the sixth form - caldicot school · pdf file · 2017-03-03the sixth form curriculum...

Committed to Achievement Calon i Lwyddo

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Contents

Introduction

Letter to students 2

The Sixth Form Curriculum 3

Entry Requirements 7

Responsibilities and Opportunities 8

Core Curriculum

Advanced Welsh Baccalaureate 11

Level 3 Certificate and Diploma in Financial Studies 14

Curriculum Choices

Provisional Sixth Form Options 2017 18

GCE Advanced Level Courses Art & Design 19

Biology 21

Chemistry 23

Drama & Theatre Studies 28

English Language & Literature 30

French 32

Geography 34

History 36

Information and Communication Technology 38

Mathematics 40

Further Mathematics 41

Media Studies 42

Music 44

Physical Education 46

Physics 49

Psychology 51

Religious Studies (Philosophy & Ethics) 52

Spanish 54

Textiles 56

Welsh 58

Level 3 Vocational Courses Engineering BTEC 59

Food Studies and Nutrition BTEC 61

Health and Social Care Cambridge Technical 63

ICT Cambridge Technical 64

Media Cambridge Technical 66

Music (Performing) BTEC 68

Performing Arts BTEC 69

Sports Studies BTEC National Diploma 70


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Dear Year 11 Student

You are at a very exciting and important time in your life. After you have completed Year

11, education will no longer be compulsory but its significance will be no less important.

Competition for training courses, employment and university places is now more fierce

than ever. It is essential, therefore, that you consider carefully your options as the

decisions made now will build the foundation for your future.

There are several choices open to you:

Would you like to continue your studies from GCSE to AS or A Level?

Would you like to follow a vocational BTEC or Cambridge Technical course?

Would you like to combine some of these courses?

Would you like to go to university?

Would you like to enter employment?

These questions may be ones you have not considered before, so research and

discussion with your teachers and family is important. In order to help you, a number of

presentations have been organised with Careers Wales, Coleg Gwent and the Sixth Form

Team. In addition, our Pre-Sixth Form Evening on 2nd February will be open to you

and your parents to research all the subjects we will be offering and to discuss these

with our Subject Leaders.

If you are thinking of returning to the Sixth Form at Caldicot School, be assured that we

have an excellent track record for achievement. You can be confident that we will

provide you with first class educational opportunities. Even if you think you might go to

college or enter employment, give some consideration to what we are offering here at

Caldicot School. We know you, you know us and together we will enjoy brand new

accommodation and excellent facilities in our new school in September.

To enter the Sixth Form, you will need a minimum of 5 GCSEs, or equivalent, including

English Language and Mathematics at Grade C or above. Before deciding on subject

choices, read the information contained in this prospectus and discuss each of your

preferred options with the Subject Leader concerned. Think about which are your best

subjects at GCSE as we strongly recommend B grades or above at GCSE to cope with the

increased demands of AS and A Level courses.

Your choice of subjects may have a direct influence on the range of Higher Education

courses and employment prospects open to you in one or two years’ time. Some

courses and occupations require specific qualifications and specific grades. Minimum

pass grades will not guarantee entry into Higher Education. For Medicine, Chemistry A

Level will be essential; for teaching, a minimum of a B grade in GCSE English Language

and Mathematics will be required in Welsh Universities, irrespective of which subjects

you wish to follow at AS/A Level.

Hard work and study every evening are required now to achieve the GCSEs necessary to

access the Sixth Form, or any other post-16 route you wish to follow. The options

process should be finalised by Easter. Following this, in the summer term Mr Bryant, our

Post-16 Pathway Leader, will issue you with details of the Sixth Form enrolment

procedure. This will also be available on the school website.

In the meantime, I wish you all every success in your examinations. Hard work

now will reap rewards and open more doors to you in the future!

Mr M Sexton BSc(Hons), NPQH Deputy Headteacher


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The Sixth Form Curriculum

At the core of our Sixth Form Curriculum for every student is the Welsh Baccalaureate.

The Baccalaureate is a course designed largely by employers and higher education

organisations. The course is therefore designed to develop independent skills vital for

both the workplace and for higher education. The Welsh Baccalaureate motivates

students to pursue personal enthusiasms and interest so that they have the opportunity

to be creative in their learning and the opportunity to develop the essential skills of

literacy, numeracy and ICT.

Maintained schools in Wales are required to “provide religious education for all registered

pupils”. This also applies to post-16 students in schools. At Caldicot School, the Welsh

Baccalaureate has been designed to include the promotion of spiritual, moral, cultural,

mental and physical development of students at the school and in society.

The Advanced Welsh Baccalaureate at Caldicot School has also been designed to prepare

students for the opportunities, responsibilities and experiences of adult life. Financial

knowledge and understanding to cope with the responsibility of managing personal

finance is developed and students receive recognition of this by being entered for London

Institute Business and Finance (LIBF) qualifications. Year 12 students will be entered for

a Level 3 Certificate in Financial Studies and Year 13 students will be entered for the

Level 3 Diploma. Both of these qualifications attract the same number of UCAS points as

A Levels and together with the UCAS points achieved for the Advanced Welsh

Baccalaureate, will improve students’ life skills and chances of entry into Higher

Education.

Year 12 Learning Programmes

Students who successfully enrol into the Sixth Form may follow one of four Learning

Programmes. These are designed to ensure that students achieve the required

qualifications and skills necessary to progress towards Further/Higher Education and/or

Employment/Higher Apprenticeships.

In Year 12, students must follow at least 3 Level 3 courses to be enrolled. This means

that in addition to the Welsh Baccalaureate they must choose at least 2 AS courses to

receive our minimum learning programme:

Core Curriculum Learning Programme

Advanced Welsh Baccalaureate

to include Post-16 Compulsory RE and Level

3 Certificate in Financial Studies

2 AS Level courses

3 AS Level courses

4 AS Level courses

1 Vocational course equivalent to 2 AS courses

For some students a combination of AS/A2 courses alongside vocational courses may be

appropriate.


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Year 13 Learning Programmes

By the time students enter Year 13, they must still be following at least 3 Level 3

courses to continue to be enrolled. This means that they must continue with at least two

subjects from AS into A2 and the Welsh Baccalaureate to receive our minimum learning

programme:

Core Curriculum Learning Programme

Advanced Welsh Baccalaureate

to include Post-16 Compulsory RE and Level 3

Certificate in Financial Studies

2 A2 Level courses

3 A2 Level courses

4 A2 Level courses

Vocational course equivalent to 2 A2 courses

The expectation is that most students in Year 12 would begin 3 or 4 AS courses

and the Welsh Baccalaureate, and in Year 13 would complete 3 A2 courses and

the Welsh Baccalaureate.

Types of qualification

Qualifications in Wales, England and Northern Ireland are grouped together in “Levels”.

They range from Entry Level to Level 8. Sixth Forms offer qualifications predominantly

at Level 3 and Higher Education institutions offer qualifications between Levels 4 and 8.

Qualifications in each level place similar demands on learners. The levels help learners

see how one type of qualification can lead on to other, higher levels of qualification:

Level Examples of Qualifications

Entry Awards, Certificates, and Diplomas at Entry Level

1 GCSEs grades D-G

BTEC Awards, Certificates and Diplomas at Level 1

Cambridge National Awards at Level 1

Essential Skills at Level 1

Welsh Baccalaureate (Foundation Diploma)

2 GCSEs grades A*-C

BTEC Awards, Certificates and Diplomas at Level 2

Cambridge National Awards at Level 2


Welsh Baccalaureate (Intermediate Diploma)

3 AS and A Levels

BTEC Nationals, Awards, Certificates and Diplomas at Level 3

Cambridge Technical Awards at Level 3


Welsh Baccalaureate (Advanced Diploma)


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The majority of courses offered in the Sixth Form are at Level 3. Since Entry Level,

Level 1 and Level 2 qualifications are taught at Key Stage 4, students wishing to return

to the Sixth Form should already be working towards achieving these qualifications by

the end of Year 11.

Only a limited number of Level 2 courses will be available in the Sixth Form:

Resit GCSE English Language

Resit GCSE Mathematics

GCSE and vocational courses by joining Key Stage 4 classes (dependent upon

places and availability)

AS and A Levels

AS (Advanced Subsidiary) and A (Advanced) Level qualifications focus on traditional

study skills. They are one of the main routes into Higher Education, but they are also

useful for direct entry into employment.

Year one: AS Level

Students may study the AS Level as either a free standing qualification, or they may use

it to contribute towards the full A Level. At the end of the AS year, students can take

the AS level as the final qualification or use it to continue to the second year for the full

A Level.

Year two: the A2

In year two of a full A Level, students take the A2 - this is not a separate qualification,

but the second stage of the A Level. The A2 is designed to deepen the knowledge gained

during the AS Level.

How students are assessed

In most subjects the AS and A2 are each made up of two units, although in some

subjects they are each made up of three. The majority of the assessment is by written

examination in the summer, although in some subjects there is an element of

coursework. There is also assessment of practical skills in subjects like science and art.

One re-sit per module is permitted with the best mark counting toward the overall

grade.

Grades

AS and A Levels are graded A*-E. The results are available in August. Once students

have taken the units for the AS Level, and are happy with their award, they may 'cash' it

in. If students are not happy, they can opt to resit a unit (although there are time

limits).


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Level 3 Vocational Qualifications: BTEC and Cambridge Technicals

BTEC and Cambridge Technical qualifications are work-related qualifications students can

choose if they are interested in learning more about a particular sector or industry. They

have been designed in collaboration with industry, so they can equip students with the

skills and knowledge that employers are looking for. They offer a mix of theory and

practice, and can also include an element of work experience.

How students are assessed

Generally, students are assessed by their teacher. Depending on the qualification

chosen, some assessments may also be carried out by external examiners. Students will

complete a range of assignments, case studies and practical activities, as well as a

portfolio of evidence that shows the work completed.

UCAS points

Qualifications at Level 3 earn points on the 'UCAS Tariff' for entry into Higher Education.

For example, a Cambridge Technical with overall two merit grades has 160 UCAS points

(as a comparison, one A Level with an A grade has 120 UCAS points).

Retakes

If students are not happy with how they have done in a particular section of the course

(or 'unit'), there are opportunities to improve performance.


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Entry requirements for the Sixth Form

The majority of courses offered in the Sixth Form are Level 3 courses (AS/A Level or

Level 3 vocational courses). For each AS/A level course, knowledge and understanding

of their higher tier GCSE course content is assumed since this is being built upon at AS/A

Level. In addition, a breadth of knowledge and understanding is required for students to

cope with the demands of all Level 3 courses. Students also need to possess the

necessary literacy and numeracy skills that all Level 3 courses require for their content

to be understood and applied.

To enrol on our AS/A Level courses, the following Level 2 qualifications are required:

A minimum of 5 GCSEs, or equivalent, including English Language and either

Mathematics or Mathematics-Numeracy, at Grade C or above

GCSE grades A*, A or B are strongly recommended in the particular subjects

students wish to study at AS/A Level

Some AS/A Level subjects require specific GCSE subjects and grades prior to

enrolment. Details are contained on the relevant subject page.

To enrol on our Vocational courses, the following Level 2 qualifications are required:

A minimum of 5 GCSEs, or equivalent, including English Language and either

Mathematics or Mathematics-Numeracy, at Grade C or above

In exceptional circumstances, students with D grades in GCSE English Language and/or

Mathematics may enrol, depending on their overall GCSE grades, and on condition that

they resit these GCSE subjects to achieve a C grade. This is important for them in order

that they achieve the Advanced Welsh Baccalaureate and for Higher Education entry.

Once in the Sixth Form:

Students with C grades in GCSE English Language and Mathematics are advised

to resit these to achieve B grades or higher. This is to increase students’ chances

of university entry. Most teacher training institutions in Wales require B grades in

GCSE English Language and in either GCSE Mathematics or GCSE Mathematics-

Numeracy, and so do a number of other degree level courses across the United

Kingdom.

Progression from AS to A2 level will normally be permitted if students achieve a D

grade or higher at AS level.

Level 3 Vocational students will normally be permitted to progress from Year 12

to Year 13 once a minimum number of credits are submitted and passed in Year

12. As the size of Level 3 Vocational courses varies, students will be advised in

writing by the Subject Leader prior to starting the course of the minimum number

credits required of them by the end of Year 12.

The grades that students achieve at AS level will normally be used for UCAS

purposes to predict their overall A2 grade for university entry. Students should

therefore endeavour to achieve their highest possible grade at AS level.


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Responsibilities and Opportunities

Role models

It is expected that all Sixth Form students will act as role models. Caldicot School

provides the opportunity for Sixth Form students to become Prefects and hold a range of

responsibilities. These include supporting our Key Stage 3 Literacy and Numeracy

programmes by acting as mentors and supporting school events such as Open Evening,

Transition Days and Parents’ Evenings. Our younger students benefit greatly from their

Sixth Form mentors and Sixth Form students benefit immensely from this wider

experience which can be detailed on job applications and UCAS statements.

Prefects have the opportunity to become part of the Senior Prefect team through an

interview process in Year 12. The team is composed of Head Boy, Head Girl and their

Deputies, who attend Governing Body meetings, represent students in the School

Council, Pupil Liaison Group and the New Build project.

Sixth Form Smart Office Wear Dress Code

It is expected that Sixth Form students will also act as role models in their appearance.

In September 2015, a more business like dress code for the Sixth Form was introduced.

This has since been embraced positively by all students:

Male students Female students

A smart business suit – navy, black,

charcoal grey.

A smart matching business suit – navy,

black, charcoal grey. Skirt or trouser suits

are preferable. Skirts should be worn on or

just above the knee.

Smart plain white, blue or grey business

shirt which must be tucked in.

Smart plain white, blue or grey shirt

or blouse. It must have a collar and

sleeves and should be worn tucked in unless

fitted.

Plain dark tie

Jumper, plain, V neck navy, grey or black

(optional) – to be worn underneath suit

jacket not as a substitute.

Jumper, plain, V neck navy, grey or black

(optional) – to be worn underneath suit

jacket not as a substitute.

Shoes must be formal, dark brown or black

in colour and polishable without logos (not

boots, suede shoes or trainers).

Shoes must be formal, dark brown or black

in colour and polishable, flat or with a low

heel, below 5 cms, and in a conventional

style (not stilettos, platforms, sandals,

trainers).

Plain grey, black or navy socks Plain grey, black or navy socks. Tights,

plain grey, black or navy and in good

condition


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Other requirements

Belts are to be plain, regular width and designed to hold up trousers or skirts –

not a fashion accessory.

Very short skirts and bare midriffs are not acceptable and girls’ shoulders should

be covered at all times. Clothing that is too revealing or likely to cause

embarrassment must be avoided.

Extreme hairstyles and colour are not permitted. Tram lines or other shaved

shapes in the hair and ‘bar codes’ in eyebrows are not permitted.

No clothing with obscene slogans or messages are permitted.

No head garments (except those worn for religious or cultural reasons).

Jewellery – one small stud earring may be worn in each earlobe. No other facial

or visible body piercings are allowed. ‘Healing time’ for new piercings will not be

a allowed so consideration must be given to the time of year undertaken. A

wristwatch may be worn.

Make-up, nail varnish and false nails must be natural.

Students are also reminded that the wearing of caps, hats, scarves, gloves and

outdoor coats in school (especially to lessons) is also not allowed.

Students should only wear class appropriate clothing for PE practical lessons. At

all other times the correct uniform must be worn.

The following items are therefore NOT acceptable to wear:

Jeans T Shirts Trainers

Sweat pants Strapless tops Flip flops

Leggings Visible underwear Converse

Jeggings Hoodies Pumps

Chinos Polo Shirts Baseball style boots

Hot pants Biker boots

Mini Skirts Doc Marten-style boots

Ugg-style boots

Attendance

Full attendance is expected for

Registration and lessons

Directed visits organised by the school

The booking of driving lessons and holidays should be avoided.


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University visits

Throughout Key Stage 5, students will have opportunities to attend presentations in

school from various Universities, employers and Apprenticeship providers. The school

also takes the whole of Year 12 to a UCAS event at the University of the West of England

(UWE) and a Skills day in Cardiff where various national and local employers are

available for careers and recruitment advice. During these two days there are no

timetabled lessons and students are expected to attend.

Bristol University

Caldicot School has a very successful partnership with Bristol University. A number of

our students are part of our Aim Higher group who attend lectures on a Wednesday

afternoon to enhance their knowledge and understanding of their chosen subject.

Successful students are often offered a place to study at Bristol after their Post-16

studies.

Seren Project

This programme was set up by the Welsh Government in September 2015 to increase

the level of successful entries to Oxbridge, Russell Group and Sutton Trust Universities.

In 2015-16, 22 Year 12 students from Caldicot School were successful in gaining entry

to the Seren Project. Caldicot School currently has the highest number of attendees out

of 42 schools and colleges in South East Wales.

Summer Schools

Sixth Form students are given the opportunity to apply for Uniq and Sutton Trust

Summer Schools. Here, students are offered a residential experience at university for

up to a week, where they attend lectures, tutorials and seminars These are provided

free of charge (including accommodation and transport) by various universities including

Edinburgh, Bristol, Southampton and Oxford.

EMA

Students resident and studying in Wales may qualify for EMA (Education Maintenance

Allowance). Currently, up to £30 per week is paid into the student’s bank account. To

receive EMA, household income must be £20,817 or less if the student is the only young

person in the household; or £23,077 or less if there are any additional young people

eligible for child benefit in the household.

To receive this payment students must:

a) attend all lessons and registrations (unless there is a valid reason for absence such

as ill health)

b) attend any skills/employability event, organised by the Key Stage 5 team, that takes

place in lieu of lessons

c) attend review and transition meetings with a member of the Key Stage 5 team

Further information regarding EMA is available on the Student Finance Wales website.


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Welsh Baccalaureate

Advanced Level

Subject Leader: Miss R Lawer BA(Hons)

The Welsh Baccalaureate has been developed based on discussions and advice from both

employers and higher education organisations. The specification of the course is

therefore designed to develop skills vital for both the workplace and for higher

education.

The emphasis in the Welsh Baccalaureate is on acquiring and applying a range of

transferable skills through both academic study and engagement in purposeful tasks. It

will provide experiences which will enable you to be better prepared for your future

destination, whether it be university, further training or employment. Through the Welsh

Baccalaureate you will raise your skills levels and confidence, enabling and empowering

you to take your place as a responsible and active citizen. Alongside and through the

development of skills, the Welsh Baccalaureate provides you with the opportunity to

develop your knowledge and understanding of society, the community in which you live

and an awareness of global issues, events and perspectives.

What will you be covering on the course?

The Welsh Baccalaureate is composed of a Skills Challenge Certificate and Supporting

Qualifications:

Skills Challenge Certificate + Supporting Qualifications = Welsh Baccalaureate

The Skills Challenge Certificate

This is worth one A Level and consists of four units:

Individual Project

Enterprise and Employability Challenge

Global Citizenship Challenge

Community Challenge

Supporting Qualifications

To achieve the Advanced Welsh Baccalaureate , the following Supporting Qualifications

are required:

GCSE English Language grade A*-C

GCSE Mathematics grade A*-C. Two A levels (or equivalent) grades A*- E

The requirements of both the Skills Challenge Certificate and Supporting

Qualifications must be met in order to achieve the overarching Welsh Baccalaureate.


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The Advanced Skills Challenge Certificate is graded A* - E. It has the same UCAS

points value as an A Level and is included in offers from Universities across the UK.

Assessment

There is no Welsh Baccalaureate examination over and above the examinations for the

supporting qualifications. The Skills Challenge Certificate is assessed through practical

tasks and extended projects completed under controlled conditions. It is studied over

two years alongside your other qualifications.

The Individual Project

The purpose of the Individual Project is to develop learners’ skills, through carrying out a

research activity with an emphasis on future educational or career aspirations. The

Individual Project must be produced and presented either as a written account (3,000 –

5,000 words in length) or an artefact/product supported by written evidence (1,500 –

3,000 words). There is a wide range of possibilities which can be chosen as a focus for

the Individual Project and you will be encouraged to explore a subject with an emphasis

on your future educational or career aspirations.

The Enterprise Challenge

In the Enterprise and Employability Challenge you will have the opportunity to focus on

the preparation for your future career aspirations. At the heart of the Challenge is how

you can best exploit your personal strengths and how to overcome personal weaknesses.

You will experience a simulated business project requiring project management skills and

techniques and will be required to liaise with employers and interact with successful local

entrepreneurs.


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The Enterprise and Employability Challenge will involve you in developing a range of

skills and showcasing these in a digital Destination Passport. The Destination Passport

will record activities undertaken including a:

Skills Audit;

development and presentation of an innovative concept/idea;

development of a future destination plan including realistic educational and career

pathways, considering key factors such as lifestyle expectations and personal

finance reflection of the development of skills, attributes and experiences during

the course of the Challenge.

The Global Challenge

The Global Citizenship Challenge will provide you with the opportunity to build

knowledge and understanding of complex global issues from six themes: Health, Food

and Shelter, Population, Transportation, Economy and Natural Environment. You will

analyse and think critically about global issues, involving a full consideration of the

impact of relevant political, economic, social, technological, legal, environmental

(PESTLE) factors and present the research in a ‘personal standpoint’.

The Community Challenge

In this Challenge you will be given the opportunity to make a positive contribution to the

local, regional, national or international community. You will focus on real-life concerns

and needs whilst engaging in activities which aim to make a real difference. You are

expected to undertake 30 hours of volunteer work in a chosen community including:

Social/welfare

Neighbourhood enhancement

Coaching

Employers and universities value this qualification The Welsh Baccalaureate is valued by employers who appreciate that it gives you the

skills you need for work. They understand that it makes students more confident, better

communicators and more able to work with people.

David Rosser, Director of the CBI in Wales said, following a visit to a Welsh

Baccalaureate centre:

“I saw evidence of a number of the employability skills that employers have asked for

being developed through the Welsh Baccalaureate Qualification. Finding time in the

curriculum to provide a wider course of study and develop research and presentation

skills has to be a good thing, and it is right that this is accredited and a qualification

awarded.”


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Level 3 Certificate/Diploma in

Financial Studies

Subject Leader: Mrs L Makarek BSc Econ (Hons)

Examination Board: The London Institute of Banking and Finance

Why study Financial Studies?

Students in Further and Higher Education are increasingly having to juggle with the

demands of study, part-time work and a finite budget. The knowledge and skills

developed throughout this course prepare our Sixth Form students for this exciting but

sometimes worrying time ahead of them and for the future as they enter full time

employment.

The qualification will encourage students to:

Analyse financial data and information, financial services and services and make

judgements about suitability for people in different circumstances;

Develop an understanding of the concert of financial sustainability and ethics to

enhance financial literacy;

Analyse, synthesis, evaluate and reflect;

Demonstrate numeracy skills including the ability to manipulate financial and

other numerical data to reflect the conceptual activity of financial maths;

Use appropriate data and information to make arguments;

Structure and communicate ideas logically and coherently; and

Learn independently in preparation for further/higher academic study.

Aims of the course

The aims of Financial Studies at Certificate or Diploma level are to:

prepare students for further study through the development of the core skills of

critical analysis and evaluation, synthesis, verbal communication (through

classroom discussion) and written communication

develop skills in the importance of financial capability in the immediate, short,

medium and long term

develop skills in the impact of external influences at different stages in the

personal life cycle

develop skills in risk and reward in managing personal finances

develop skills in personal and external factors that lead to change

develop skills in maintaining financial sustainability and avoiding long-term debt

develop skills in the financial services system, and financial sustainability

(individual and general).

develop marketing techniques.


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Areas of study

Year 12 students will study the certificate course:

Unit1 Financial Capability in the Immediate and Short Term (FCIS)

- Understand the value and purpose of money

- Understand the concept of the personal life cycle and the impact of external

influences

- Understand the features of different types of financial services product

- Understand the role of key stakeholders in financial services provision

- Understand the characteristics of financial products for managing money

- Understand how to manage finances in the short term and the impact of poor

decision-making and unforeseen circumstances

- Understand the impact of legislation and regulations on earnings and the key

features of income tax and National Insurance.

- Understand an individual’s financial needs through the various life stages.

Unit 2 Financial Capability for the Medium and Long Term (FCML)

- Understand the influence of values, needs, wants and aspirations on financial

decision-making

- Understand how to budget for future aspirations and life events

- Understand how to plan for medium- and long-term financial needs

- Understand the features of different types of financial services product

- Understand how to make informed financial choices in the selection of financial

services products.

- Understand when, where and how an individual can get financial help and advice

Successful Year 12 students may proceed to the Diploma course in Year 13 and study:

Unit 3 Sustainability of an Individual’s Finances (SIF) - Understand the importance of financial sustainability for individuals and the measure

in place to support an individual’s sustainability

- Understand the key external financial factors influencing financial performance and

the resulting effect on the consumer

- Understand the need to monitor personal budgets and adapt plans in response to

change in circumstances

- Understand the personal implications of debt and borrowing solutions for individuals

in different circumstances and from different cultures

- Understand the impact of global events, developments and ethical considerations

upon the financial services industry and ultimately the consumer

- Understand the impact on the consumer of changes that have occurred in the

financial services industry in recent years,

Unit 4 Sustainability of the Financial Services System (SFS)

- Understand how financial services providers work and the competitive environment

in which they operate

- Understand the importance of sustainability for financial services providers and

systems

- Understand the influences of external factors upon financial providers and the

impact on the products and services they provide


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- Understand the effectiveness of marketing material produced by financial services

providers

- Understand approaches used by financial services providers to attract, retain and

satisfy consumers

- Understand how market segmentation and product development are used to meet

the needs, wants and aspirations of financial consumers

Assessment procedure

The assessment for each Unit will have two components:

a. Part A – 35 multiple-choice questions. This component of the examination is to

be completed in forty five minutes. This component of the examination is worth

35marks.

b. Part B - a pre-release case study essay. Prior to the examination, students will

be given data and information to consider. The examination paper will also

provide additional data and information that related to the pre-release case

study. Students will then be asked questions specifically about the case study

(covering both pre-release and new data and information). This component of

the examination is to be completed in one hour and forty five minutes. There will

also be additional questions which may not be related to the case study to make

sure all learning outcomes within the unit are covered. This component is worth

65 marks. Part B will also assess spelling, punctuation and grammar which will

contribute 5 marks to the overall mark of 65.

c. The examination will be worth a total of 100 marks.

Further studies and career opportunities

This qualification develops knowledge and understanding of the financial services sector

and enhances skills that are valued within that sector, but does not qualify students for

direct entry to a particular occupational role. Students will be in the position to make

informed choices, whether to pursue a career within the financial services sector

immediately or after further study, or whether to apply the financial skills that they have

developed to other careers or study options.


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Provisional Sixth Form Options 2017

Courses have been provisionally placed in the following columns based on the recent Year 11 survey. Positions of courses across option columns will be refined during the option process to produce a final option form by May 2017 to reflect the best fit for the majority of student choices. All courses on offer in this final option form will be dependent upon sufficient pupil uptake in September 2017.

Students should select Welsh Baccalaureate and 2, 3 or 4 courses from different option columns

Some vocational courses count as two courses so they cover two option columns

Option 1

Option 2

Option 3

Option 4

Option 5

AS Biology AS Drama AS ICT AS Mathematics AS Media Studies

AS Religious Studies

Welsh Baccalaureate

AS Chemistry AS English AS History AS Mathematics BTEC Music (Performing)

AS Spanish

AS Psychology Welsh Baccalaureate

AS Biology BTEC Engineering AS History Cambridge Technical Media AS Psychology

AS Welsh

Welsh Baccalaureate

AS Chemistry AS English AS Geography Cambridge Technical ICT AS Physical Education

AS Physics

AS Religious Studies Welsh Baccalaureate

AS Art AS Computer Studies BTEC Food Science AS French AS Further Mathematics

AS Music

AS Textiles Welsh Baccalaureate Cambridge Technical Health & Social Care

BTEC National Diploma in Sports Studies

BTEC Performing Arts


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Art & Design

Subject Leader: Mrs J Grabner BA (Hons), MA, PGCE Art & Design

Examination Board: WJEC

“Art & Design Education aids students in skills needed in the workplace: flexibility, the

ability to solve problems and communicate, the ability to learn new skills, to be creative

and innovative, and to strive for excellence.”

Joseph M. Calahan, Director of Cooperate Communications, Xerox Corporation

The WJEC specification encourages a broad approach, which allows candidates to

develop a sound grounding in a number of areas such as:

Painting & Drawing

Printmaking

Photography & Film

Graphic Design

Fine Art

Animation

Game Design

Illustration

Sculpture

3D Design

Fashion Textiles

Contextual Studies

Art History

This course is intended for students who wish to pursue, extend and develop their

studies of Art & Design to greater depth than required at GCSE. Students will need to

show dedication, commitment and be resourceful and innovative. They will need to adopt

a mature approach, be capable of problem solving and producing personal and

independent work. Motivation is fundamental to doing well in the subject area as is being

inquisitive, creative and having a prolific approach to work.

This specification is divided into a total of 3 units, 1 AS unit and 2 A2 units.

Weightings noted below are expressed in terms of the full A level qualification.

AS Level AS Unit 1

Personal Creative Enquiry

Non-exam Assessment, 40% of qualification 160 marks

An extended, exploratory project/portfolio and outcome/s based on themes and subject

matter which are personal and meaningful to the learner.

The Personal Creative Enquiry must integrate critical, practical and theoretical work.

This will be assessed holistically, using the assessment objectives. Learners will be

required to select, evaluate and present their work for assessment.

The Personal Creative Enquiry will be determined by the learner and teacher, assessed

by the teacher and externally moderated.

No time limit: duration to be determined by the centre.

To be internally set - assessments to be sent to WJEC by May and externally moderated

in June.


20

A2 Level

There are two modules of work at A2 Level. To achieve the full A Level, candidates must

take AS Unit 1 and A2 Units 2 and 3.

A2 Unit 2 Personal Investigation

Non-exam Assessment, 36% of qualification 160 marks

Consists of two integrated constituent parts:

1. A major in-depth critical, practical and theoretical investigative

project/portfolio and outcome/s based on themes and subject matter

that have personal significance.

2. An extended written element of 3000 words minimum, which may

contain images and texts and must clearly relate to practical and

theoretical work using an appropriate working vocabulary and

specialist terminology.

Both the practical/theoretical work and the written element will be assessed together

using the assessment objectives. Learners will be required to select, evaluate and

present their work for assessment.

The Personal Investigation will be determined by the learner and teacher, assessed by

the teacher and externally moderated.

Time limit: duration to be determined by the centre.

A2 Unit 3 Externally Set Assignment

Assessment 24%, of qualification 100 marks

Consists of two parts:

Part 1: Preparatory study period The externally set assignment materials are to be released to learners from 1 February in

the second year of the course and will consist of a series of visual and written stimuli, which are to be presented to the learner at the start of the preparatory study period.

One of the stimuli is to be selected by the learner and used as a starting point from which

to elicit a personal response. Responses are developed during the preparatory study period. They should take the form

of critical, practical and theoretical preparatory work/supporting studies which inform the resolution of ideas in the 15 hours sustained focus study.

Start and finish dates of the preparatory study period are to be determined by the centre, taking into account the May deadline for the submission of internally assessed marks to WJEC.

Part 2: 15 hour period of sustained focus work The resolution of learners’ ideas from the preparatory work must be completed during the

designated 15 hours and they must show how their planning relates to the outcome/s. The period of sustained focus work must be completed under supervised conditions.

Centres determine the scheduling of the supervised sustained focus sessions, taking into account the May deadline for the submission of internally assessed marks to WJEC.

Both the preparatory work and sustained focus work will be assessed together, using the assessment objectives.

Learners will be required to select, evaluate and present their work for assessment. The Externally Set Assignment will be set by WJEC, assessed by the teacher and externally

moderated.


21

Biology

Subject Leader: Mr P Rogers BSc (Hons)


“The natural world is the greatest source of excitement; the greatest source of visual

beauty; the greatest source of intellectual interest. It is the greatest source of so much

in life that makes life worth living.”

David Attenborough

Why study Biology?

Biology is the scientific exploration of the vast and diverse world of living organisms. It is

the scientific extension of the natural human tendency to feel connected with and

curious about the natural world.

Biology is for the adventurous;

it takes us into seas, rainforests, deserts and other environments where a variety

of life is interwoven into complex webs;

it takes us into laboratories to examine more closely how living organisms work;

it takes us into the microscopic and molecular world of cells and the biological

chemicals within them.

By studying Biology at Advanced Level you will be studying Biology at its most exciting

period ever. With fresh approaches and new research methods, Biologists are now

unravelling life’s mysteries and are poised to make an undreamt of contribution to future

generations.

Aims of the course

The aims of Biology at AS and A Level are:

to develop the student’s knowledge and understanding of the concepts of Biology

to develop the student’s skills to use this information in changing situations

to develop the student’s understanding of scientific methods

to develop the student’s recognition of the value and responsibilities of Biologists

to society

to stimulate the student’s awareness and enjoyment of living things and their

habitats

to prepare students for further study in Biology

Biology AS and A Level are demanding courses so it is essential that all students have a

sound basis in Chemistry and Mathematics. Good communication is also necessary for

the preparation of essays and practical reports.

Students wishing to join this course should have a Grade B or better if they studied

GCSE Biology in Years 10 and 11. Students who did not opt to study GCSE Biology at

Key Stage 4 must have Grade B or better for Core and Additional Science and have

achieved grade B or higher in the Biology module papers. A similar standard of

achievement in Chemistry is also highly desirable. All students should have B grades in

Mathematics and English and be prepared to develop their research and computer skills.

Biology lends itself to many of the Key Skills areas, including problem solving, numeracy,

literacy, discussion of ethical matters and IT.


22

Areas of study

AS Students will study:

Unit 1 Biochemistry; cytology; enzymes and their application; cell membranes;

membrane transport; nucleic acids; cell division and protein synthesis.

Unit 2 Biodiversity and taxonomy; gas exchange; transport; digestion; parasitism.

Practical lessons are an essential part of this course they reinforce the knowledge gained

in theory lessons; questions in both examination units will have practical contexts.

Successful Year 12 students may proceed to the A2 course and study:

Unit 3 Respiration; photosynthesis; microbiology; populations; excretion; environment

and ecological sustainability.

Unit 4 Variation; genetics; evolution; gene technologies; plant reproduction; human

reproduction; and one of the following three options:

immunology and disease

human musculoskeletal system

neurobiology and behaviour.

All three options will be available to students; it is hoped that they will self-select one of

them based on their areas of interest in biology, connections with other A2 subjects or

their chosen degree course/future career.

Practical lessons will again reinforce knowledge gained in A2 theory lessons. A practical

examination (Unit 5) will be set by the examination board and will test an individual

student’s practical skills gained over the two years of study.

Assessment procedure:

Biology students sit theory papers in both years of the course. Year 13 examinations will

have a synoptic element to all papers.

Unit Examination Length Percentage of AS

Qualification

Percentage of A2

Qualification

1 90 minutes 50 20

2 90 minutes 50 20

3 120 minutes 25

4 120 minutes 25

5 120 minutes 10

Further studies and career opportunities

Biology can be used in a wide variety of career paths including: veterinary science,

medicine, dentistry, optics, nursing, pharmacy, radiography, physiotherapy, occupational

therapy, zoology, sports science, forensics, neuroscience, microbiology, horticulture and

agriculture.

Biology forms a good basis for the study of most subjects at university due to its

practical, cyclic and synoptic nature.


23

Chemistry

Director of Science: Mr A M Brady BSc(Hons)


Chemicals are everywhere. From the DNA of cell nuclei to enzymes, fertilisers which

enable us to grow more food, drugs which combat disease, polymers which clothe us and

fuels which keep us warm and transport us.

Chemists have changed our world and transformed almost every aspect of our daily lives

by understanding the properties of chemicals and making millions of new ones.

The word ‘chemical’ has had a bad press as it is associated with pollution and

environmental disasters. However, it is chemists who have the task of understanding

these problems and finding solutions.

Chemistry is all about understanding the properties of chemicals and how they interact.

It is an exciting, demanding and relevant subject to study at AS and A2 level.

To study Chemistry at AS you should have gained a B grade in GCSE Chemistry. If you

did Core and Additional Science, you should have achieved at least a B grade in both

Core and Additional and a B grade or higher in the Chemistry module papers.

The AS Course

This consists of two examination modules, Unit 1 and Unit 2, both examined in June.

There is no practical assessment in year 12, however we carry out twelve specified

practical tasks throughout the year developing practical skills which will be assessed in

year 13.

Unit 1: The language of Chemistry, structure of matter and simple reactions

In this unit we look at atomic structure in more detail than GCSE, learn about the

important concept of ionisation energy. Develop further your understanding of

radioactive decay and the interaction between atoms and light.

Chemical calculations are a major part of this unit. We will develop and expand your

understanding of chemical bonding and structure, why molecules have a particular shape

and why substances have the properties they do. We will investigate trends and

patterns in the groups of the Periodic table, including the reactive alkali metals and the

poisonous halogens. Finally, we develop our understanding of reversible chemical

reactions and acid-base reactions.

Unit 2: Energy, Rate and Chemistry of Carbon Compounds

In the second unit we investigate exothermic and endothermic reactions and do

calculations and practicals involving the energy changes that take place. We further our

understanding of the factors that affect rates of reaction. We look at the environmental

impact of Chemistry and how chemists have responsibility to ensure that chemical

processes are sustainable and environmentally safe. A large part of this unit is in the

study of organic chemistry, chemistry of carbon compounds such as alkanes, alkenes,

alcohols and carboxylic acids.


24

The A2 course

This consists of two more further examination modules, unit 3 and unit 4, both examined

at the end of Year 13. Unit 5 is the practical assessment module.

Unit 3: Physical and Inorganic Chemistry

In this unit we further develop our understanding of reduction and oxidation reactions

and introduce electrochemistry. We continue to investigate patterns and trends in the

periodic table. We continue with the studies of rates of reactions, energy changes in

reactions and chemical equilibria.

Unit 4: Organic Chemistry and Analysis

In this final unit we complete our study of the chemistry of carbon compounds (organic

chemistry) by looking at isomerism, compounds of benzene, alcohols and phenols,

aldehydes and ketones, acids and their derivatives, amines, amino acids and organic

synthesis and analysis.

Unit 5: Practical

This unit allows students to demonstrate the practical skills they have developed over

the two years of the course. They will do a practical examination and a written

examination which tests students knowledge of the practical methods that have been

covered in the two years of A level Chemistry.

What else could I do?

Other subjects that go well with a study of Chemistry are Biology, Physics and

Mathematics; however, many other combinations are also suitable. You may be

concentrating on arts, humanities or modern language subjects and wish to take

Chemistry to AS to broaden your studies by continuing to take a science subject.

Chemistry is a science subject so practical work is a very important part of the course.

The course provides many opportunities for interesting and relevant practical work and

has a practical element to the assessment.

Where can I go with Chemistry?

With a qualification in Chemistry you could go on to Further or Higher Education,

studying Chemistry or one of the other sciences or related subjects, or work in science-

based industry such as chemical engineering, materials science or biotechnology. It is

essential for the medical field, pharmacy, veterinary science, biochemistry, forensic

science and environmental science. Chemistry is also a well-respected subject in its own

right and suitable for entry into a wide range of professions.


25

Computer Science

Subject Leader: Mr B Blake BSc(Hons)


Why study Computer Science?

Computers are widely used in all aspects of business, industry, government, education, leisure and the home. In this increasingly technological age, a study of computer science, and particularly how computers are used in the solution of

a variety of problems, is not only valuable to the learners but also essential to the future well-being of the country.

Computer science integrates well with subjects across the curriculum. It demands both logical discipline and imaginative creativity in the selection and

design of algorithms and the writing, testing and debugging of programs; it relies on an understanding of the rules of language at a fundamental level; it encourages an awareness of the management and organisation of computer

systems; it extends the learners’ horizons beyond the school environment in the appreciation of the effects of computer science on society and individuals.

The AS and A Level in Computer Science has been designed to give students an in-depth understanding of the fundamental concepts of computer science and

will equip students with all the necessary skills to progress onto Further or Higher Education and provide career opportunities in the following fields:

o Business analyst o Search engine optimization specialist

o Database administrator

o Systems analyst

o Games developer

o Systems developer

o Information systems manager

o User experience analyst

o IT consultant

o Web designer

o Multimedia programmer

o Web developer

Prior learning and progression

Pupils should have achieved qualifications equivalent to a B grade at GCSE. Skills in Mathematics, English and Information Communication Technology will

provide a good basis for progression to this qualification. Some learners will have already gained knowledge, understanding and skills through their study of Computer Science at GCSE.

https://www.prospects.ac.uk/job-profiles/business-analyst

https://www.prospects.ac.uk/job-profiles/seo-specialist

https://www.prospects.ac.uk/job-profiles/database-administrator

https://www.prospects.ac.uk/job-profiles/systems-analyst

https://www.prospects.ac.uk/job-profiles/games-developer

https://www.prospects.ac.uk/job-profiles/systems-developer

https://www.prospects.ac.uk/job-profiles/information-systems-manager

https://www.prospects.ac.uk/job-profiles/ux-analyst

https://www.prospects.ac.uk/job-profiles/it-consultant

https://www.prospects.ac.uk/job-profiles/web-designer

https://www.prospects.ac.uk/job-profiles/multimedia-programmer

https://www.prospects.ac.uk/job-profiles/web-developer


26

Computer science uses mathematics to express its computational laws and processes. The mathematical topics covered in this qualification will include:

Boolean algebra

Comparison of complexity of algorithms

Number representations and bases

Course aims The AS and A Level Computer Science qualification encourages learners to

develop:

an understanding of, and the ability to apply, the fundamental principles

and concepts of computer science, including abstraction, decomposition, logic, algorithms and data representation

the ability to analyse problems in computational terms through practical

experience of solving such problems, including writing programs to do so

the capacity for thinking creatively, innovatively, analytically, logically and

critically the capacity to see relationships between different aspects of computer

science

mathematical skills

the ability to articulate the individual (moral), social (ethical), legal and

cultural opportunities and risks of digital technology.

Summary of Assessment

AS (2 units)

AS Unit 1: Fundamentals of Computer Science

Written examination: 2 hours 25% of qualification

100 marks

This unit investigates computer architecture, communication, data representation, data structures, software applications, programs, algorithms,

logic, programming methodologies and the impact of computer science on society.

AS Unit 2: Practical Programming to Solve Problems On-screen examination: 2 hours

15% of qualification

60 marks

This unit consists of a series of set tasks completed on-screen by candidates.

These tasks will assess the practical application of knowledge and understanding and will require the use of Visual Basic.NET, Python or Java as a programming language.


27

A2 (3 units)

A2 Unit 3: Programming and System Development

Written examination: 2 hours 20% of qualification

100 marks

This unit investigates programs, data structures, algorithms, logic, programming methodologies and the impact of computer science on society.

A2 Unit 4 Computer Architecture, Data, Communication and Applications Written examination: 2 hours


100 marks

This unit investigates computer architecture, communication, data

representation, organisation and structure of data, programs, algorithms and software applications.

A2 Unit 5 Programmed Solution to a Problem

Non-exam assessment 20% of qualification

100 marks

Candidates discuss, investigate, design, prototype, refine and implement, test and evaluate a computerised solution to a problem chosen by the candidate which must be solved using original code (programming).

This is a substantial piece of work, undertaken over an extended period of time.


28

Drama & Theatre Studies Subject Leader: Miss C Ashton BA(Hons)


AS Level (2 units)

Unit 1: 24% of qualification Practical Project Examination

Theatre Workshop

Learners will be assessed on either acting or design.

Learners participate in the creation, development and performance of a piece of theatre

based on a reinterpretation of an extract from a text chosen from a list supplied by

WJEC. The piece must be developed using the techniques and working methods of either

an influential theatre practitioner or a recognised theatre company.

Learners must also produce a realisation of the performance or design, a creative log

and an evaluation.

Unit 2: 16% of qualification Written Examination (1 hour 30minutes)

Text in Theatre

Open book: Clean copies (no annotation) of the complete texts chosen must be taken

into the examination.

Pupils are given a series of questions based on one performance text from the following

list:

Medea, Euripides

Comedy of Errors, Shakespeare

An Enemy of the People, Ibsen

Ubu Roi, Jarry

A View from the Bridge, Miller.

A2 Level (2 units) A2 Unit 3: 36% of qualification practical examination (1 hour 30 minutes)

Text in Action

Learners will be assessed on either acting or design. Learners will participate in the

creation, development and performance of two pieces of theatre based on a stimulus

supplied by WJEC:

1. A devised piece using theatre practitioner or a recognised theatre company (a

different theatre or company to that chosen for Unit 1)

2. An extract from a text in a contrasting style chosen by the learner

Learners must realise their performance live for the visiting examiner. Learners

choosing design must also give a 5-10 minute presentation of their design for the

examiner.

A2 Unit 4: 24% of qualification Written Examination (2hours)

Text in Performance

Sections A and B

Open book: Clean copies (no annotation) of the two complete texts chosen must be

taken into the examination. Two questions based on two different texts from the

following list:

A Day in the Death of Joe Egg, Nichols

Sweeney Todd, Sondheim

The Absence of War, Hare

Mametz, Sheers

The Radicalisation of Bradley Manning, Price

Un Nos Ola Leuad, adapted by Bara Caws.

One of the two questions will always be an essay. Learners have a choice of which text

on which to answer each question.


29

Both AS and A Level candidates should develop:

o The ability to form judgements about live theatre on their understanding of

drama and theatre

o The ability to use subject-specific terminology in a range of contexts

o Performance and / or production skills appropriate to the creation and realisation

of drama and theatre

o The ability to work creatively and collaboratively to achieve shared dramatic

intentions

o The ability to respond to plays imaginatively conveying ideas clearly and

coherently

o A more advanced level of performance and /or production skills

o The ability to think independently, make judgements and refine their work in the

light of research

o The ability to analyse the ways in which different performance and production

employ dramatic technique and theory.

Students will need to demonstrate a high level of commitment to the subject; reliability

and a willingness to sacrifice out of lesson time will be necessary when undertaking the

practical aspects of the course.

It is essential that students experience as much live theatre as possible

throughout the course in order to inform them more fully on aspects of

theatrical history, styles and genres.

Opportunities through Drama and Theatre Studies

Students who choose to follow either the AS or A Level course will experience a broad

range of practical activities and exercises which explore acting, directing, technical and

devising techniques. They will explore the development of theatre history through text

study and practical workshops, and apply these skills to their own creation of

contemporary live theatre. Students will have an opportunity to develop both their own

individual skills, (be it acting, costume design, mask making or set construction), and to

work as part of a theatre production team. Pupils have also historically been given the

opportunity to work with visiting professional artists and Year 12 students are able to

work as Directors in the Young Playwrights’ Festival. The latter is one of many extra-

curricular projects that the Sixth Form are able to participate in.

Drama and Theatre Studies has accreditation as an A Level subject for entry to Higher

Education courses. It is an ideal area of study for those wishing to pursue a career in

acting, stage management, television, education or journalism. It is also an ideal

training for any field of work that involves dealing with people and functioning as a team

member or requires innovation, initiative, creativity and independent thought.


30

English Language and Literature

Director of English: Ms J Hopkins BA(Hons)


This course requires learners to show knowledge and understanding of a range of spoken

and written texts from different times including three substantial texts at AS and a

further three at A level drawn from pre-1914 poetry, Shakespeare, prose, modern drama

and non-literary texts. As this specification is designed for learners in Wales, choices

include texts by Welsh writers writing in English. Learners will also begin to study the

historical development of English language.

Learners are required to show knowledge of some of these different language levels:

Phonetics, phonology, prosody

Lexis and semantics

Grammar

Pragmatics (including morphology at A level)

Discourse

Learners will become confident in using a wide range of linguistic terminology to support

precise articulation of their perceptions about literary and non-literary texts, including

recognising attitudes and values. They will show appreciation of and skill in effective

writing for a wide range of audiences and purposes. Learners will be able to

demonstrate understanding of:

How language choices shape meaning in texts

Ways in which individual texts are interpreted by different readers or listeners

How linguistic and literary approaches can inform interpretations of texts

Ways in which texts relate to each other and the contexts in which they are

produced and received

The significance of contextual factors in the production and reception of texts

Learners beginning the study of English Language and Literature must be independent,

confident and critical readers in order to analyse and evaluate a wide range of spoken

and written texts and be able to support observations with evidence and to relate texts

to the contexts in which they were produced.

In addition, learners will develop their own writing skills to produce texts for a variety of

audiences and purposes: e.g. spoken transcriptions, advertisements, autobiographies,

biographies, travel writing, journalism, information texts, instructional texts, letters,

reports, speeches, specialist publications. Learners beginning the study of English

Language and Literature must therefore already be competent in all the basic language

skills, having achieved at least B grades in both English Language and English Literature

at GCSE.


31

English Language and Literature Summary of Assessment:

AS

Unit

1

Comparative Analysis and Creative Writing

Section A: Comparative analysis of poetry and

unseen text

One question requiring a comparative analysis of one

poem from the WJEC poetry anthology of Pre-1914

poetry and an unseen text

Section B: Creative writing and commentary

One question presented in three parts comprising two

writing tasks and a comparative commentary

20%

Exam

2 hours

Closed

book

AS

Unit

2

Drama and Non-literary Text Study (open book,

clean copy)

Section A: Post-1900 drama

One two-part question based on the reading of one play from a prescribed list

Section B: Non-literary text study

One question based on the reading of non-literary text from a prescribed list

20%

Exam

2 hours

Open

book

A2

Unit

3

Shakespeare

Section A: Extract

One question based on extract from Shakespeare play

from a prescribed list

Section B: Essay

One question based on the reading of one Shakespeare

play from a prescribed list

20%

Exam

1.5 hrs

Closed

book

A2

Unit

4

Unseen Texts and Prose Study

Section A: Unseen texts

One question requiring comparative analysis of three unseen texts, one of which will be spoken language

Section B: Prose Study

One question based on the reading of one prose text

from a prescribed list

20%

Exam

2 hours

Open

book,

clean

copy

A2

Unit

5

Critical and Creative Genre Study

Section A: Genre Study

A critical and sustained study of a prose genre selected

from a wide range

Section B: Related creative writing

One original writing assignment linked to the genre

studied for Section A

20%

Non-

exam

2500-

3000

words

The study of English Language and Literature would be suitable for learners who read

widely and relish the opportunity to discuss and write about poetry, Shakespeare and

drama, prose fiction and non-fiction. As writers, learners would need to write accurately

and with flair and imagination. They would need to be able to study independently and

manage deadlines.


32

French

Subject Leader: Mrs F Page BA(Hons)


AS/A level French appeals to those who enjoy communicating and are interested in other

languages and cultures. Studying a foreign language helps students develop confident,

effective communication skills and involves a high level of problem solving; skills which

are highly desirable by employers. Learning languages successfully involves a mixture of

logic and creativity.

French AS/A level combines well with most other subjects. Those who are interested in

literature may choose to study French alongside English and other languages. On the

other hand, increasing numbers of students want to use French for professional purposes

and often decide to study it alongside Business Studies or Media Studies.

A command of a second language is an advantage in any field and is one of the most

popular Modern Foreign Languages. The AS/A level combines language skills with the

study of the language within a broad topic range. The WJEC course offers students the

opportunity to explore a wide range of topics through the language, discussing often

sensitive topics and formulating opinions.

This course enables students to develop their speaking, writing, reading and listening skills

through a variety of activities and resources. The ability to offer one or more foreign

languages is now a requirement of an increasing number of jobs. Whilst languages on

their own can lead to careers in teaching, interpreting and translating, colleges and

universities nowadays reflect the needs of business and industry by offering courses which

combine languages with a variety of other studies – science, accountancy, business, law,

marketing, tourism.

AS Units

The AS course is centred around two key concepts:

Being a young person in a

French speaking society

Family structures, traditional and

modern values, friendships / relationships

Youth trends, issues and personal

identity

Educational and employment

opportunities

Understanding the French speaking

world

Regional culture and heritage in France,

French-speaking countries and

communities

Literature, art, film and music in the

French- speaking world

Unit 1

Assessment

15 minute speaking examination (12% of full A level: 48

marks)

Plus additional 15 minutes preparation time.

Unit 2

Assessment

Listening, reading and translation and critical response in

writing paper (2 hour 30 mins)

(28% of full A level: 84 marks)

Critical response in writing is related to a chosen French film.


33

A2 Units The A2 course is centred around 2 main concepts:

Diversity and difference

Migration and integration

Cultural identity and marginalisation

Cultural enrichment and celebrating

difference

Discrimination and diversity

France 1940-1950: The Occupation and the post-war years

From June 1940-May 1945 (occupation, liberation and end of World War II)

Life in Occupied France and the cultural dimension (théâtre, cinéma, littérature)

1945-1950: rebuilding and restructuring Repercussions for modern day France

Unit 3

Assessment

11-12 minute speaking examination (18% of full A level: 72

marks)

This involves:

2 minute presentation on an independent research project.

Discussion on the presentation for 9-10 minutes.

Unit 4

Assessment

Listening, reading and translation paper (1 hour 45 mins)


Unit 5

Assessment

Critical and analytical response in writing (1 hour 30 mins)

- An essay on a prescribed French book



34

Geography

Subject Leader: Miss S Fowler BSc(Hons)


Geography is highly regarded by both Universities and employers. It is considered to be

one of the traditional academic A level subjects which develops a wide breadth and

depth of skills.

Geography deals with real issues promoting an understanding of our ever changing

and complex world. It is relevant to those people who seek the full story behind

many of today's news headlines.

Geography promotes the ability to communicate clearly, to evaluate evidence, to

handle numbers and statistics, to observe and display graphical data.

Field work promotes the value of teamwork and team leadership - vital in so many

walks of life. It promotes independent thought and encourages critical thinking.

Geography links the Arts subjects with the Science subjects studying both areas

within the curriculum. It sees the connections between these other subjects at a

global scale e.g. historical, political and economic Geography alongside

Biogeography, climate and tectonics. For this reason Geography is considered

compatible with most other A level options.

Geography is accepted by universities as both an Arts and a Science Subject.

Geography is a very employable degree.

What is required for Sixth Form Geography?

A real interest in the subject as shown by willingness to read articles and watch

documentaries for their geographical content.

Self-discipline and a mature approach to study.

A willingness to communicate with both staff and other geographers.

A willingness to take part in field work.

If you feel that Geography is part of your future please speak to any member of the

department. We are all interested in helping you make the right choice. Remember:

"Many people look, but they do not see". If you know the difference between "looking"

and "seeing" then Geography is for you!

AS Geography

Unit 1- Changing landscapes (Physical Geography)

Section A-Coastal landscapes

Section B- Tectonic hazards

2 hour written examination 24% of qualification

Unit 2- Changing places (Human Geography)

Section A- Changing Places

Section B-Fieldwork investigation in physical and human Geography

1 hour 30 minute written examination 16% of qualification


35

A2 Geography

A2 unit 3-Global systems and global governance

Section A- Global systems water and carbon cycle

Section B- Global governance: change and challenge- Processes and patterns of global

migration and governance of the Earth’s oceans

Section C- 21st century challenges- drawing on issues from unit 1, 2 &3


A2 unit 4 -Contemporary themes in Geography

Section A- Tectonic hazards

Section B – Contemporary themes in Geography

Two optional themes from:

Ecosystems

Economic growth and challenge China, India or African development.

Energy challenges and dilemmas

Weather and climate


A2 unit 5-Independent investigation

3000-4000 words 20% of qualification


36

History

Subject Leader: Mrs R O’Callaghan BA(Hons)


Why study History?

Not only do those who study History enter a wide variety of careers, many rise to the

top! This is because studying History develops the essential skills that universities and

employers look for, including:

Communication - debates, presentations and discussions.

Application of Number - using graphs, population figures and statistics.

ICT - internet research and evaluation of websites.

Problem Solving - timelines, discussions and investigations.

Working with Others - pair work, group work and class discussions.

Improving Own Learning and Performance - peer assessment and marking and

target setting.

Universities particularly value the non-examined assessment module (NEA) that History

A2 Level offers. Feedback from universities suggest that it prepares learners well for the

more independent style of studying that is required at this level

Success studying History could lead to a great variety of career opportunities, including

law, accountancy, journalism, intelligence services, policing, business management,

politics, writing novels, TV, costume and set designing for films, news reading, acting,

archaeology, the civil service and many more.

History is not a thing of the past … it could be the route to your future!

What are AS and A2 History lessons like?

Students undertake a variety of learning techniques such as using visual stimulus,

studying and evaluating a range of primary and secondary resources,

individual/pair/group work, debates and research tasks. There is also a focus on

examination technique. Students have access to a range of resources such as

comprehensive class notes, documentary footage, historical films and audio CDs.

What topics are studied at AS Level?

Unit Information Weighting Assessment

1 Europe in an Age of Conflict and Co-

operation c. 1890-1991. This includes the

study of developments in international

relations 1890 to 1990, the rise and fall of

Fascism in Italy and Germany and developments in Russia 1905-1945.

50% of AS Level

20% of A2 Level

Examination

Year 12

2 Britain - Radicalism and the fight for

Parliamentary Reform c. 1783-1832. This

includes a focus on popular protest such as

the March of the Blanketeers and the Cato

St conspiracy, the Corn Laws, crime and

punishment, and the 1832 Great Reform

Act.

50% of AS Level

20% of A2 Level

Examination

Year 12


37

What topics are studied at A2 Level?

Unit Information Weighting Assessment

3 The American Century c. 1890-1990. This

involves the study of the struggle for Civil

Rights for example the impact of the KKK,

the Montgomery bus boycott, Martin Luther

King, the emergence of black power and

de-segregation to 1990. This unit also

involves the study of the USA’s involvement

in world affairs such as the entry into the

First World War, isolationism in the 1920s,

the USA in the Second World War, the Cold

War (including the Vietnam war), détente

and the end of the Cold War.

20% of A2 Level Examination

Year 13

4 Protest and Campaigns for Social Reform in

England and Wales c. 1832-1848. This

includes the role of individuals such as Sir

Robert Peel, reforming government Acts,

the Rebecca Riots and the 1848 Public

Health Act.

20% of A2 Level Examination

Year 13

5 This is a non-examination assessment

(NEA). It involves individual and

independent research into a historical

debate, culminating in an essay which is

based on discussion of historical

interpretations and contemporary sources.

20% of A2 Level Essay submitted

by March Year 13


38

Information and Communication Technology



Why choose a course in Information and Communication Technology?

The course promotes progression from AS to A Level and provides a suitable foundation

for the study of ICT, or a related area of study, at further or higher education and/or

preparation for future employment and the world of work.

Candidates who do not wish to pursue a career in Information Technology can also

benefit from the many transferable skills inherent in the study of ICT.

The course integrates well with other subjects across the curriculum and is relevant to

students following mainly Arts or mainly Science subjects to AS or A Level.

The course builds upon the knowledge, understanding and skills established by the

National Curriculum and GCSE.

The course provides candidates with an opportunity to develop their Key Skills,

particularly those in problem solving, use of IT and communication.

Subjects that go well with ICT include Mathematics, Physics and Business Studies.

Course Content

The course allows candidates to identify and solve problems by developing ICT systems

in a wide range of contexts. It aims to develop candidates’ interdisciplinary skills, all six

Key Skills and their capacity for imaginative, innovative thinking, creativity and

independence. The course provides opportunities for candidates to gain a broad

understanding of the skills, understanding and knowledge inherent in ICT. Candidates are

also encouraged to develop their critical thinking, to see the relationships between

systems designer and user and to perceive ICT within the world in which we live.

AS Level ICT


Unit Description

IT 1

Examination Paper: Information Systems

(30%) 2¼ hours

Candidates will be required to prepare a spreadsheet on a specific topic, defined

by WJEC, in advance of the written paper. Hard copies of the spreadsheet are

taken into the examination and used to answer questions in Section B. This

spreadsheet is submitted with the completed examination paper.

IT 2

Coursework Project

(20%) approximately 50 hours.

Candidates undertake DTP and multimedia tasks, presenting the outcome for

internal assessment and moderation by WJEC.


39

A2 Level ICT


Unit Description

IT 3

Examination Paper Use and Impact of ICT (30%) 2 ½ hours

A written paper of two sections, A and B, presented as a question paper

requiring a separate answer booklet. Candidates answer all questions in

Section A and one from two in Section B. Quality of Written Communication is

assessed in two questions.

IT 4

Coursework Project : Relational Database Project

(20%) approximately 50 hours.

Candidates analyse, design, implement, test and evaluate a solution to a

problem of their choice requiring the use of a relational database. This is a

substantial piece of work, undertaken over an extended period of time. It is

internally assessed and moderated by WJEC.

All AS and A2 examination dates and coursework deadlines will be in May/June of the respective

year


40

Mathematics Director of Mathematics: Mr K Williams BEng(Hons)


Mathematics is a very popular subject in the Sixth Form and most students choose it

because they enjoy mathematics and wish to continue to gain satisfaction from it by

studying it in more depth. In addition to developing students’ numerical skills,

mathematics develops their ability to analyse and solve problems in a logical way,

explaining their reasoning using symbols with precision. Although students mix

mathematics with all kinds of subjects (history, art, English etc.) it provides particular

support for those with some underlying mathematical content, such as biology,

chemistry, physics, business studies, geography and psychology. Mathematics is

normally required for higher education study of physics and engineering, and it is valued

by many university departments.

Minimum Entry Requirements:

B grade in Mathematics at the Higher Tier.

AS course The new specification for AS Mathematics will include one pure mathematics unit and

one applied mathematics unit. The applied mathematics unit will contain a combination

of statistics and mechanics. The topics covered will include proof, functions and their

graphs, trigonometry, co-ordinate geometry, calculus, displacements, velocities and

accelerations, forces, Newton’s Laws of Motion, probability theory and analysis of large

data sets.

Unit 1: Pure Mathematics A (AS Level 62.5% / A Level 25%)

Unit 2: Applied Mathematics A (AS Level 37.5% / A Level 15%)

A2 course In addition to the units studied at AS level, there will be an additional unit in both pure

and applied mathematics. The topics include further trigonometry, more advanced

calculus and trigonometry, numerical methods, statistical hypothesis testing, statistical

distributions, differential equations, projectiles and more advanced uses of Newton’s

Laws.

Unit 3: Pure Mathematics B (A Level 35%)

Unit 4: Applied Mathematics B (A Level 25%)

Career Opportunities

The following is a list of some of the employment areas in which advanced

mathematical skills are highly valued: accountancy, aerospace, automotive, defence,

business support services, chemicals, construction, consultancy, engineering,

environment, financial services, local and national government, healthcare, insurance,

management, information systems, manufacturing, metals and minerals,

pharmaceuticals, scientific research, social policy research, telecommunications,

transport, and utilities.


41

Further Mathematics

Director: Mr K Williams BEng(Hons)


Further Mathematics AS or A2 can only be taken if Mathematics is already being studied.

The course is designed for the most able mathematicians who would like to develop

greater knowledge and understanding than the normal A level provides. By adding both

breadth and depth to students’ experience of Mathematics, the Further Mathematics

course gives them insight into the elegance of the subject, and often inspires further

study. Further Mathematics is desirable for the study of mathematics, economics,

physics, engineering and other sciences at university, especially those in the research

intensive universities. For some of the most selective universities, it is a requirement.

Minimum Entry Requirement:

A* grade in GCSE Mathematics and a distinction in Additional Mathematics.

AS course

Pupils must study all three AS units. There is a mixture of pure and applied topics

including further calculus, matrices, random variables, linear regression, the Chi-squared

distribution, circular motion and Hooke’s Law.

Unit 1: Further Pure Mathematics A (AS Level 33⅓% / A Level 13⅓%)

Unit 2: Further Statistics A (AS Level 33⅓% / A Level 13⅓%)

Unit 3: Further Mechanics A (AS Level 33⅓% / A Level 13⅓%)

A2 course Pupils must study unit 4 and one of unit 5 or unit 6. Students continue to deepen their

knowledge of pure and applied mathematics. Topics include hyperbolic functions, further

matrices, polar co-ordinates, non-parametric tests, confidence intervals, modelling using

differential equations and simple harmonic motion.

Unit 4: Further Pure Mathematics B (A Level 35%)

Unit 5: Further Statistics B (A Level 25%)

Unit 6: Further Mechanics B (A Level 25%)

Career Opportunities:

The following is a list of some of the employment areas in which advanced

mathematical skills are highly valued: accountancy, aerospace, automotive, defence,

business support services, chemicals, construction, consultancy, engineering,

environment, financial services, local and national government, healthcare, information

systems, insurance, management, manufacturing, metals and minerals,

pharmaceuticals, scientific research, social policy research, telecommunications,

transport, and utilities.


42

Media Studies

Subject Leader: Mr R Page BA(Hons)


The AS and A Level courses are designed to allow media students to draw on their

existing experience of the media and to develop their abilities to respond critically to the

media. They enable students to explore a wide variety of media, including digital media

technologies, drawing on the fundamental concepts informing the study of the media:

texts, industry and audiences.

The course also encourages creative work to enable students to gain a greater

understanding and appreciation of the media through their own production work and to

develop their own production skills. At A2 in particular, students are given the

opportunity to research a topic which will then form the basis for their production, thus

encouraging them to create productions informed by an awareness of contemporary

media issues.

Behind every screen, speaker, writer and singer, there are social, economic and political

forces, which play a major part in determining not only our entertainment but also our

knowledge of the world and ourselves. AS and A Level Media Studies encourage

students to critically examine the media within a theoretical and conceptual framework.

AS Level AS Unit 1: Investigating the Media

This unit assesses knowledge and understanding of media language, representation, media industries and audiences. The exam consists of three sections. Section A: Selling Images - Advertising and Marketing One stepped question based on unseen print and audio-visual resource material and requiring reference to the advertising and marketing products studied. Section B: News in the Online Age One two-part question requiring reference to the news products studied. There is a choice of question in the second part. Section C: Film Industries – from Wales to Hollywood One two-part question requiring reference to the films studied. There is a choice of question in the second part.

Written

examination:

2 hours 15

minutes

24% of

qualification

AS UNIT 2: CREATING A MEDIA PRODUCTION

A media production, including individual research and

planning, created in response to a choice of briefs set by WJEC, and applying knowledge and understanding of key concepts

An individual reflective analysis of the production.

NON-EXAM

ASSESSMENT

16% OF

QUALIFICATION


43

A2 Level A2 Unit 3: Media in the Global Age

This unit assesses knowledge and understanding of media language, representation, media industries and audiences. The exam consists of three sections. Section A: Television in the Global Age One two-part question based on both of the set television programmes studied. There is a choice of question in the second part. Section B: Magazines – Mainstream and Alternative Media One two-part question based on both of the magazines studied. There is a choice of question in the second part. Section C: Media in the Digital Age – Video Games

One two-part question based on both of the video games studied. There is a choice of question in the second part.

Written

examination:

2 hours 30

minutes

36% of

qualification

A2 Unit 4: Creating a Cross-Media Production

A cross-media production, including individual investigative

research and development, created in response to a choice of briefs set by WJEC, and applying knowledge and understanding of key concepts and digital convergence

An individual critical analysis of the production.

Non-exam

assessment

24% of

qualification

What can the course lead on to?

Media Studies has accreditation as an A Level subject for entry to Higher Education

courses generally. It is an ideal platform for qualifications and careers in:

Advertising Animation

Broadcast Journalism Education

Film Making Journalism

Leisure & Tourism Local Government

Marketing Printing

Public Relations Publicity

Publishing Radio Broadcasting

Television Broadcasting

Web Design and many more

Media Studies encourages the acquisition of a number of very valuable skills:

Independent research and enquiry;

By analysing media texts, a heightened visual awareness and an ability to be critical

and to question;

Academic essay writing skills;

Use of multi-media technology;

Perhaps, more importantly, an improved awareness of the world around you.


44

Music

Director of Music: Mrs S Humber BA(Hons)


The AS and A2 courses build upon the three areas of listening, composing and

performing studied at GCSE. They are enjoyable courses, which help to develop a range

of transferable skills, as well as preparing for future musical study. As well as achieving

at least a B grade at GCSE, you would normally be expected to demonstrate at least

Grade 4 Music Performance and Music Theory skills to embark upon this course.

AS Level The following three modules are studied:

AS Unit 1: Performing 12% External Assessment

Solo Performance:

Performance should last between 6 and 10 minutes.

One piece should reflect a chosen area of study

(Western Classical Tradition, Musical Theatre)

Assessed by visiting examiner.

AS Unit 2: Composing 12% External Assessment

Two contrasting compositions:

Compositions should last between 3 and 6 minutes.

One composition demonstrating the musical techniques and conventions

associated with the Western Classical Tradition, in response to a brief set by the

WJEC.

One free composition.

Externally assessed by WJEC.

AS Unit 3: Appraising 16% External Assessment

1 hour 30 minutes listening examination.

Two areas of study:

The Symphony 1760-1830 including one set work, Symphony No. 103 Drumroll,

movements 1 and 2 (Haydn).

Musical Theatre – Rodgers, Sondheim, Schonberg and Lloyd-Webber.


45

A Level For the full A Level, the following three modules are also studied:

A2 Unit 4: Performing 22% External Assessment

Solo Performance.

Performance should last between 11 and 15 minutes, and contain at least 3

pieces.

One piece should reflect one area of study.

One piece to reflect a further area of study.

Assessed by visiting examiner.

A2 Unit 5: Composing 14% External Assessment

Two contrasting compositions.

Compositions should last between 3 and 6 minutes.

One composition demonstrating the musical techniques and conventions

associated with the Western Classical Tradition, and in response to a brief set by

the WJEC.

One free composition.

Externally assessed by the WJEC.

A2 Unit 6: Appraising 24% External Assessment

One written examination (2 hours)

Two areas of study.

The Symphony 1830-1910 including the set work The Symphony 1830-1910

including the set work Symphony No.1, Movement 1(Brahms).

Two further areas of study based on 20th and 21st century music.

Pupils are expected to be involved in extra-curricular activities for their instrument,

school choir and theory club. There will be regular performance opportunities during the

course.


46

Physical Education

Subject Leader: Mr S Reed BEd(Hons)


AS and A2 WJEC

New WJEC Course Proposed Subject Content

Theory Component

Applied Anatomy and Physiology

The skeletal and muscular systems

Motion and movement

The cardiovascular and respiratory systems in relation to the performance of

physical activity.

Neuromuscular

Energy Systems

Skill Acquisition

skills continuums and transfer of skills

principles and theories of learning and performance

how skill classification impacts on how practice is structured for learning

use of guidance and feedback

memory models

Sport psychology

AS and A level specifications must require students to develop knowledge and

understanding of the role sport psychology has in optimising performance in physical

activity and sport:

• factors (personality, attitudes, arousal, anxiety, aggression, motivation and social

facilitation) that can influence an individual in physical activities

• dynamics of a group/team and how they can influence the performance of an

individual and/or team

• importance of goal setting

• attribution theory

• self-efficacy

• leadership

• confidence

• stress management


47

Sport and society


understanding of the interaction between, and the evolution of, sport and society:

• the factors leading to the emergence of modern sport through to the globalisation

of sport in the 21st century

• the impact of sport on society and of society on sport

• the impact of ethics on sport and sporting ethics on society, including dev iance in

sport

• development routes from talent identification through to elite performance

• the impact of commercialisation on physical activity and sport

• the relationship between sport and the media

The role of technology in physical activity and sport


understanding of the technological developments in physical activity and sport:

• the use of technology to analyse physical activity and sport

• the development of equipment and facilities in physical activity and sport

• the role of technology in sport, for the performer and the audience

Skills

GCE AS and A level specifications in physical education will require students to

demonstrate their ability to:

• apply knowledge and understanding from the different areas outlined in the subject

content above to physical activity and sport

• use theories, concepts, principles and models to analyse and evaluate physical

activity and performance

• discuss, make judgements, present arguments and draw conclusions about aspects

of physical activity and sport

• interpret and analyse a range of data, graphical representations and diagrams in

the context of physical activity and performance

• use critically and constructively a range of source material related to physical


• perform a range of skills and techniques in physical activity and sport

• make decisions, implement strategies, tactics and/or compositional ideas, and apply

knowledge and understanding of rules and regulations while performing physical

activity and/or sport

• apply knowledge and understanding of theories, concepts, principles and methods

to physical activity and performance

• evaluate physical activity and performance, applying relevant knowledge and

understanding


48

Quantitative skills in AS and A level physical education

In order to be able to develop their skills, knowledge and understanding in physical

education, students need to have acquired quantitative skills that are relevant to the

subject content, including:

Applied anatomy and exercise physiology

• interpretation of data and graphs relating to:

• changes within musculo-skeletal, cardio-respiratory and neuro-muscular systems

during different types of physical activity and sport

• quantitative methods for planning, monitoring and evaluating physical training and

performance

Biomechanics

• knowledge and use of definitions, equations, formulae and units of measurement

• ability to plot, label and interpret graphs and diagrams

Sport psychology and skill acquisition

• understanding and interpretation of graphical representations associated with sport

psychology theories

Sport and society

• interpretation and analysis of data and graphs relating to participation in physical

activity and sport

Sport technology

• understanding of types of and use of data analysis to optimise performance

Exercise physiology

• diet and nutrition and their effect on physical activity and performance

• preparation and training methods in relation to maintaining and improving physical


• injury prevention and the rehabilitation of injury

Biomechanical movement

• biomechanical principles (newton’s laws, force, centre of mass)

• levers (components, classes and mechanical advantage)

• analysis of movement in physical activities

• linear motion

• angular motion

• projectile motion

• fluid mechanics

Assessment

The course will be assessed by a combination of examined and non-exam

assessment. It is proposed that the examinations will contribute to a total of 60-70%

of the AS and A level specifications.


49

Physics

Subject Leader: Mr R Scott BEng(Hons)


Physics is a demanding subject at A Level, requiring good mathematical ability as well as

an interest in understanding some of the fundamental workings of science. It is

regarded as a very suitable subject to lead on to further study in Pure Sciences,

Engineering of various types, as well as Medicine, Architecture and even Law.

Those studying physics are likely to be individuals with an enquiring mind, who

constantly ask questions about the world around them, how it came into being, what

governs it and enjoy discovering how things work and why.

GCSE Requirements :

At least a Grade B in Separate Physics, (possibly BB in Core/Additional Science) and at

least Grade B in Mathematics.

Those intending to complete the A2 should preferably be continuing with Mathematics in

Years 12/13.

Both the AS & the A2 courses consist of 2 modules with examinations taken in June of

both years with an additional practical module in A2

AS Level The AS modules with provisional dates are :

Unit 1: Motion, Energy & Matter

This part of the course examines motion of objects and forces experienced by objects.

There is some overlap with the mechanics aspect of maths so is helpful to those taking

both physics and maths. Energy also appears in this course and builds on what has been

learned at GCSE. The final part of the course is entitled matter where learning is centred

around the different types of materials, how they behave and their suitability for certain

applications. Particle physics is introduced at this stage studying quarks and leptons.

Unit 2: Waves and Electricity

The broad topic of properties of waves is investigated and how these properties apply to

different types of wave. This topic also covers emission and absorption of parts of the

Electromagnetic Spectrum and how this leads into photoelectric emission and the

workings of a Laser.

At this stage the Electricity topic covers conduction of electricity (including

Superconductivity) and basic D.C. circuits.

There is an emphasis on practical work, which pupils must undertake. There is no

separate examination in year 12 although questions may probe understanding of

practical techniques on either the unit 1 or unit 2 exam.


50

A2 Level The aim of the whole A Level course is to provide a rigorous preparation for further study

and also to bring together knowledge of ways in which different areas of Physics relate to

each other and to study how scientific models develop.

The A2 modules with provisional dates are :

Unit 3: Oscillations and Nuclei

This topic covers Angular Motion, Oscillations including Simple Harmonic Motion and

factors such as resonance and damping. Study of the Gas laws and Thermodynamics are

also included. The Nuclei aspect deals with radioactivity and applications of nuclear

power including applications of the famous equation E=mc2.

Unit 4: Fields & Options

The title of Fields includes a wide variety of different topics including Capacitance,

Electrostatic and Gravitational fields (including Orbits and study of the wider Universe),

Magnetic fields and Electromagnetic Induction.

There are four options of which only one needs to be answered in the paper although it

is likely that more than one will be covered given sufficient time. Options are A.C.

circuits, Medical physics, Physics of Sport and Energy and the environment.

Unit 5: Experimental Physics

This is studied over the two years as part of each unit. Skills necessary for this exam will

be built up through a number of practical sessions and specified practicals conducted

within these sessions.

Where next?

Successful candidates will have a wide variety of careers available to them. Some may

choose the university route to study physics or its related subjects such as engineering.

Others may choose to go into employment and physics is widely regarded amongst

employers especially if you wish to take up an apprenticeship.

However, if you take physics just for the enjoyment of the subject but don’t wish to

pursue it further it is held in high esteem amongst universities for any subject and

employers in all walks of life.


51

Psychology Subject Leader: Mr N Webb BA(Hons)


The word Psychology is derived from the Greek ‘psyche’ (mind, soul or spirit) and ‘logos’

(discourse or study). Literally, then, Psychology is ‘the study of the mind’.

Psychology is likely to be very different to anything that you have ever studied before.

It is a science, however, it is not as exact as the sciences that you have already

encountered. You will be examining the complexity and diversity of human behaviour

and will discover that the explanations for our actions are equally diverse. It is this fact

that makes the study of Psychology so fascinating.

Entry requirements: Due to the high literacy and numeracy demands of the course,

and due to the fact that it is not offered at GCSE, students wishing to join the course

should have a Grade B or better in both English Language and Mathematics.

AS (2 units) Unit 1 (50% of AS qualification; 20% of full A Level qualification)

Psychology: Past to Present

Written examination: 1 hour 30 minutes

Compulsory questions relating to five psychological approaches.

Unit 2 (50% of AS qualification; 20% of full A Level qualification)

Psychology: Exploring Behaviour


Section A: Theory of Research

Compulsory questions on the theory of psychological research.

Section B: Personal Investigation

One compulsory question based on an investigative activity.

Section C: Contemporary Debate

One question from a choice of two linked to the given debates.

A Level Composed of the 2 AS units and a further 2 A2 units:

Unit 3 (40% of qualification)

Psychology: Implications in the Real World

Written examination: 2 hours 30 minutes

Section A: The Study of Behaviours

Three structured essays from a choice of six.

Section B: Controversies

One question from a choice of two requiring a synoptic exploration of controversies.

Unit 4 (20% of qualification)

Psychology: Applied Research Methods


Section A: Personal Investigation

One compulsory question based on an investigative activity carried out prior to the

assessment.

Section B: Novel Scenarios

Compulsory questions requiring a response to a piece of research.


52

Religious Studies (Philosophy and Ethics) 14 – 18 Coordinator: Mr A Jones BA(Hons), MA


Philosophy of Religion and Religious Ethics gives students the opportunity to study some

of the fundamental questions which people have always asked about life: Why are we

here, how should we behave, does God exist and what happens to us when we die? This

course is available to people of any religious belief, or none. A student does not have to

be religious to succeed in Religious Studies. The course develops the student’s

evaluation and analytic skills.

The Russell Group of top universities has made it clear that RS A level provides ‘suitable

preparation for University generally’. Furthermore, both Oxford and Cambridge

University include Religious Studies in the top level list of ‘generally suitable Arts A

levels’.

AS Modules AS Unit 1: An Introduction to the Study of Religion

Written examination: 75 minutes (15% of qualification)

This will involve the study of a specific religion. There will be four themes:

Religious figures and sacred texts

Religious concepts

Religious life

Religious practices

Learners will be expected to answer two questions from a choice of five in this unit.

AS Unit 2: An Introduction to Philosophy of Religion / Religion and Ethics

Written examination: 105 minutes (25% of qualification)

Section A: An Introduction to Philosophy of Religion

There will be four themes within this unit:

Cosmological and Teleological arguments for the existence of God

Ontological arguments for the existence of God

Challenges to religious belief - the problem of evil and suffering

Religious experience

Learners will be expected to answer one question from a choice of two in this section.

Section B: An Introduction to Religion and Ethics

There will be four themes within this unit (including applied ethics in themes two to four):

Ethical thought

Aquinas' Natural Law

Fletcher's Situation Ethics

Utilitarianism

Learners will be expected to answer one question from a choice of two in this section.


53

A2 Modules

A2 Unit 1: Study of a Religion

Written examination: 90 minutes


One knowledge-based question and two analytical questions taken from four

themes:

Religious figures and sacred texts

Significant historical development in religious thought

Significant social development in religious thought

Religious practices that shape religious identity

A2 Unit 2: Philosophy of Religion




themes:

Challenges to religious belief

Religious experience

Religious language (two themes)

A2 Unit 3: Religion and Ethics




themes:

Ethical thought

Deontological Ethics

Determinism

Freewill


54

Spanish

Subject Leader: Mrs F Page BA(Hons)


AS/A level Spanish appeals to those who enjoy communicating and are interested in

other languages and cultures. Spanish AS/A level combines well with most other

subjects. Those who are interested in literature may choose to study Spanish alongside

English and other languages. On the other hand, increasing numbers of students want to

use Spanish for professional purposes and often decide to study it alongside Business

Studies or Media Studies.

A command of a second language is an advantage in any field and given that Spanish is

a fast growing language it is becoming a popular choice.

The AS/A level combines language skills with the study of the language within a broad

topic range. The WJEC course offers students the opportunity to explore a wide range of

topics through the language, discussing often sensitive topics and formulating opinions.

This course enables students to develop their speaking, writing, reading and listening skills

through a variety of activities and resources. The ability to offer one or more foreign

languages is now a requirement of an increasing number of jobs. Whilst languages on

their own can lead to careers in teaching, interpreting and translating, colleges and

universities nowadays reflect the needs of business and industry by offering courses which

combine languages with a variety of other studies – science, accountancy, business, law,

marketing, tourism.

AS Units

The AS course is centred around two key concepts:

Being a young person in

Spanish-speaking society

modern values, friendships / relationships

identity

opportunities

Understanding the Spanish-speaking

world

Spanish-speaking countries and

communities

Spanish speaking world

Unit 1

Assessment

15 minute speaking examination (12% of full A level: 48

marks)

Plus additional 15 minutes preparation time.

Unit 2

Assessment

Listening, reading and translation and critical response in

writing paper (2 hour 30 mins)


Critical response in writing is related to a chosen Spanish film.


55

A2 Units The A2 course is centred around 2 main concepts:

Diversity and difference

difference

The Two Spains : 1936 onwards

– origins, development

and consequences

-Civil War Spain – historical and

political repercussions

to democracy (represented in the arts,

cinema, literature, art and photography)

– coming to terms with the past?

"Recuperación de la memoria histórica"

Unit 3

Assessment

11-12 minute speaking examination (18% of full A level: 72

marks)

This involves:

2 minute presentation on an independent research project.

Discussion on the presentation for 9-10 minutes.

Unit 4

Assessment

Listening, reading and translation paper (1 hour 45 mins)


Unit 5

Assessment

Critical and analytical response in writing (1 hour 30 mins)

- An essay on a prescribed Spanish book



56

Textiles and Fashion

Textiles Co-ordinator: Mrs C Downs, BA(Hons)


Aims and objectives The WJEC GCE in Design and Technology offers a unique opportunity in the curriculum

for learners to identify and solve real problems by designing and making products or

systems in the Fashion and Textiles endorsed area.

Design and technology is an inspiring, rigorous and practical subject. This specification

encourages learners to use creativity and imagination when applying iterative design

processes to develop and modify designs, and to design and make prototypes that solve

real world problems, considering their own and others’ needs, wants, aspirations and

values.

The specification enables learners to identify market needs and opportunities for new

products, initiate and develop design solutions, and make and test prototypes. Learners

should acquire subject knowledge in design and technology, including how a product can

be developed through the stages of prototyping, realisation and commercial

manufacture.

This specification enables learners to work creatively when designing and making and

apply technical and practical expertise, in order to:

be open to taking design risks, showing innovation and enterprise whilst

considering their role as responsible designers and citizens, develop intellectual

curiosity about the design and manufacture of products and systems, and their

impact on daily life and the wider world

work collaboratively to develop and refine their ideas, responding to feedback

from users, peers and expert practitioners

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

develop the capacity to think creatively, innovatively and critically through

focused research and the exploration of design opportunities arising from the

needs, wants and values of users and clients

develop knowledge and experience of real world contexts for design and

technological activity

develop an in-depth knowledge and understanding of materials, components and

processes associated with the creation of products that can be tested and

evaluated in use

be able to make informed design decisions through an in-depth understanding of

the management and development of taking a design through to a

prototype/product

be able to create and analyse a design concept and use a range of skills and

knowledge from other subject areas, including mathematics and science, to

inform decisions in design and the application or development of technology

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

have a critical understanding of the wider influences on design and technology,

including cultural, economic, environmental, historical and social factors

develop the ability to draw on and apply a range of skills and knowledge from

other subject areas, including the use of mathematics and science for analysis

and informing decisions in design.


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AS Level Components This specification is divided into a total of 4 assessment units, 2 AS units and 2

A2 units. Weightings noted below are expressed in terms of the full A level qualification.

AS Unit 1: Written paper 1

AS Unit 2: Design and make task

Written Exam, 2 hours.

20% of qualification 80 marks.

Learners take an examination in fashion and textiles. The examination includes a mix of structured and extended writing questions assessing learners' knowledge and understanding of:

technical principles designing and making principles

along with their ability to:

analyse and evaluate design decisions and wider issues in design and technology.

Non-exam assessment: approximately 40 hours.

20% of qualification 80 marks A design and make task, based on a brief developed by the candidate, assessing the candidate's ability to:

identify, investigate and outline design

possibilities design and make prototypes analyse and evaluate design decisions and

wider issues in design and technology.

A Level Components (the above plus a further 2 units)

A2 Unit 3: Written paper 2

A2 Unit 4: Design and make project

Written examination: 2 hours 30 minutes

30% of qualification 100 marks

Learners take a single examination in one of the following endorsed areas:

engineering design

fashion and textiles product design.

The examination includes a mix of structured and extended writing questions assessing learners'

knowledge and understanding of: technical principles designing and making principles

along with their ability to:

analyse and evaluate design decisions and wider issues in design and technology.

Non-exam assessment: approximately 60 hours

30% of qualification 100 marks

A sustained design and make project, based on a brief developed by the candidate, assessing the candidate's ability to:

identify, investigate and outline design possibilities

design and make prototypes analyse and evaluate design decisions and

wider issues in design and technology.

Prior Learning Learners will have achieved qualifications equivalent to Level 2 at key stage 4. Skills in

numeracy / mathematics, literacy / English and ICT will provide a good basis for

progression to this Level 3 qualification. Learners will need to have studied GCSE Design

& Technology: Fashion & Textiles prior to this course as this specification builds on the

knowledge, understanding and skills established at GCSE.


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Welsh Subject Leader: Miss A Davies BA(Hons), MPhil


Why Welsh?

Improve your employability. Bilingual skills are useful for any job but especially

those involving communicating with people – education and child care, social care

and health, business and information technology, tourism and leisure, media and

performing arts, agriculture.

Welsh students have a wealth of things to include in their personal statements.

Be part of other extracurricular activities, e.g. Swansea University summer

school; come along as “swogs” (helpers) on the Year 7 Llangrannog visit.

Access two cultures. Become bilingual and access Welsh culture. With a

language come idioms and sayings, history and tales, literature and music, both

traditional and contemporary.

What will I study? AS Level

1. Unit 1 (15%).

The film Patagonia and general oracy skills

2. Unit 2 (10%).

The written coursework allows you to choose any topic of personal interest which

relates to Wales or Welsh issues.

3. Unit 3 (15%).

Language and grammar, and 5 poems (one of which will be examined).

A Level 1. Unit 4 (25%).

The play Crash and further development of day to day oracy skills

2. Unit 5 (15%).

Welsh in society (e.g. key historical events, Welsh Government policies) and

trawsieithu (the use of English text as a basis for producing written work in

Welsh).

3. Unit 6 (20%).

Language and grammar, and four short stories (one of which will be examined).

How will I be assessed? Units 1 and 4 are oral examinations, assessed in April/May.

Unit 2 is to be completed by the end of the Easter term in Year 12. One piece of

coursework must be completed under teacher supervision. The remainder can be

completed at home or in school.

Units 3, 5 and 6 are terminal written examinations lasting 2 hours each

Two languages: twice the skills, twice the choice.


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BTEC National Certificate

Engineering

Subject Leader: Mr S Davidson BA(Hons)

Examination Board: Edexcel

Why study Engineering?

The UK is considered a world leader in many aspects of Engineering for the future. A

wide range of opportunities are available for employment at all levels. Engineering and

fabrication specialists are returning to the UK recognising the quality in personnel and

technology available. In addition a large proportion of the related workforce is due to

retire in the next ten years and a projected 2.5 million jobs will become available

between now and 2020, 400,000 of them at technician level. It has far reaching

applications for those also interested in Information Technology and its practical

applications, business, electronics, and the more artistic student keen to keep up with

design technologies and techniques.

Course content

The BTEC National Certificate is aimed to help learners become occupationally ready to

take up employment in the engineering sector. Learners will build on their Level 2 skills

in studying the engineering environment and regulations sought after by employers, also

providing elements of sector specialism in studying more in-depth units.

This 30-credit certificate (1 year course), broadly equivalent to an AS level, is an applied

general qualification. It has been designed in collaboration with industry, appropriate for

those with an interest in progressing to a vocational career in industry or engineering

related fields and also supports entry into a variety of related Higher Education and

University courses in this sector and beyond.

What subjects will I study?

The course is made up of three units - one mandatory unit plus two specialist units.

Mandatory Unit:

Health and Safety in the Engineering workplace

Additional specialist units:

1. Engineering drawing for Technicians

2. Engineering Primary Forming processes


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What could the course lead to?

Successful completion offers candidates a range of options including:

Progression onto a BTEC Subsidiary Diploma in Engineering (A2 equivalent).

A solid foundation for employment or apprenticeship in manufacture, electronic,

fabrication, computer-aided design (CAD/CAM) and other engineering related

trades and industries.

Progression to Higher Education, in Higher Nationals, HND, and Degree Level

courses being highly relevant to Engineering, Manufacturing Systems, Electronic

Technologies, Military Engineering, IT, Maths, Physics and Design and Product

design related courses and careers.

Many employment opportunities can lead to jobs abroad in both developed and

developing countries as trainers of local workforces and as consultants on larger

projects and installations.

Assessment:

Health and safety in Engineering:

The mandatory segment of the course comprises three assignments. These

consist of: Producing reports and studies of health and safety regulations and

legislation, accident and incident reporting and to produce an in-depth risk

assessment with control measures of a working environment.

Engineering Drawing for technicians:

This unit is assessed through six small assignments and will enable learners to

build on level 2 skills to produce industry standard engineering drawings of

components, assemblies and circuits using a variety of sketching, drafting and

computer-aided drawing techniques. Students will produce portfolios of 3D and

orthographic sketches, component assembly drawings, demonstrate CAD based

design skills, plus written reports on industry standardisation and evaluation of

drawing techniques and CAD systems.

Engineering Primary Forming processes:

This unit is assessed through four assignments exploring the primary forming

processes found in engineering. To complete the assignments, learners will

investigate moulding techniques for metals, ceramics and polymers, deformation

processes for metals and polymers, and shaping assembly of composites.

For each technique and process, learners will form an appreciation of the

fundamental process requirements and the working techniques used. They must

understand the relevant health and safety and related legislation which affect

each process.

Final Selection of additional units will be at the discretion of the course tutor.

Assessments are graded form Pass, through Merit to Distinction and in addition the

qualification carries UCAS points.


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BTEC Food Science and Nutrition

Subject Leader: Mr S Davidson BA(Hons)

Why study Food Science and Nutrition?

An understanding of food science and nutrition is relevant to many industries and job

roles. Care providers and nutritionists in hospitals use this knowledge, as do sports

coaches and fitness instructors, hotels and restaurants, food manufacturers and

government that support healthy eating initiatives. Many employment opportunities

within the field of food science and nutrition are available to graduates.

This is an Applied General qualification. This means it is designed primarily to support

learners progressing to university. It is mainly designed for those wanting to pursue

careers or learning in related areas such as sports development, health and care and

social policy. The range of units available would support learners’ progression from study

at Level 2, but in particular GCSEs in Biology, Physical Education and Humanities.

Course content

This is an exciting new course which will allow learners to gain a wealth of knowledge

about Food Science and Nutrition. They will have the opportunity to learn about the

relationship between the human body and food, as well as developing practical skills

linked to experimental work and the cooking and preparation of food. Learners will be

able to consider employment in a range of different industries including the food and

drink sectors of hospitality, catering, food production and food retail.


Together with other relevant qualifications at Level 3, such as A levels in Biology, and

Physical Education, or Level 3 vocational qualifications in Sport Studies and Health and

Social Care, learners will gain the required knowledge to be able to use the qualification

to support entry to higher education courses such as:

• BSc Food and Nutrition

• BSc Human Nutrition

• BSc (Hons) Public Health Nutrition

• BSc (Hons) Food Science and Technology


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What will I study?

The course is made up of three units - two mandatory units plus one optional unit.

Mandatory Units:

1. Meeting Nutritional Needs of Specific Groups

This unit will enable learners to demonstrate an understanding of the science of

food safety, nutrition and nutritional needs in a wide range of contexts, and

through on–going practical sessions, to gain practical skills to produce quality

food items to meet the needs of individuals.

2. Ensuring Food is Safe to Eat

The second mandatory unit will allow learners to develop their understanding of

the science of food safety and hygiene; essential knowledge for anyone involved

in food production in the home or wishing to work in the food industry. Again

practical sessions will support the gaining of theoretical knowledge and ensure

learning is a tactile experience.

Optional Units:

3. Experimenting to Solve Food Production Problems

4. Current Issues in Food Science and Nutrition

Studying one of the two optional units will allow learners the opportunity to study

subjects of particular interest or relevance to them, building on previous learning and

experiences. Selection of optional units will be at the discretion of the course tutor.

Assessment:

Each unit has an applied purpose which acts as a focus for the learning. The applied

purpose demands authentic work related learning in each of the available units. It also

requires learners to consider how the use and application of their learning impacts on

themselves, other individuals, employers, society and the environment. The applied

purpose will also enable learners to learn in such a way that they develop:

• skills required for independent learning and development

• skills to ensure their own dietary health and well being

• a range of generic and transferable skills

• the ability to solve problems

• the skills of project based research, development and presentation

• the ability to apply mathematical and ICT skills

• the ability to work alongside other professionals, in a professional environment

• the ability to apply learning in vocational contexts

Assessments are graded form Pass, through Merit to Distinction.


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OCR Cambridge Technical Health and Social Care

Subject Leader: Miss L Frost

The course is aimed for students interested in direct entry into employment within a

Care Setting and for students interested in progression to Higher Education. The

following separate qualifications are offered:

To take these qualifications learners don’t need any specific knowledge or skills related

to the qualification.

Level 3 Cambridge Technical Certificate in Health and Social Care

For this qualification learners must achieve the three mandatory units.

• Building positive relationships in health and social care - Internally assessment

• Equality, diversity and rights in health and social care - External assessment

• Health, safety and security in health and social care - External assessment

Internally assessed units are graded as Pass, Merit or Distinction and aim to:

develop students’ knowledge and understanding of the health and social care

sector and the chosen specialist pathway selected

develop students’ skills, knowledge and understanding in contexts that are

directly relevant to employment situation

develop students’ ability to work autonomously and effectively in a health and

social care context

enable students to develop knowledge and understanding in specialist areas of

health, social care and early years care and education, and demonstrate the skills

needed to participate in the operation and development of real health and social care settings

encourage progression by assisting in the development of skills, knowledge and

understanding that students will need to access further or higher education programmes or occupational training on a full-time or part-time basis

encourage progression by assisting in the development of skills, knowledge and

understanding that students will need to enter employment or enhance their

current employment status

promote interaction between employers, centres and students by relating

teaching and assessment to real settings.

Assessment

The course is assessed through a continuous programme of assignments, externally

assessed units, class activities, presentations, written reports and work experience.

Students who fail to reach assessment objectives may be able to resubmit their

assignment at a later date.

To take these qualification learners do not need any specific knowledge or skills related

to the qualification.


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Cambridge Technical Level 3 in ICT


Why choose IT?

The Cambridge Technical in IT consists of a wide range of units such as creating a

website, computer animation and e-commerce. It is an ideal foundation for students

entering the workplace, providing them with a theoretical background reinforced with

practical skills that transfer into the modern workplace.

A qualification in Information Technology opens up an incredible world of opportunities

for work, not only within the technology industry but also in supporting roles within other

industries. These could include roles within the games design industry, web and

animation development.

Units available

Communication and employability skills for IT (core)

This unit will equip students to use a variety of communication skills, and provide them

with an understanding of the skills an employer wants and how to adapt the message to

their audience.

Information systems (core)

This unit demonstrates the types of information held in the workplace, how it can be

used to gain a competitive edge and how it must comply with legislation.

Website production

A website can make or break a business; students will design, create and test a

functioning website, including understanding architecture, design and security issues.

Computer animation

Students will learn about different types of animation and how they can be used in

different media; they will also create their own animation.

Spreadsheet modelling

Spreadsheets are an important tool in business; students will learn how to create a

complex spreadsheet and use it to highlight information and solve problems.

Database design

This unit will provide students with the skills they need to design, create, test and

evaluate a relational database.

Digital graphics

Students will create, modify and manipulate images after learning about the hardware

and software available for working on graphic images and the file formats that exist.


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Progression to employment and further qualifications

These qualifications are designed to enable learners to enter employment.

For example, a learner achieving an OCR Level 3 Cambridge Technical Certificate in IT

may: enter employment; enter employment and undertake a related qualification at a

level appropriate to the job role; enter employment and undertake other related

occupational qualifications.

These qualifications have been designed to develop the skills, knowledge and

understanding required to enable progression to further education/higher education in

the same or related areas in the Qualifications and Credit Framework (QCF) and from the

National Qualifications Framework (NQF).

Assessment

All units are centre-assessed and externally moderated by a visiting Moderator. All units

are graded: Pass, Merit and Distinction.


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Cambridge Technical Level 3 in Media

Subject Leader: Mr R Page BA(Hons)

Why Media?

The creative industries are an important growth area in the UK, bringing significant

cultural and economic benefits. The Level 3 Cambridge Technicals in Media offers a wide

range of units to reflect the range of opportunities available within the Media sector. It

is an ideal foundation for students, providing an understanding of Media through

engagement with media products, production process and technologies. This leads to

the application of practical and creative skills that transfer easily into the workplace.

Students study a range of media products, including films, advertising campaigns and

magazines. They will learn about the institutions (such as the BBC, Sky and Warners)

that produce media products. They will look in detail at how audiences are targeted by

media producers and how audiences relate to films, magazines, TV programmes and the

internet.

In the first year the initial focus is on building the essential practical skills in media

production, such as photography (including editing using Photoshop) and graphic design

(sometimes using Illustrator.) Alongside this, students will find out about the research

process involved in creating a media product and prepare to produce some individual

products of their own.

In the second year, students will explore the world of video production and create short

pieces based on research into different areas such as advertising, television and film.

Sample units that may be offered

Analysing media products and audiences

The aim of this unit is to enable students to understand media institutions, how they

work and the products they produce. Students will consider production process, target

audiences, distribution and marketing through the analysis of media products.

Producing a print-based media product

The focus of this unit is to produce pre-production materials, and carry out relevant

recces and risk assessments to make sure students can work safely in production

stages. Students will identify and resolve any relevant legal and/or ethical issues

associated with the print media product they are producing. They will also produce

materials that they can use and edit to create a final print media product.

Print-based advertising media

By completing this unit, students will learn about advertising campaigns and how print-

based advertising media is used within them. They will understand how to plan an

advertising campaign for a product, and how to produce print-based advertisements for

this product. They will also present their ideas for a print-based advertisement, having

the opportunity to make refinements to it from the feedback they receive.


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Producing an audio-visual media product

This unit sees students producing pre-production materials, and carrying out relevant

recces and risk assessments to make sure they can work safely in production stages.

They will identify and resolve any relevant legal and/or ethical issues associated with the

audio-visual media product they are producing. They will produce materials that they

can use and edit to create a final audio-visual media product.

Photography for media products

This unit explores the use of professional photographs in media products. Students will

understand how to plan for a photographic shoot, and take and edit a range of

photographs for a specific media product.

Assessment There is no examination. Students must produce coursework. All units are centre-

assessed and externally moderated. All units are graded: Pass, Merit, Distinction.


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BTEC Subsidiary Diploma in Music (Performing)

Director of Music: Mrs S Humber BA(Hons)

This is a practical qualification where you will learn about music performance and the

areas that support it. The course is composed of 6 units and it is equivalent to one A

Level:

Performance Techniques

Students learn to develop as a performer, where they have a task on how to practise, a

solo performance and an ensemble performance.

Solo Performance

This is a 20 minute recital where students take the lead and demonstrate their

instrumental abilities.

Ensemble Performance

Students are required to form a band or other group and perform. Students also study

other ensembles and bands and how they work.

Music Project

Students put on their own concert. They organise acts, lighting, sound, publicity and

ticket sales.

The Sound and Music Industry

Students learn how the music industry works. It gives students an in depth knowledge

of how a concert runs, how artists work and the job roles that are involved.

Aural

This helps students develop their musical ear and how to play musical items by listening

to them.

Assessment

All units are centre-assessed and externally moderated by a visiting Moderator. All units

are graded: Pass, Merit and Distinction.


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BTEC Level 3 in Performing Arts

Subject Leader: Miss C Ashton, BA(Hons)

BTEC Level 3 Certificate (Year 12) This is a one year course giving the learner the equivalent of one AS Level.

The BTEC Level 3 Certificate offers a specialist qualification that focuses on particular

aspects of employment within the appropriate vocational sector. It is a qualification

which can extend a learner’s programme of study and give vocational emphasis.

The Course is a 30-credit and 180-guided-learning-hour (GLH) qualification that consists

of one mandatory unit plus optional units that provide for a combined total of 30 credits.

BTEC Level 3 Subsidiary Diploma (Year 13) If candidates are successful in Year 12 they may be given the option to go on to study

for a second year where they would complete a further 30 Credits in order to achieve the

60-credit BTEC Level 3 Subsidiary Diploma. This offers greater flexibility and a choice of

emphasis through the optional units. It is broadly equivalent to one A Level. The Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts is a 60-credit and 360-

guided-learning hour (GLH) qualification that consists of one Mandatory unit plus

Optional units that provide for a combined total of 60 credits (where at least 45 credits

must be at Level 3 or above).

3

3

Mandatory Unit

Performing to an Audience 10 3

Optional Units

Devising Plays 10 3

Theatre in Education 10 3

Classical Theatre Performance 10 3

Contemporary Theatre Performance 10 3

Musical Theatre Performance 10 3

Developing Voice for the Actor 10 3

Principles of Acting 10 3

Applying Acting Styles 10 3

Drama Improvisation 10 3

Developing Physical Theatre 10 3

Developing Movement Skills 10 3

The final selection of Units will be determined by the discretion of the Course Tutors.


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BTEC National Diploma

Sports Studies

Subject Leader: Mr S Reed BEd(Hons)

Examination Board: Edexcel

Course Outline

The BTEC National Diploma provides for a highly specialist work-related qualification.

You learn by completing projects and assignments that are based on realistic workplace

situations, activities and demands. As well as learning about the employment area you

have chosen, you develop the skills you need to start a career.

Assessment

The new course now has a 1.5 hour examination linked to Unit 1 Anatomy and

Physiology. This can be taken in January and June as set time periods. Unit 2 is also

externally assessed by a 2 hour Controlled Assessment Task under supervised conditions

on Fitness, Training and Programming for Health, Sport and Well-being.

The course will be assessed through a continuous programme of assignments, class

activities, practical tasks, discussions, presentations, written reports, work experience,

organising events and coaching. Each assessment will be graded against performance

criteria and each unit will be awarded a Pass, Merit or Distinction.

If a student fails a module they will need to resubmit their work until they achieve at

least a Pass. Students cannot progress to the next module until a Pass has been

achieved in each module.

Students will receive two submission deadlines for all units except practical sport. The

first deadline is for draft work and will be an opportunity to receive specific feedback on

how to improve work in order to attain higher grades. This is often conducted in a 1:1

environment.

The second submission is the final submission where the final unit grade is awarded.

If a student fails to meet the draft deadline then they will sacrifice the opportunity to

receive extra feedback.

Students who fail to meet the final submission date will not receive a grade for the unit.

A student who receives an upgraded mark for two units will be unable to achieve the full

qualification.

The 90-credit BTEC National Diploma is broadly equivalent to 1.5 A levels which means

when you have finished the course you can choose whether to get a job straightaway or

go into higher education.

The course is made up of 7 units – 4 mandatory units and 3 externally assessed units.

What subjects will I study?

4 mandatory units:

1. Anatomy & Physiology

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

3. Professional Development in the Sports Industry

4. Sports Leadership


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Students also take 3 specialist units from:

5. Application of Fitness Testing

6. Sports Psychology

7. Practical Spots Performance

8. Coaching For Performance

9. Research Methods in Sport

10. Sports Event Organising

11. Research Project in Sport


Successful completion of the National Foundation Diploma in Sport offers candidates

several routes of progression:

Direct entry into training courses or employment within the Sport and Leisure

industry in a variety of roles such as in fitness centres, leisure centres and

outdoor pursuit centres.

Progression to Higher Education to study Higher Nationals or Degrees in Sport

and Leisure Management, Sports Studies or Physical Education.


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