to be proactive and have relevant and up-to-date skills in order to achieve their potential in an ever increasing difficult and complex job market. BTECs offer a much greater range of practical and vocational skills than more traditional ‘academic’ qualifications like A Levels and the learning styles of such qualifications do not necessarily suit all students, hence why to open more pathways for our stu-dents to succeed post-GCSE, St. Andrew’s has begun to offer a range of BTEC courses. From September 2014, we will offer four BTEC Qualifications at Level 3 (equivalent to A Level) in the Sixth Form. Students can choose to just take BTEC qualifications only or they can take a BTEC alongside an A level qualification. St. Andrews offers the following BTEC qualifications:

BTEC Level 3 Subsidiary Diploma in Business (this qualification is equivalent to 1 A level from grades A* - E)

BTEC Level 3 National Diploma in Business (This qualification is equivalent to 2 A levels from grades A* - E)

BTEC Level 3 Subsidiary Diploma in Travel and Tourism (this qualification is equivalent to 1 A level from grades A* - E)

How is a BTEC delivered? BTECs offer a practical, hands-on approach different to more traditional academic subjects. Students have to un-dertake a number of units for which they present evidence, based on actual work and studies. For example, we work with many companies including FMB, Ryalls Hotel, Mary Poppins Nurseries to allow students to gain a ‘real world’ understanding of business organisations. This allows the student to widen their skills and knowledge. How are BTECs assessed? When studying the BTEC way, progress is measured throughout the students’ course, allowing the student to gauge their own performance on a continuing basis, just like in a real workplace. Students are consistently en-gaged and motivated as a result, as they can see their own progress through the course in continuous assess-ment, rather than waiting to the end to sit an end of course exam. Before selecting your Sixth Form subjects, consider what learning style works best for you: is a BTEC route with all work assessed through the year and no final exams the better option? Keep your options open What is the ‘BTEC way’? Learning should be fun, not daunting. In our experience, students enjoy BTEC programmes because they can spe-cialise in areas of learning linked with work that they are interested in, such as Child Care, Business or Tourism. Courses tap into what they enjoy, feel good at and find familiar. Students build their confidence because they are developing skills that will help them secure a job or place in higher education in the future. Assignments may be in written form, but it’s just as likely they will be in other formats, e.g. film clips, project proposals, business plans and structured databases. Through the St. Andrew’s online student portal, students are always given clear guide-lines so they know what they have to achieve and how to do this within a clear deadline.

BTECs are recognised and respected qualifications, both in industry and universities around. BTEC qualifications are excepted in universities in the UK, South Africa, New Zealand, USA, Australia, Canada and many other coun-tries.

BTEC - The Applied Vocational Programme

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Head of Department: Mrs. J Tredinnick Exam board: Edexcel WHY CHOOSE CHEMISTRY? From the moment you are born you are surrounded by Chemistry - the air you breathe, the food youeat and the clothes you wear—they’re all Chemistry. Chemistry is the study of substances; what they are made of, how they interact with each other and the role they play in living things. Whether you want to be a doctor or work in a dynamic business environment, Chemistry can help you achieve your goals. From research in space, to the depths of the oceans Chemistry helps you understand the world around you and opens lots of careers opportunities. A Chemistry qualification can take you almost anywhere and will develop skills that you can use in every walk of life.

it develops an open minded approach to problems and their solutions

it encourages you to question why things happen

it develops an awareness of the importance of chemicals in industry and in everyday life

it develops a respect for the methods of scientific investigation

it encourages an appreciation of the ethical, moral and social implications of the applications of science

it stimulates an interest in, and care for the environment

it helps prepare you for the technological world of today WHAT IS THE COURSE CONTENT? Students will be able to sit the AS level examination at the end of Year 12 and if they wish to continue can complete the full A-level in their second year of study. If AS results are not satisfactory after the first year then resits are possible in the June of the second year. The syllabus has been neatly divided into 6 units of study with individual examinations for each of these units. AS level Unit 1: The Core Principles of Chemistry Unit 2: Applications of Core Principles of Chemistry Unit 3: Chemistry Laboratory Skills I A2 level Unit 4: General Principles of Chemistry I—Rates, Equilibria and Further Organic Chemistry Unit 5: General Principles of Chemistry II—Transition Metals and Organic Nitrogen Chemistry Unit 6: Chemistry Laboratory Skills II Laboratory investigations are an essential component of the A-level course. There are written papers in these units therefore it is essential that students develop both practical and problem solving skills to a very high standard. WHAT ARE THE ENTRY REQUIREMENTS? You must remember that this programme of study is intellectually demanding and requires thorough background knowledge of GCSE Chemistry. At Saint Andrew’s we would expect an IGCSE grade of B or above from any student considering following this course. This is a demanding but stimulating course. As well as the academic requirements regarding IGCSE grades we also require a cer-tain attitude. Do you have initiative? Do you have a spirit of inquiry? Do you want to question why, rather than always accept what the textbooks say? Can you work as part of a team but also have the self-discipline to carry out research on your own and present your ideas to the rest of the class? Even if you don’t have these skills, are you willing to work hard to develop them? What we want from the students in the Chemistry department is motivation, enthusiasm and a commitment to do your very best. Our expectations are high but you will receive full support throughout the course to enable you to achieve your maximum potential.

Chemistry

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HOW IS THE SUBJECT ASSESSED?

CAREER OPPORTUNITIES — FURTHER STUDY OPTIONS There is a wide range of careers that would make good use of your Chemistry studies. Chemistry is a ‘preferred’ subject for a number of courses including:

Medicine - practise and research Chemical Engineering

Nursing

Mining

Forensic Science

Textile Science

Pharmacy

Industrial Chemistry

Food Science

Veterinary medicine

Cosmetic Science

Metallurgy

Biotechnology

Physiotherapy

Medical Science

Pharmacology About 70% of Chemistry graduates actually take up a career that is Chemistry related and many go onto research and development in industry or in universities. The remaining 30% take up careers that make use of the skills that Chemistry has pro-vided, in areas such as marketing, advertising, sales, publishing, computing etc. All university courses require a high level of achievement at A-level but do remember that some courses of study are less specific about subjects and more specific about skills and capabilities. How could the study of Law exist without the ability to think logi-cally, analyse a problem and employ the necessary skills to find a solution to that problem? The study of Chemis-try is perhaps more wide reaching than you realise.

“ the most fascinating of the sciences...but be prepared for the

practicals.”

“ good maths skills are very useful.” (A-level student)

“Challenging, inter-

esting...but lots of home-

“Interesting practicals”

“Good time management is essential.”

“A lot of new concepts to absorb but interesting”

Chemistry

UNIT Description Duration AS A-level

1 Written paper 1hr 30mins 40% 20%

2 Written paper 1hr 30 mins 40% 20%

3 Alternative to coursework written paper

1hr 15mins 20%

10%

4 Written paper 1 hr 40 min 20%

5 Written paper 1 hr 40 min 20%

6

Alternative to coursework written paper

1hr 15mins 10%

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Head of Department: Mr. D.R. Maclean Exam board: Edexcel WHY CHOOSE DESIGN & TECHNOLOGY Whenever anything is made, from the simplest to the most complex product, materials, components and tools will be used, and skills and knowledge will be required. When studying Design & Technology at school, you will be expected to identify how materials and manufacturing processes have been used in existing products and to learn to use these resources to their best advantage when planning and making products yourself. We live in a high technology society. This means that our way of life is dependant, to a large extent, upon the manufacture of so-phisticated products and, of course, all these have to be designed. In your AS/A level Design & Technology course you will be expected to recognise the different needs and preferences of potential product users, and to investi-gate the design and manufacture of familiar products to help you to develop appropriate designs to meet user needs. WHAT IS THE COURSE CONTENT AND HOW IS IT ASSESSED? Course structure AS in Year 12 Unit 1: Portfolio of Creative Skills: Students will produce one portfolio with three distinct sections— product in-vestigation, product design and product manufacture. Unit 2:Design and Technology in Practice: Written Exam In this unit, students will develop a knowledge and un-derstanding of a wide range of materials and processes used in the field of design and technology. A2 in Year 13 Unit 3: Designing for the Future: Written Exam In this unit, students will develop their knowledge and under-standing of a range of modern design and manufacturing practices and contemporary design issues. Unit 4: Commercial Design: In this unit, students are given the opportunity to apply the skills they have acquired and developed throughout this course of study, to design and make a product of their choice. The coursework components are worth 60% and examinations 40% of the full course marks. At present, students are entered for : Product Design: Resistant Materials Technology which is a course in three dimensional design covering materials, manufacturing processes, some design history and social issues relating to design. They may choose to opt for: Product Design: Graphics with Materials Technology which is identical in structure and assessment but is a course in graphic design. The Commercial/Industrial components teach commercial printing and packaging methods and modern graphics computer programs. WHAT ARE THE ENTRY REQUIREMENTS? Normally we would expect a C grade in Design and Technology at GCSE. CAREER OPPORTUNITY / FURTHER STUDY OPTIONS Design and Technology prepares students for a wide range of further study options and careers, particularly those in areas such as Engineering, Architecture, Graphic Design, Fashion, Product Design, Interior Design. It is likely that further education courses leading to some of these careers will require a portfolio of work to be sub-mitted with the application. Students should research degree course entry requirements as early as possible in order to prepare a good portfolio. Degree course entry requirements can be researched in the school library or by internet.

“Great fun especially the coursework since you choose what you would like to make.” (AS level student)

Design and Technology

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Head of Department: Mrs. U Daniel Exam Board: AQA WHY CHOOSE FOOD TECHNOLOGY? Food Technology at AS and A-Level aims to develop the knowledge, skills and understanding of the decisions that consum-ers make in the provision of food for themselves, their families/households or the community within which they operate. Students have to make critical analysis of the factors that influence these decisions in the context of a society which is cul-turally, economically and socially diverse. The relationship between food and health has been recognised all over the world and the study of the chemical structure of food and its role in the growth, repair, and maintenance of the human body has developed into a very important branch of science, namely FOOD TECHNOLOGY. It is the Food Technology option that we will be studying. Students will become aware of the different types of food available and the eating habits of different cultures. Students as individuals should be-come more aware of healthy eating habits. There are a variety of careers that Food Technology A-Level can be useful for. Every modern hospital nowadays has a fully fledged dietetics department. Every food product appearing on supermarket shelves has been developed by food special-ists to suit the needs of different individuals in society keeping in mind the current trends, the market economy, and tech-nological changes. Particular careers include: Nutritionist Supermarket management Food Scientist Hotel management Dietician Restaurant management Food Consultant Working in food industries WHAT ARE THE ENTRY REQUIREMENTS? No specific GCSEs are required although Food Science or Biology would be advantageous. WHAT IS THE COURSE CONTENT? HOW IS IT ASSESSED? AS LEVEL- UNITS 1 AND 2 UNIT 1 - FOOD 1 50% of AS marks and 25% of the A- level mark A 2 hour written paper based primarily on Materials, Components and Application and consisting of three sections Section 1 contains compulsory limited response questions Section 2 offers a choice of one question from two Section 3 contains one compulsory question UNIT 2 - FOOD 2 50% of AS marks and 25% of the A- Level mark Learning Through Designing and Making Coursework approximately 50 hours and make take a number of different forms: a single design-and-make project, two smaller projects or a portfolio of work A2 EXAMINATIONS Unit 3- FOOD 3 Design and Manufacture 25% of A Level. 2 hour written paper based primarily on Design and Manufacture and consisting of two sections Candidates answer three questions: one question from three in each section, plus a final question from either section. In-cludes synoptic assessment Unit 4- FOOD 4 Designing and Making Practice 25% of A Level Coursework- approximately 60 hours Written (or electronic) design folder, Manufactured outcome Candidates submit evidence of a single substantial designing and making activity.

“This subject is very different to GCSE. No more practical work at AS but coursework instead” (A-level student)

Design Technology – Food Technology

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Head of Department: Mr. K Troughton Exam Board: Edexcel WHY CHOOSE DRAMA?

Drama & Theatre Studies is a highly creative, practical and challenging AS and A Level course.

Studying Drama at this level shapes highly developed communication, co-operation and leadership skills, applicable to the majority of career choices and an independent, successful lifestyle.

Drama & Theatre Studies is an accepted and valuable academic A Level qualification.

You will get the opportunity to explore plays and devise drama from the point of view of a director, designer, performer and informed audience member.

You will develop an in-depth knowledge and understanding of the language of drama and theatre.

Over the course you will develop all aspects of your performance skills, experimenting with different dra-matic styles.

Studying Drama compliments and is complimented by the study of many A Level subjects: History, English Literature, Art plus many more.

The course is essential for entrance into Drama, Acting, Theatre Arts, Performing Arts or Directing degree courses. CAREER OPPORTUNITIES Studying drama opens the door to a wide variety of different fields of work including: Performance - theatre, television, film, community work, business performance work, touring education companies Media - radio, broadcast journalism, newspaper journalism Production - directing, set design, lighting design, costume design, sound design, production management, front of house/publicity, camera work Writing - for television, for stage, for film, critic, researcher Education - secondary school Drama teacher, primary school teacher, theatre in education, community drama, lecturer, drama therapist Plus many other related fields such as law, advertising & marketing, management and sales. Drama will equip you for any future career which requires strong communication and co-operation skills. WHAT ARE THE ENTRY REQUIREMENTS? Whilst this exciting Drama & Theatre Studies course is a logical progression from GCSE Drama, you don’t have to have done the GCSE course to take it (though it would clearly put you at an advantage). Provided you can prove your commitment to the course and an ongoing interest or participation in Drama over your school career, then you will be accepted onto the course. For those who have completed the GCSE course, a high pass grade (B or above) puts you in a good position to succeed or excel at this higher level. WHAT DO THE CURRENT STUDENTS THINK ABOUT THE COURSE? ‘You get to escape but have to work hard at the same time.’ Y12 student ‘Life is about getting to know yourself and other people. What better way to do that than through drama ?’ Y12 student ‘Your imagination is allowed to go wild during the practical work.’ Y13 student ‘You get to play a range of challenging characters and can entertain different audiences.’ Y13 student ‘My confidence has increased loads during the A Level course. I now really enjoy performance work and can play a wide range of roles on stage.’ Y13 student

Drama and Theatre Studies

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THE COURSE OUTLINE: AS Level Unit 1: Exploration of Drama and Theatre (40% of the total AS marks / 20% of the total GCE marks) This unit is internally assessed by your teacher(s) and requires you to study two contrasting play texts in a practical and active way. Lessons will include interpretation of key moments, improvisation and various ‘on and off’ text exercises. You will explore one text in the light of a recognised theatre practitioner and will apply their techniques and methods to your own work. You will be required to produce written work to accompany your practical work in the form of a set of Exploration Notes discussing the use of language, communication, characterisation, interpretation ideas and the social, cultural, historical and political context of the play texts. You will also be required to submit an evaluation of a live perfor-mance. Unit 2: Theatre Text in Performance (60% of the total AS marks / 30% of the total GCE marks) This unit is externally assessed by an examiner. You will perform to a live audience. Again you will explore two different play texts through performance work. The first part of the unit requires you to perform either a monologue or a duologue. You will be required to submit a written concept of your interpretation of the chosen role. The second part of the unit requires you to participate in a teacher directed group performance of extracts from a professionally published play. The Course Outline: A2 Level Unit 3: Exploration of Dramatic Performance (40% of the total A2 marks / 20% of the total GCE marks) This unit requires you to create a unique and original piece of theatre. The knowledge and understanding gained in the AS units can now be applied to create a performance piece. You will be assessed on both the creative process and the fin-ished product in the form of a performance to a live audience. The unit is internally assessed by your teacher. You will be required to provide practical and written evidence of the research and development of your work as well providing an evaluation of both the process and the final product. Unit 4: Theatre Text in Context (60% of the total A2 marks / 30% of the total GCE marks) This is an externally assessed written examination. This unit requires you to study in detail one set text and one prescribed historical period of theatrical development. The examination takes the form of a 2 hour and 30 minute written paper in three sections. Sections A and B require you to explore one play from a director’s viewpoint in both an academic and prac-tical way. For Section C you will explore the original performance conditions of a chosen play text from a key period of theatre history. You will also experience a live performance of the play and compare the contemporary production with your research of the original staging conditions of the play.

Drama and Theatre Studies

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Head of Department: Ms. Leathart Exam Board: Edexcel WHY CHOOSE ECONOMICS? Economics is the social science concerned with the way in which the limited resources of the world, a country, a business and/or an individual can be used in the most efficient way to achieve maximum welfare for all. It studies what should be produced, how it should be produced and for whom. It is therefore relevant to the problems faced by economies, devel-oped and less developed, business and individuals. Edexcel Economics is designed to offer rigorous, yet engaging content, for example the need for carbon emissions trading or why the prices of shares on the stock market change. You need to be interested in gaining a full understanding of current economic problems and develop the ability to assess possible solutions. WHAT IS THE COURSE CONTENT? AS Level Unit 1 Competitive Markets—how they work and why they fail An introduction to the nature of Economics and an examination of the way markets operate with the allocation of resources. .It analyses the nature of market failure, its causes and possible policy remedies. Unit 2 Managing the Economy This unit introduces the key measures of economic performance and the main objectives and instruments of economic poli-cy. A2 Level Unit 3 Business Economics and Economic Efficiency Building on units 1 and 2 this unit examines the nature of competition in different market situations and the consequent pricing and output decisions by the firms involved along with an appraisal of government intervention. Unit 4 The Global Economy An examination of the roles and positions of developed and developing countries in the context of the world economy. An awareness of trends and developments in the global economy over the last 10 years is required. WHAT ARE THE ENTRY REQUIREMENTS? Grade A*-C at GCSE Economics, an ability to communicate well and an interest in, and concern about, world current affairs. Study of the subject at GCSE is not an essential requirement for ‘A’ level entry provided a student has at least B- grades in Mathematics, English and Geography or Business Studies. HOW IS THE SUBJECT ASSESSED? AS level assessment is in the form of 2 one hour and 15 minutes papers at the end of Year 12, covering units 1 and 2. Unit 1 has a supported multiple choice element plus data response questions. Unit 2 is a structures data response paper with one 30 mark essay. A2 assessment is in the form of a supported multiple choice and data response paper for unit 3 and two discursive essays with structured data response questions for unit 4. CAREER OPPORTUNITIES/FURTHER STUDY OPTIONS A– level Economics is a step towards a full degree in the subject but is particularly appreciated by faculties offering business administration, accountancy, law and political studies. A degree opens up a wide range of careers in the business and gov-ernment sectors. Economists hold senior positions in most government ministries and opportunities abound in banking, insurance, marketing, personnel management etc. Previous SAIntS students have gone on to work for the UN, Goldman Sachs and Deloitte after following a degree route. Economics is a valuable asset in supporting another career where the management of resources is required e.g. engineering,

“Use the library - there are a lot of books that will help with data response questions.”

Economics

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Head of Department: Ms A. Mahon Exam board: Edexcel WHY CHOOSE ENGLISH LITERATURE? If you know you are an avid reader and you enjoyed your work for IGCSE literature, then you should consider taking AS and A2 English Literature. In fact maths and science students often enjoy the contrast of the work in English. It makes a very useful subject for students going onto university where the skills of essay writing and communication are essential. English at A-level will make you more fluent and versatile as a writer. You will find you have additional confidence in an interview situation and will develop your presentation skills. The course naturally leads students into careers such as:

Journalism

Law

Communication and media studies

English teaching at all levels. WHAT IS THE COURSE CONTENT? There are two modules each year where you will read and analyse a wide variety of texts. You will cover a range of different periods of literature and your success will depend partly on your willingness to read supplementary texts and work independently. AS level The two modules are:

Exploring prose and poetry from 1800-1945, with a 2 hour and 15 minute exam

Exploring drama, including one Shakespeare play, with a coursework folder. 2000-2500 words maximum. The prose is likely to be ‘Jane Eyre’ and ‘Wide Sargasso Sea’; the Shakespeare is currently ‘Much Ado about Noth-ing’ which is compared with ‘The Rover’ by Aphra Behn. You will also write a more creative piece as a director or actor or reviewer. A2 level The two modules are:

Interpreting prose and poetry, including one text that is post 1990, with a 2 hour, 45 minute exam

Responding to literary studies, which is the basis for the extended study, 2500-3000 words maximum. Current-ly we are exploring The Great Gatsby, Captain Corelli’s Mandolin, and the poetry of Carol Anne Duffy.

WHAT ARE THE ENTRY REQUIREMENTS? An A*-C at IGCSE English Literature is necessary, along with a C or better in English language. HOW IS THE SUBJECT ASSESSED? One module is examined at the end of each year. This exam paper is open book for each year. The second module, a coursework folder, is internally assessed and moderated by the Board. The final grade is based on an aggregate of the two modules. Full syllabus details can be found at: www.edexcel.org.uk. The syllabus code is: 8ET01 for As and 9ET01 A-level.

English Literature

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Head of Department: Mrs. E Carnoy Exam Board: Edexcel WHY CHOOSE FRENCH? In general terms the French course aims to build on the basic skills acquired at GCSE level and to further develop the four language skills of speaking, listening, reading and writing to the point where the student can communicate and be under-stood well in a French-speaking country. On top of the language elements, the AS and A2 courses also seek to give students an insight into various cultural, histori-cal and contemporary aspects of the main countries where French is spoken. In addition, students get a good insight into what it is like being a young French-speaking person, to say nothing of the invaluable social skills they acquire in being able to communicate effectively in a foreign language. These skills stay with one for the rest of one’s life. Whether it be on the level of meeting people socially on holiday or establishing business contacts in variety of different contexts and situations, being able to deal with what would otherwise have been a potentially embarrassing , awkward or even dangerous situation, clinching an important business deal, having a major advantage over a rival in a interview situa-tion, or gaining invaluable assistance in the study of other fields (e.g. international law), the value of being able to com-municate in a foreign language cannot be over-emphasised. WHAT IS THE COURSE CONTENT? As well as a deeper study of the language itself the topics below are covered; AS level

Youth Culture and concerns.

Lifestyle: Health and Fitness.

The world around us: travel, tourism, environmental issues and the French-speaking world.

Education and employment. A2 level

Youth Culture and concerns.

Lifestyle: Health and Fitness.

The world around us: travel, tourism, environmental issues and the French-speaking world.

Education and employment.

Customs, traditions, beliefs and religions.

National and international events: past, present and future.

Literature and the arts. WHAT ARE THE ENTRY REQUIREMENTS? Normally the requirement for the course is a grade C in the higher tier examination or above in IGCSE or GCSE, but we would prefer a B grade or higher. HOW IS THE SUBJECT ASSESSED? Both AS and the A2 level are assessed by final external examinations. There are two components for the AS: Listening, Reading and Writing (in one paper), and an oral test The A2 consists of an oral test and a written paper including a translation into French and two essays (one topic based, one researched). CAREER OPPORTUNITIES/FURTHER STUDY OPTIONS The study of a modern foreign language can be regarded not only as an end in itself but can also give you access to many different career possibilities. Some of the careers directly involving modern languages include travel and tourism, inter-preting and translating, airline piloting and being a steward/stewardess, teaching, lecturing, and others. Many students now pursue combined degrees where a foreign language is studied alongside law, economics, marketing, medicine, poli-tics, media and journalism. Such degrees greatly enhance one’s career prospects.

“Make sure you invest in a good DICTIONARY— the bigger the better.” “French is great.. not just about grammar.. you learn a lot about what is going on with the world BUT IN FRENCH....ha ha” (A-level students)

French

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Head of Department: Miss F. Cook Exam board: AQA WHY CHOOSE GEOGRAPHY? You might need Geography to follow your chosen careers, but if you are undecided about your future then Geog-raphy is recognised as a subject which develops a range of skills valued by future employers and many profes-sions. In the 21st Century, tourism and conservation sustainability may become even more important. Geogra-phy allows you to examine both these areas giving a solid foundation for further studies. CAREER OPPORTUNITY/FURTHER STUDY OPTIONS Many courses beyond A-level use aspects of Geography and the wide and varied nature of the subject means it is relevant in many professions such as: Surveying, Town and Country Planning, Civil Engineering, Landscape Archi-tecture, Transport and Tourism, Estate Management, Cartography, Exploration, Administration and Management, Travel, Tourism and Leisure, Planning and Local Government, Banking, Finance and Marketing, Teaching, Geo-graphical Information Systems (with ICT) and many more. WHAT IS THE COURSE CONTENT? At AS Level the course is divided into two units. Unit 1 encompasses both human and physical modules. The hu-man module will cover Population Issues plus one other human topic. The physical module will cover Rivers and one other physical topic. Unit 2 encompasses basic, investigative, ICT, graphical, cartographical and statistical skills. Students will also improve their research skills and complete fieldwork activities. At A2 Level the course is also divided into two units. Unit 3 encompasses Contemporary Geographical Issues (eg Plate Tectonics and Globalisation), while unit 4B is based on an Advance Information booklet provided by AQA that follows on from the fieldwork and skills developed at AS.

WHAT ARE THE ENTRY REQUIREMENTS? You need to get a B in GCSE Geography. It is also preferable if you have a Grade B in Maths and English. HOW IS THE SUBJECT ASSESSED? At AS level you will sit two externally assessed papers. The first paper consists of short, structured and extended questions. It is based on Physical and Human Geography and is worth 70% of the total AS marks (35% of A level). The second paper is based on fieldwork techniques and skills and is worth 30% of the total AS marks (15% of A level). At A2, the first paper is based on Contemporary Geographical Issues and is worth 30% of the total A Level marks, while the second paper is based on an Advanced Issue Booklet and is worth 20% of the total A Level marks. There is no written coursework.

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Head of Department: Mr. J. Wilkinson Exam board: CIE

WHY CHOOSE HISTORY? This course, first and foremost, is for students who have a passion for History. History is essential if you want to learn about the world you live in and how society has been shaped by events and people from the past; and possibly see how the future will turn out if we do not learn the lessons of the past. You may be interested in the great personalities, the insight into hu-man nature and achievement, or the failures, cruelty and barbarity that human beings are capable of. If you have a sense of exploration and discovery, then you will revel in the study of the key events of the 19th and 20th centuries that the A Level course will provide. If you possess an inquisitive mind, enjoy solving intellectually stimulating problems, while wishing to be a fully informed individual, knowledgeable about the human condition and equipped with the academic skills to study at a higher level or for employment across any fields, then A Level History is for you! WHAT IS THE AS LEVEL COURSE CONTENT? The course is based around world history of the late 19th and 20th Centuries.

WHAT ARE THE ENTRY REQUIREMENTS? A ‘B’ grade in IGCSE History is required to master the de-

mands of A Level, and it is essential to have a ‘B’ grade or higher in English Language GCSE. HOW IS THE SUBJECT ASSESSED? At the end of the AS course, students will sit two examination papers, with Unit 1 counting for 40% of the AS Level marks and Unit 2, 60%. At A2 Level, students will also sit two paper s, one based around the views of historians and the other an essay exam on the USA, 1945-1990. CAREER OPPORTUNITIES / FURTHER STUDY OPTIONS? A common misconception is that the study of History leads to two different paths: a History teacher or a librarian. This could not be further from the truth; your ability to construct arguments, evaluate evidence, show initiative, communicate your ideas to produce balanced assessments will be invaluable in whatever career route you follow. Indeed, taking History at A Level will illustrate to universities and future employers that you have these skills. The following areas are particularly suited to historians: journalism; broadcasting and media; law and politics; diplomatic and civil services; management, administra-tion and finance; education and research.

“To be ignorant of the past is to remain a child.” (Cicero)

Unit 1: The search for International Peace & Security, 1919-45

What was the aim of the League of Nations?

Did the structure of the League doom it to failure?

What successes did the League have in resolving interna-tional crisis in the 1920s?

What did the League fail to solve the key crises of the 1930s? E.g. Manchuria & Abyssinia

What was he origin of the UN and were its aims an im-provement on those of the League?

Assessment : 1hr source analysis exam

Unit 2: International Relations, 1871-1945 A) International Relations, 1871—1918

New Imperialism in the late 19th Century

Why did the US & Japan emerge as a Great Powers?

What problems did European alliances create? B) International Relations, 1933-39

Mussolini’s foreign policy

Civil War in Spain

Hitler’s foreign policy

Why did war break out in 1939?

Assessment: 1hr 30 essay exam

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Head of Department: Miss T. Fountain Exam board: AQA WHY CHOOSE THE SUBJECT / CAREER OPPORTUNITIES The ICT specification has been developed for students who wish to either progress to further education or move into the world of work, where the understanding how ICT can be used in society and organisations, and the implications of its use will be a valuable asset. ICT is used everywhere. It can provide career opportunities in the ICT field or assist in fields where ICT skills are essential to the job role. Most universi-ties also expect students to have good ICT skills. WHAT IS THE COURSE CONTENT? The AS course covers the following topics: Practical problem solving in a digital world– This unit is very practical and requires students to use ICT to solve a variety of different problems, using a wide range of different software packages. Designing systems to meet users needs. This unit will involve good time man-agement skills as well as a reasonable ICT skill level. Living in a digital world– This unit is theory based and looks at a wide variety of issues relating to ICT. It looks at the effects of ICT on individuals and on society. Undertaking this module will require students to keep up to date with what is happening in the world and the latest technology developments. A keen interest in technology will help with this. The A2 course covers the following topics: The use of ICT in the digital world– This unit looks at the fast changing subject of ICT including developments in Tech-nology and ICT system capabilities, and how this might effect the world that makes use of ICT. It covers the manage-ment of ICT and its use within organisations. It is again theory based. Practical issues involved in the use of ICT- As the title may suggest this unit is very practical and involves students work-ing on a coursework project over an extended period of time. This requires a lot of self motivation and good analytical skills. More information is available from ICT staff or the AQA website. www.aqa.org.uk WHAT ARE THE ENTRY REQUIREMENTS? Although minimum entry requirements are a C at GCSE, a B is preferred. Students who have not studied ICT or Business communications Systems at GCSE will not be considered. Places are limited in this subject to 12 maximum. Any stu-dents who failed to complete ICT coursework at GCSE will also not be allowed to undertake this course. HOW IS THE SUBJECT ASSESSED? At SAIntS we cover the AQA exam board AS and A2 level specifications. The subject is assessed by both examination and coursework as follows:

AS level students complete a variety of practical tasks , evidence of which must be submitted to the board, they also sit 2 external examinations.

A2 level students submit 1 coursework project and sit 1 external exam.

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Head of Department: Mr J. Walasi Exam Board: Edexcel WHY CHOOSE MATHEMATICS? Mathematics equips students with a set of tools to understand and change the world. Mathematical skills are powerful and include logical reasoning, problem solving and the ability to think in abstract ways

Mathematics is not just a collection of skills; it is a way of thinking. It lies at the core of scientific understand-ing, and of rational and logical argument. Dr. Colin Sparrow, University of Cambridge

Many different cultures have contributed to the development of new ideas and their applications in Mathe-matics. It is a creative subject and, especially for a student, can bring pleasure and wonder when a problem is solved for the first time or a hidden connection is discovered. WHAT ARE THE ENTRY REQUIREMENTS TO GCE A LEVEL MATHEMATICS?

Students hoping to progress to AS Mathematics are required to achieve a grade B or above in IGCSE Mathe-matics for automatic entry onto the course. WHAT WILL I LEARN? Mathematics at AS and A2 is a course worth studying not only as a supporting subject for physical and social sci-ences, but in its own right. It builds on work you will have met in Key Stage 4, but also involves new ideas that some of the greatest minds of the millennium have produced. It serves as a very useful support for many other qualifications as well as being a sought-after qualification for the workplace and higher education courses. The course is divided into two parts – Core Mathematics which is compulsory and Applied Mathematics in which there are options.

Core Mathematics:

When studying Core Mathematics at AS you will be extending your knowledge of such topics as algebra, geome-try calculus, and trigonometry. If you enjoyed the challenge of problem solving at Key Stage 4 using such mathe-matical techniques, then you should find the prospect of this course very appealing. Although many of the ideas you will meet in Core Mathematics are interesting in their own right, they also serve as an important foundation for other branches of Applied Mathematics, especially Mechanics and Statistics.

Applied Mathematics:

Mechanics

When you study Mechanics you will learn how to describe mathematically the motion of objects and how they respond to forces acting upon them, from cars in the street to satellites revolving around a planet. You will learn the technique of mathematical modelling; that is, of turning a complicated physical problem into a simpler one that can be analysed and solved using mathematical models. Many of the ideas you will meet in Mechanics form an essential introduction to such important fields of study as cybernetics, biomechanics and sports science, as well as the more traditional areas of engineering and physics. Statistics When you study Statistics you will learn how to analyse and summarise numerical data in order to make conclu-sions about it. Initially you will extend the range of probability problems that you studied in Key Stage 4 and then you will enhance them by using the new mathematical techniques that are studied in the Core Mathematics. (Note: The Applied Mathematics modules taught in any one year will depend on student demand and teacher availability.)

Copies of the latest specification can be found at www.edexcel.com.

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WHICH EXAMINATIONS WILL I HAVE TO TAKE?

Exam board: Edexcel (all papers are 1 hour 30 minutes and are equally weighted)

YEAR 12: AS MATHEMATICS

YEAR 13: A2 MATHEMATICS

CAREER OPPORTUNITIES/FURTHER STUDIES

A Mathematics qualification is a useful asset for a wide variety of fields of study at tertiary level from Business Studies to Astrophysics and for some University courses it is a requirement. The occupations that benefit from a thorough grounding in Mathematics are too numerous to list in full, but here is a sample of careers: manage-ment, medicine, financial services, computing, architecture, education, engineering, sciences and economics.

Two compulsory modules: Core Mathematics 1 (Non-calculator) Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; differentiation; integration.

Core Mathematics 2

Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; trigonometry; exponentials and logarithms; differentiation; integra-tion.

PLUS

One optional module from: Mechanics 1

Mathematical models in mechanics; vectors in mechanics; kinematics of a particle moving in a straight line; dynamics of a particle moving in a straight line or plane; statics of a particle; moments.

Statistics 1

Mathematical models in probability and statistics; representation and sum-mary of data; probability; correlation and regression; discrete random varia-bles; discrete distributions; the Normal distribution.

Two compulsory modules: Core Mathematics 3

Algebra and functions; trigonometry; exponentials and logarithms; differenti-ation; numerical methods.

Core Mathematics 4

Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; differentiation; integration; vectors.

PLUS

One optional module from: Mechanics 1 (see above)

Mechanics 2

Kinematics of a particle moving in a straight line or plane; centres of mass; work and energy; collisions; statics of rigid bodies.

Statistics 1 (see above)

Statistics 2

The Binomial and Poisson distributions; continuous random variables; contin-uous distributions; samples; hypothesis tests.

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Head of Department: Mr. R. Iannandrea Exam board: Edexcel WHY CHOOSE MUSIC? Music technology plays a key role in music across the world. This qualification (the only Advanced Subsidiary and ad-vanced level GCE in Music Technology) is designed to open up a range of exciting and useful tasks to a wide candidature, and to encourage students to learn about the subject. Students, including those who do not play a traditional instru-ment, are encouraged to explore their musicality and create original materials using technology. Like its predecessor this specification retains an emphasis on practical tasks, but it is slimmed down and updated, with all tasks appropriate to styles of music that use music technology. This A level course has long been accepted as an academic qualification as well and offers opportunities for entry into various university courses and other vocational courses as well as leading to careers as wide ranging as the arts, admin-istration, media and music related occupations. Music technology careers could easily include work as a sound engineer, record producer or both. MUSIC AT SCHOOL? SAIntS will run this course for the first time. It is a very ambitious programme that will try to entice the current music curriculum with its expansion into the digital era. The development of ICT in Music with the introduction of Apple hardware and software will certainly benefit the students in creating the best possible platforms to learn the concepts and mechanics of digital and audio music-making activities. Students will have opportunities to:

Sequence MIDI

Sequence Audio

Record live instruments

Compose using music technologies in many different styles. Students have the chance to choose to compose in all styles that developed between 1910s to nowadays.

Produce CD’s (Industry standards) WHAT ARE THE ENTRY REQUIREMENTS? This course is designed for all students who wish to have a deeper understanding of music through ICT. The course in itself has been designed with the idea that many candidates would not have had access to ICT in music lesson. Even though GCSE students will have a slight advantage, the course has no restrictions and students with no GCSE music can apply. WHAT IS THE COURSE CONTENT? AS units Unit 1: Music Technology Portfolio 1 (6MT01) Students will learn and use a variety of music and music technology skills in order to com-plete this unit. MIDI sequencing and multi-track recording as well as arranging skills are all key components assessed through the practical work carried out. Students must complete three tasks which together make the Music Technology Portfolio 1: Task 1A: Sequenced Realised Performance Task 1B: Multi-track Recording Task 1C: Creative Sequenced Arrangement. ASSESSMENT: Externally assessed (70% of AS Mark) Unit 2: Listening and Analyzing (6MT02) This unit provides students with an opportunity to study the styles most common in popular music. Students will have the opportunity to demonstrate this knowledge using aural discrimination skills. Students are required to study the development of popular music styles from 1910 through to the present day. This is not intended to be a comprehensive and in-depth study of every popular, jazz or rock music style, but an overview of the main styles and trends during the development of popular music. ASSESSMENT: Externally assessed (30% of AS Mark)

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Head of Department: Mr P. Narkoty Exam board: Edexcel WHY STUDY PHYSICS? You have already studied Physics to GCSE and have other questions about the world around you that remain un-answered. You now realise the importance of analysis and deduction and the enormous role Physics plays in many careers. The fascination with how the world works makes you want to find out more and you are happy to try to solve problems in order to find out. You will already be familiar with some topics on the course, but you will also have the opportunity to study many new areas of physics such as the life cycle of stars, particle accelerators and streamline flow in fluids. WHAT IS THE COURSE CONTENT? The A – Level course consists of 6 units:

· Mechanics & Materials (unit 1). · Waves & Electricity (unit 2). · Particle Physics, Electric & Magnetic Fields (unit 4). · Astrophysics, Cosmology, Oscillations & Nuclear Decay (unit 5). · At the end of each year there is also a written paper based on practical skills (unit 3 & unit 6).

WHAT ARE THE ENTRY REQUIREMENTS? Physics GCSE level with a minimum of a ‘C’ grade on the extended paper, although we would prefer a ‘B‘ grade. You should also have studied Mathematics to GCSE and gained a minimum of a C on the higher tier paper. It would be beneficial if you also chose to study A- level Mathematics. HOW WILL I BE ASSESSED? The syllabus is assessed as three written papers at AS. One of these will be based on the practical skills acquired during the course, including the ability to apply your learning to applications of physics in the real world. A2 is also assessed as three written papers, two based on the units you have studied and one on experimental techniques used during practical lessons. The weightings per unit are given below. UNIT Description Duration AS A-level AS Unit 1: Mechanics & Materials written paper 1 hour 20 mins 40 % 20 %. Unit 2: Waves & Electricity written paper 1 hour 20 mins 40 % 20 % Unit 3: Exploring Physics written paper 1 hour 30 mins 20 % 10 % A2 Unit 4: Particle Physics; Fields written paper 1 hour 35 mins 20 %. Unit 5: Fields and Forces written paper 1 hour 35 mins 20 % Unit 6: Experimental physics written paper 1 hour 20 mins 10 % CAREER OPPORTUNITIES. Most employers are interested in students who can solve problems on their own and who have an interest in analysis. Careers using Physics include; Medicine, Engineering, Computer Science, Telecommunications, Research, The Aerospace Industry, Teaching, Accountancy.

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Head of Department: Mr L. Standen Exam Board: Edexcel “Physical Education at AS level places all students firmly at the centre of their own learning and development. The

cognitive make up of all students is challenged by their involvement in the theoretical components of sport and recre-ation. The challenge to students is extended to that of the kinaesthetic and physical realms through their own

sporting performances”. What do I need to do AS Level Physical Education? Students undertaking advanced studies in Physical Education commence with varying ranges of experience and exper-tise but will have a common enthusiasm and enjoyment for the subject. The course contains elements from many differ-ent subject areas including psychology, physiology, anatomy and sociology so a broad base of good GCSE’s are required. Grade B and above for Physical Education and English are helpful, with a strong base in the sciences being advisable. What does it involve? Unit 1: Participation in Sport and Recreation ● Two key strands: Unit 1 A - Healthy and Active Lifestyles

Unit 1 B - Opportunities and Pathways. ● Healthy and Active Lifestyles Investigates what constitutes a healthy lifestyle and how the body responds and adapts to exercise. ● Opportunities and Pathways considers how competitive sport has developed over time. Unit Focus This unit draws on well-establishes areas of study but also acknowledges the contemporary view of P.E and sport. Assessment Procedure Final written exam (1 hour 30 minutes) with short answers and extended writing (90 marks) Unit 2: The Critical Sports Performer. ●Four sections: Personal Performance, Local Study, National Study and Performance Analysis. All of these are sent as one e-portfolio from each student. ● Personal Performance and Performance Analysis cover participation in and personal analysis of the roles of player, leader and official. ● Local Study requires independent research into the provision (access, opportunity, funding, resources) for sport in all the above roles. ● National Study requires independent research into the provision for sport in one of the above roles. Unit Focus The fundamental ethos is to engage participant’s in practical experiences and to develop as ‘holistic’ performers. Stu-dents will be encouraged to seek their own preferred pathways from a range of choices and to conduct independent research, thereby enhancing their knowledge and understanding related to the active participant in two roles taken from a choice of performer, a leader or an official. Assessment Procedure (90 marks)

Practical Performance (Including documentation of practical participation).

Performance Analysis (in assignment form using evidence collected from practical activity).

Local Study (Approximately 1000 words)

National Study (Approximately 1000 words) Career Opportunities Due to the broad spectrum of subject matter studied AS Level Physical Education offers opportunities in many different and varied fields such as Physical Education teaching, recreation and leisure management, nutrition and physical thera-py, military forces and science based careers.

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Head of Department: Ms R. deSouza Exam board: EDEXCEL Psychology GCE without GCSE? The GCE specification was written with the idea that many candidates would not have studied the subject at GCSE and the inten-tion was that candidates could do well with or without having studied GCSE psychology. So the GCE specification stands alone. Candidates are likely to have covered some GCE Psychology issues in KS3 subjects, and in GCSE Science, such as evolution, descrip-tive statistics, and ‘doing’ science. In addition knowledge of other issues from sociology (such as self fulfilling prophecy or issues of prejudice and gender) or from the media (such as how violence in the media can affect behavior) or other sources is useful both for GCE and GCSE. Centers find non-GCSE candidates are successful at GCE level. It is only very recently that more GCSE Psychology specifications have been introduced/offered (from September 2009) and before that rarely was GCSE Psychology studied under the age of 16. Syllabuses were ‘mature’, which discouraged schools from offering GCSE Psychology. Overview of the GCE Specification

Many students consider psychology, or related courses, beyond A-level when they apply to Higher Education. The number and variety of different courses which relate to psychology is very large indeed. Below is a brief (i.e. not comprehensive, please see www.ucas.ac.uk) list students interested in psychology might want to consider. There is a long list of psychology degrees includ-ing: Applied Psychology, Behavioral Psychology, Child Psychology, Clinical Psychology, Cognitive Psychology, Developmental Psy-chology, Educational Psychology, Occupational Psychology, Psychological Counseling, Social Psychology and Organisational Psy-chology to name a few. The topics in the list above help to show all the possible specialisms that can come from studying psychology and there are more such as Sport Psychologist, Health Psychologist, Forensic Psychologist... Additional psychology resources on progression and careers can be found at: http://www.bps.org.uk/careers/careers-in-psychology---undergraduate/careers-in psychology---undergraduate_home.cfm *NB: It is advisable for students to come into A-Level Psychology having achieved at least a B grade or higher in Math and English

at the IGCSE level.

AS A2

Unit 1 Social and Cognitive Psychology (AS) (40%) • Social psychology – interviews and questionnaires; obe-dience and prejudice; Hofling et al (1966) and one other study; key issue and practical • Cognitive psychology – experiments; memory and for-getting; Godden and Baddeley (1975) and one other study; key issue and practical.

Unit 3 Applications of psychology (A2) (40%) choice of two from: • Criminological – experiments; explanations; eyewitness testimony; treat-ments; Loftus and Palmer (1966) and one other study, key issue and practical • Child – observations; Bowlby, Ainsworth and privation; developmental is-sues; daycare; Curtiss (1977) and one other study, key issue and practical • Health – studying the effects of drugs; explanations of substance abuse; two drugs in detail; treating substance misuse; Blättler et al (2002) and one other study; key issue and practical • Sport – questionnaires and correlations; explanations; achievement motivation; anxiety, arousal and audience effect; improving performance; Boyd and Munroe (2003) and one other study; key issue and practical

Unit 2 Understanding the Individual (AS) (60%) • Psychodynamic psychology – correlations; psychosexual stages and gender, defence mechanisms; Little Hans and one other study; key issue and practical • Biological psychology – tests of difference; genes, hor-mones, brain and gender; CNS; Money (19795) and one other study; key issue and practical • Learning approach – observations; operant and classical conditioning and social learning theory; Bandura et al (1961) and one other study; key issue and practical

Unit 4 How Psychology Works (A2) (60%) • Clinical – methods; definitions; schizophrenia and one other disorder – ex-planations and treatments; other treatments from approaches; Rosenhan (1973) and two other studies; key issue and practical • Issues and debates – contributions; ethics; methods; key issues; debates (ethnocentrism, science, nature/nurture, social control)

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Head of Department: Mrs. E Carnoy Exam Board: Edexcel WHY CHOOSE SPANISH? In general terms the Spanish course aims to build on the basic skills acquired at GCSE level and to further develop the four language skills of speaking, listening, reading and writing to the point where the student can communicate and be understood well in a Spanish-speaking country. On top of the language elements, the AS and A2 courses also seek to give students an insight into various cultural, histori-cal and contemporary aspects of the main countries where Spanish is spoken. In addition, students get a good insight into what it is like being a young Spanish-speaking person, to say nothing of the invaluable social skills they acquire in being able to communicate effectively in a foreign language. These skills stay with one for the rest of one’s life. Whether it be on the level of meeting people socially on holiday or establishing business contacts in variety of different contexts and situations, being able to deal with what would otherwise have been a potentially embarrassing , awkward or even dangerous situation, clinching an important business deal, having a major advantage over a rival in a interview situation, or gaining invaluable assistance in the study of other fields (e.g. international law), the value of being able to communicate in a foreign language cannot be over-emphasised. WHAT IS THE COURSE CONTENT? As well as a deeper study of the language itself the topics below are covered; AS Level

Youth Culture and concerns.

Lifestyle: Health and Fitness.

The world around us: travel, tourism, environmental issues and the Spanish-speaking world.

Education and employment. A2 level

Youth Culture and concerns.

Lifestyle: Health and Fitness.

The world around us: travel, tourism, environmental issues and the Spanish-speaking world.

Education and employment.

Customs, traditions, beliefs and religions.

National and international events: past, present and future.

Literature and the arts. WHAT ARE THE ENTRY REQUIREMENTS? Normally the requirement for the course is a grade C in the higher tier examination or above in IGCSE or GCSE, but we would prefer a B grade or higher. HOW IS THE SUBJECT ASSESSED? Both AS and the A2 level are assessed by final external examinations. There are two components for the AS: Listening, Reading and Writing (in one paper), and an oral test The A2 consists of an oral test and a written paper including a translation into French and two essays (one topic based, one researched). CAREER OPPORTUNITIES/FURTHER STUDY OPTIONS The study of a modern foreign language can be regarded not only as an end in itself but can also give you access to many different career possibilities. Some of the careers directly involving modern languages include travel and tourism, inter-preting and translating, airline piloting and being a steward/stewardess, teaching, lecturing, and others. Many students now pursue combined degrees where a foreign language is studied alongside law, economics, marketing, medicine, poli-tics, media and journalism. Such conditions greatly enhance one’s career prospects.

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Head of Department: Mr J. Walasi Exam Board: AQA WHY CHOOSE STATISTICS?

Statistics changes numbers into information. Statistics is the art and science of deciding what are the appropriate data to collect, de-ciding how to collect them efficiently and then using them to answer questions, draw conclusions and identify solutions. Statistics is about making decisions when there is uncertainty. We have to make decisions all the time in everyday life and as part of our jobs. Statistics helps us to make better decisions. The AS and A Level Statistics qualifications in this specification may appeal to the student who wishes to pursue the study of a numerate post-16 subject, but does not want to study Pure Mathematics.

WHAT ARE THE ENTRY REQUIREMENTS TO GCE A LEVEL STATISTICS?

Students hoping to progress to AS Statistics are required to achieve a grade C or above in IGCSE Mathematics for automatic entry onto the course. WHAT WILL I LEARN?

The content of the AS specification has been selected to include statistical knowledge, skills and techniques which are needed for the study of other subjects, such as Biology, Economics, Geography, Psychology and Business Studies.

The A2 specification is designed to give an understanding of the calculation of statistical measures, as well as their application and interpretation, without requiring knowledge of Pure Mathematics beyond IGCSE. For example, no calculus techniques are required and questions which are essentially algebraic problems will not be set.

The emphasis is on using and applying statistics. Appropriate interpretation of contexts and the outcomes of statistical procedures will be required. WHICH EXAMINATIONS WILL I HAVE TO TAKE?

Exam board: AQA (all papers are 1 hour 30 minutes and are equally weighted)

YEAR 12: AS STATISTICS

YEAR 13: A2 STATISTICS

All external exams will be in May or June.. Copies of the latest specification can be found at www.aqa.org.uk.

CAREER OPPORTUNITIES/FURTHER STUDIES

Statistics are playing an increasingly important role in the world around us. They are used in both the public and private sector to make better and more informed decisions. Statisticians are in demand in many diverse areas including: risk management; market research; forensics; sports environmental and agricultural agencies; medical and pharmaceutical industries.

Three compulsory modules: Statistics 1

Numerical measures; probability; binomial distribution; normal distribution; estimation; cor-

Statistics 2

Time series analysis; sampling; discrete probability distributions; interpretation of data; ap-plication of hypothesis testing.

Statistics 3

Application of contingency tables in real-world situations; distribution free methods; correla-tion.

Three compulsory modules: Statistics 4

Continuous probability distributions; distributional approximations; estimation in a real-

Statistics 5

Continuous probability distributions; estimation; application of hypothesis testing.

Statistics 6

Experimental design; analysis of variance; statistical process control; acceptance sampling.

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Teacher in charge: Mr J. Percival Exam Board: CIE

“Some people drink from the fountain of knowledge, others just gargle.”

(Dr. Robert Anthony)

What is Thinking Skills? You may know from some Year 12 and 13 students that a new subject was piloted in 2006-7 called Thinking Skills. The idea behind this subject is that you will learn a specific set of intellectual skills independent of subject context; therefore, very little homework! The course will encourage you to develop a more mature and sophisticated way of thinking which you can then apply to your wider academic learning. At the end of the course you will hopefully have acquired the skills and ability to understand, analyse and resolve problems. Furthermore, it encourages all students to express their ideas in a free and open fashion, with lively debate and critical and investigative thinking being inte-gral parts of the course. But what does it REALLY involve? ………Problem Solving The first part of the exam (there are two altogether) is designed to express a student’s ability to analyse numerical and graphical information in the context of real life situations and apply certain techniques in order to find new in-formation or derive solutions. Problem solving draws on a range of skills such as data handling, reading, modelling, logic and reasoning. However, Thinking Skills is NOT designed to test your mathematical abilities; rather, this ele-ment is about using logical methods of handling numerical, graphical; and pictorial data. ………and Critical Thinking Central to this is the notion of argument. Although it may sound slightly patronising, you will learn to recognise when someone is engaged in reasoned argument, as opposed to quarrelling, disputing, reporting or explaining. You will learn to identify the basic language of reasoning, both in arguments and in talking about arguments. The main areas to be examined are analysis, evaluation and construction of an argument so that you will be able to make informed judgements about the soundness, strength or weakness of a piece of reasoning.

*Perhaps the best way to judge whether you will like the course is to look at some example papers which can be found in ‘Student Resources’, then ‘Departments’ folder, then into the ‘Thinking Skills’ folder.

Who should take Thinking Skills? The type of person who will thrive in this course are those who are naturally disputatious and revel in the cut and thrust of debate, yet are cool enough to be rational and logical. This should really describe all higher ability pupils who have a strong set of GCSEs, ideally of 8 or 9 at B grade and above; the bar is therefore set quite high for entry. Why should I take Thinking Skills? Thinking Skills is a relatively new subject (students in the UK have had the chance to follow this course for the past 7 years) which was designed to be of benefit in preparing students for higher education and a wide range of careers, e.g. law, scientific research, journalism, medicine, business and engineering. In many UK schools it has become a compulsory fifth AS Level for high achieving GCSE students. The skills taught can also be applied to the American SATs and the subject entry tests used increasingly by UK universities. Indeed, with entry tests on the rise world-wide, universities are looking to pluck out those students who can demonstrate a high level of objective and rigorous thinking: the aim of Thinking Skills!

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Dear prospective Year 12 student, This is the sheet for preliminary Year 12 choices to allow us to create the option blocks; some chang-es may be possible after the GCSE results. Please fill in the information below to reserve a place for September 2014.

Name of student ___ House (if from St. Andrew’s:)_________________ School ___ Contact phone number: _________ Email: __________________

If you are hoping to access our AS Level course, then please circle a minimum of four AS subjects, indicating the order of preference, i.e. 1-4.

If you are opting to take the mixed BTEC and AS Level route, then circle BTEC Business and only two other AS subjects.

If you are opting to take a purely BTEC route, circle the BTEC options you want.

WITHOUT COURSEWORK BIOLOGY BUSINESS STUDIES CHEMISTRY ECONOMICS FRENCH GEOGRAPHY HISTORY MATHEMATICS PHYSICS PSYCHOLOGY SPANISH STATISTICS (AS LEVEL ONLY) THINKING SKILLS (AS LEVEL ONLY) - this will NOT be a timetabled subject

WITH COURSEWORK ART and DESIGN BTEC NATIONAL DIPLOMA IN BUSINESS BTEC SUBSIDIARY DIPLOMA IN BUSINESS BTEC SUBSIDIARY DIPLOMA IN TRAVEL AND TOURISM BTEC SUBSIDIARY DIPLOMA IN CHILD DEVELOPMENT DESIGN and TECHNOLOGY DESIGN and TECHNOLOGY: FOOD TECHNOLOGY DRAMA AND THEATRE STUDIES ENGLISH LITERATURE INFORMATION and COMMUNICATION TECHNOLOGY MUSIC TECHNOLOGY PHYSICAL EDUCATION

THIS FORM MUST BE RETURNED TO MR BENBOW BY 28th March 2014

Application Form