POST-16 PROSPECTUS UPDATE SEP 11.cdr

HORSFORTH SCHOOL 

POST 16 PROSPECTUS 

FOR 2013 

OPPORTUNITY AND ACHIEVEMENT FOR ALL 

1

PROGRAMME FOR ENTRY INTO THE 

SIXTH FORM 2013 

8th November 2012 

Year 11 into 12 Information 

Evening 6.00pm 

An opportunity to find out 

about our 6th Form, to meet 

our subject staff and to start 

the process of choosing 

courses for next year. 

Students applying from 

outside of Horsforth School 

are invited to submit an 

application form indicating 

their preferences by: 

30th November 2012. 

23rd January 2013 Year 11 Parents’ Evening An opportunity for students 

and parents to check on GCSE 

progress 

January 2013 

May/June 2013 

Offer letters sent to potential 

6th Form students 

GCSE examinations 

A c k n o w l e d g e m e n t o f 

application and information 

regarding offer 

22nd August 2013 GCSE results received Mr Mason and Ms Nelson are 

available at School on results 

day to offer advice and 

support. 

September 2013 Term starts Students confirm their places 

in the 6th Form and also their 

subject choices. 

September 2013 

Year 12 Subject Induction 

begins 

Lessons start with a short 

induction into AS Level 


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Dear Student 

e are delighted that you are considering the Sixth Form at 

Horsforth School and aim to provide a flavour of our ethos and 

Wopportunities in this prospectus. We recognise that the Sixth 

Form is a pivotal moment in your academic career and a time to explore 

new opportunities, both academic and extra-curricular. 

At Horsforth School you will enjoy an environment in which our students 

experience the right balance of independence, challenge and supportive 

guidance. We challenge Sixth Form students to take responsibility and 

exercise leadership for themselves and their own learning. 

Judith Nelson 

Assistant Headteacher 

Every student can excel with the right support and commitment on the right courses. Our Sixth 

Formers continue to have an impressive history of gaining outstandingly good results and then 

making a successful transition into higher education or employment. In August 2012 100% of 

students passed their A Level examinations with 60% gaining grades A* - B. 

We believe in developing the whole individual by providing opportunities to pursue ambitions, 

interests and passions and develop skills and talents. There is a strong sense of community 

amongst the Sixth Form, across the whole School and within the wider community. Horsforth 

students are keen to contribute and make the difference. 

Great importance is attached to the relationship that students share with both their teachers and 

tutors, who monitor progress, oversee personal development and prepare you for the next stage of 

your lives. Your progress will be monitored very closely, teachers and tutors will work with you to 

ensure that you are always working towards your goals, offering guidance and support throughout 

your time with us as well as advising you in your choices about your future. 

The majority of Year 13 students go on to Higher Education, including several students over recent 

years taking up places at Oxford and Cambridge. Whatever the career plan, a dedicated team of 

Post-16 staff will provide excellent care, guidance and support so that students maximise their 

learning potential. 

We look forward to welcoming you into Year 12 in September 2013. 

With best wishes for a successful and enjoyable Year 11. 

Judith Nelson 

Assistant Headteacher 

THE SIXTH FORM TEAM 

Simon Mason 

Director of Post-16 Education 

Chris Lonsdale 

Post-16 Careers 

Judi Bell 

Post-16 Administrator 


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OPPORTUNITY AND ACHIEVEMENT 

FOR ALL 

e are proud of our reputation as one of the most successful and 

supportive providers of Post-16 Education in the region. We 

Wbelieve we can offer our students the combination of a broad range 

of provision, high quality resources and personalised individual support, 

which allow them to succeed and progress to University or employment. 

In each of the last three years, over 60% of A2 grades awarded to our 

students have been at A*, A or B and the ‘typical’ Year 13 student leaves 

Horsforth School with BBB grades (or equivalent). Student voice regularly 

praises the knowledge and dedication of their teachers, who are all 

experienced specialists. 

We are delighted that so many of our students choose to continue their 

education here and we also welcome the growing number of students from 

other schools. 

This prospectus will, we hope, give you a flavour of our School community, but if you wish to find out more 

please visit our website or contact us directly 

Keith Bothamley 

Headteacher 

MAXIMISING POTENTIAL 

omprehensive systems are in place for monitoring 

performance, ensuring that all students maximise 

Ctheir potential. 

Our Standards for Learning system rewards students for two 

aspects of their Post-16 study – academic effort and 

contribution to School and the Community life. The Post-16 

experience also involves a dynamic programme of activities 

incorporating presentations and activities led by external 

agencies covering a wide range of issues from health and 

road safety to global awareness, in addition to an extensive 

programme of enhancement activities. 

I hope that you decide to join Horsforth School and I look 

forward to meeting you at our Post-16 Information Evening. 

Simon Mason 

Director of Post-16 Education 

“In the Sixth Form you 

are treated more 

independently and are 

in charge of your own 

s t u d i e s s o y o u r 

learning can be more 

suited to you.” 

“It is very easy to get 

left behind with your 

work so you have to 

stay organised and 

keep up with your 

understanding.” 

ADMISSIONS PROCEDURE 

orsforth School prides itself on a 

policy of open enrolment to Post-16 

Heducation. Applications are 

welcomed from students at both Horsforth 

School and other centres of learning. 

For entry to Post-16 courses, please find 

entry requirements for each subject under 

the individual subject headings in this 

Prospectus. Entry to AS/A2 programmes is 

considered with a minimum of 5 GCSEs at 

grade C or above including a minimum of a 

grade C in Maths and English Language, 

though some Advanced Courses have 

higher entry requirements. 


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A POSITIVE LEARNING 

EXPERIENCE 

COURSE STRUCTURE 

he Advanced Level Courses available are detailed in the this Prospectus. The Advanced Post-16 

qualifications framework divides A Levels into two parts – AS and A2. 

TAS, which is taught in Year 12, is awarded half the credits of a full A Level by Universities. It resides at an 

intermediate stage of difficulty between GCSE and A2 and is an award in its own right, attainable at the 

end of one year. The A2, when added to the AS, becomes a full A Level in Year 13. 

The Applied Post-16 Courses have a different assessment pattern to traditional A Levels, with greater 

emphasis on coursework and different learning styles. The OCR Level 3 Technicals offered in ICT is a 

TWO-YEAR COURSE with no separate qualification available at the end of Year 12. Please note a small 

number of subjects may be delivered in collaboration with Benton Park School, Rawdon. 

Students initially accept places on AS courses, with progression to A2 depending on performance. The 

allocation for A2 places in Year 12 is informed by the Standards for Learning system. A minimum of a 

grade D in two subjects is required to progress to A2. 

A TYPICAL PROGRAMME OF STUDY 

dvanced students might choose three or four subjects at AS Level in 

Year 12 and continue three of them to A2 Level in Year 13, although it 

Ais possible to take a larger or smaller number of subjects in some 

circumstances. 

It is possible for Advanced students to choose a new AS Level subject for 

Year 13, depending on the option blocks and course availability. 

“Taking a wide 

range of subjects 

m a k e s S i x t h 

Form better so 

you don’t do the 

same things in 

every lesson.” 

CURRICULUM ENHANCEMENT 

e recognise the importance of broadening the education of Post-16 students beyond their 

chosen courses. Employers and universities place increasing emphasis on problem-solving 

Wabilities, inter-personal qualities, teamwork, communication, numeracy and the effective use 

of information technology. We offer a comprehensive scheme of extra-curricular activities to allow 

students to develop these qualities and skills, which are documented and used for reports and reference 

purposes and we have valuable links with a variety of departments at Leeds University. 

Horsforth School has received national commendation for our Post-16 enhancement activities, which 

include the opportunity to gain a ‘Reading Matters’ qualification, as well as enrolment on the West 

Yorkshire Police Course. 

ENHANCEMENT OPPORTUNITIES 

aid positions exist for students in technical support for 

many subjects including Science, ICT, Art and English. 

PSome Post-16 students receive training to develop the 

reading abilities of younger students at Horsforth School. 

In Music and Drama, students play a key role part in the School's 

dramatic productions, including the choreography of dance 

routines as well as forming part of the orchestra, jazz orchestra, 

choir, soul band, concert band and samba band. Those keen on 

learning sports coaching help to organise the rugby, football, 

hockey and netball teams, among others, obtaining the valued 

Community Sports Leadership Award. 

Some Post-16 members work with younger students in Key 

Stage 3 tutor group activities, ranging from drama and 

presentations to quizzes and mentoring. They also organise 

activities in areas such as Drama, Debating and History Club and 

can contribute to the School Newsletter. Post-16 students 

organise events such as ‘competitive bun sales’ and raise funds 

for charities such as Cancer Research; activities have recently 

included a Mini Olympics, talent shows incorporating music and 

dance, interform charity dodge ball and Battle of the Bands 

competitions. 


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FURTHER OPPORTUNITIES 

e are proud to have developed numerous links with 

schools and organisations in other countries – 

Wexchanges and cultural visits to France, Germany, 

Japan and Holland make an enormously positive contribution 

to the experiences of our Post-16 students. Every November 

six Year 12 students are chosen to represent School at the 

‘Japan Super Science Fair’ held in Kyoto. This fair is an annual 

event which involves 200 students from over 20 countries 

worldwide. 

Students also have the opportunity to work with Envision, an 

organisation which helps young people get involved in 

worthwhile local projects. 

STUDENT WELFARE 

ost-16 students benefit from a pastoral 

system based on small mixed Year 12 and 

PYear 13 tutor groups which focus on the 

individual. Post-16 tutors support students by 

ensuring the Standards for Learning system is 

deployed. They are the first point of contact for 

any student's concerns, and provide practical 

guidance on how to balance commitment to 

lessons, private study, enhancement activities 

and relaxation. In addition a structured 

Citizenship programme is followed. 

“The Sixth Form 

community is really 

great, the common 

room is a good 

place to make 

friends and get to 

know everybody.” 

MONITORING PROGRESS 

n addition to the Standards for Learning system, 

our Progress Review provides support by giving 

Istudents subject-specific minimum target 

grades based on their ability and prior 

performance. Students are also graded on their 

Attitude To Learning. This creates a dialogue 

between students and subject teachers regarding 

the subject-specific skills essential for success and 

involves parents through reports and consultation. 

Progress is reviewed every half term, and action 

taken to plan for improvement when necessary. 

POST-16 AND STUDENT COUNCILS 

ost-16 students experience the responsibilities and opportunities associated with citizenship 

through their involvement in the Council system. Students may act as a tutor group representative 

Pon the Post-16 Council, or as a Post-16 representative on the Student Council. They become 

involved in the decision-making processes in matters such as fundraising, the development of facilities 

and the Post-16 curriculum itself. 

All Year 12 and 13 students are ‘leaders’ at Horsforth School and are expected to act as role models for 

other students. 

POST-16 CAREERS GUIDANCE 

ur strategic programme ensures that students make informed choices about their options after 

completing their courses. 

OIndividual guidance and action-planning are coupled with a Careers Base to fit students' needs. 

Continuity and progression are very important and careful planning goes into the future of all Post-16 

students. Psychometric testing matches students' interests and the subjects taken with employment and 

Higher Education information. Visits are made to universities through Taster Days and Open Days and 

students experience job-shadowing to get a taste of potential careers, as well as having access to Leeds 

Career Guidance and in-School careers’ seminars. Parents have the opportunity to attend information 

evenings and interviews, including a Higher Education Evening dealing with all aspects of applications, 

including financial issues. All students are invited to attend the Higher Education Fair at Leeds 

Metropolitan University in June of Year 12, which includes a range of seminars and lectures in addition to 

the opportunity to speak with representatives from nearly all of the UK's Universities and Colleges of 

Higher Education. 


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POST-16 COURSES 

INDEX PAGE 

ART & DESIGN 8 

BIOLOGY 9 

APPLIED BUSINESS 9 

CHEMISTRY 10 

DESIGN & TECHNOLOGY: Product Design 11 

DESIGN & TECHNOLOGY: Product Design (Textiles) 12 

DRAMA 12 

ECONOMICS 13 

ENGLISH LANGUAGE 14 

ENGLISH LITERATURE 15 

FRENCH 16 

FURTHER MATHEMATICS 16 

GEOGRAPHY 17 

GEOLOGY 18 

HEALTH & SOCIAL CARE 18 

HISTORY 19 

ICT - CAMBRIDGE TECHNICALS 20 

MATHEMATICS 20 

MEDIA STUDIES 21 

MUSIC 21 

PHYSICAL EDUCATION 22 

PHYSICS 23 

PSYCHOLOGY 24 

RELIGIOUS STUDIES 25 

APPLIED SCIENCE 26 

SOCIOLOGY (NEW FOR 2013) 26 

SPANISH 27 

DISCLAIMER 

The School reserves the right to change or amend any details contained in this prospectus 

should circumstances make it necessary to do so. 


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ART & DESIGN 

Curriculum Leader: Mr D Questa 

Year 12 – AS FINE ART ENDORSEMENT 

Unit 1: Coursework Portfolio 

Candidates produce a portfolio of work based upon the theme of TRANSFORMATION. The focus is on including 

work which shows exploration, research and the acquisition of techniques and skills in: 

DRAWING, PAINTING, PRINTMAKING, SCULPTURE, PHOTOGRAPHY & ICT. 

Method of Assessment: 

All the work produced for this unit will be marked as a whole. 

Set and marked by the centre and moderated by visit to the centre. Visits will normally take place in June. 

Coursework: 100 marks; Weighting: 60% of total AS marks / 30% of total A Level marks. 

Unit 2: Controlled Assignment 

For this unit students select one question from a range of starting points set by OCR. They have 3 - 6 weeks to 

plan and prepare their response 

Supervised time – 5 hours. 

At the end of the lead-in period candidates must complete 5 hours of unaided work, supervised time, the first two 

hours of which should be consecutive. The work produced during the supervised time must be clearly identified. 


All the work for this unit will be marked as a whole. 

Set by OCR, marked by the centre and moderated by OCR by visit to the centre. Visits will normally take place in 

June. 

Externally-Set Assignment: 100 marks; Weighting: 40% of total AS marks / 20% of total A Level marks. 

Year 13 – A2 FINE ART ENDORSEMENT 

Unit 3: Personal Investigation 

Candidates are required to develop a personal investigation based on an idea, issue, concept or theme 

supported by 1000 – 3000 words. 



Set and marked by the centre and moderated by OCR by visit to the centre. Visits will normally take place in 

June. 

Coursework - 100 marks; Weighting: 30% of total A Level marks 

Unit 4: Controlled Assignment 

For this unit students select one question from a range of starting points set by OCR. They have a 3 - 6 weeks to 

plan and prepare their response 

At the end of the lead-in period candidates must complete 15 hours of unaided, supervised time, the first three 

hours of which should be consecutive. The work produced during the supervised time must be clearly identified. 



Set by OCR, marked by the centre and moderated by OCR by visit to the centre. Visits will normally take place in 

June. 

Externally-Set Assignment – 100 marks; Weighting: 20% of total A Level marks. 

Entry Requirements 

GCSE A*- B grade in Art & Design. 

Candidates with A*- B grades in Graphics or Textiles will be considered on individual merit. 

There is a 2 day visit to the major London galleries during November. The visit is considered a vital element of the 

course. 


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BIOLOGY 

Subject Leader: Mrs J Briggs 

Career opportunities using Biology qualifications are developing at a rapid rate. Genetics, an integral part of the 

course, is a rapidly expanding area, as are Paramedical Studies (e.g. Biomedical Sciences) and Ecology. 

st 

People with skills in these fields are in great demand as we progress into the 21 Century. 

We will be following the OCR Specification. Independent learning is a vital aspect of the course, preparing 

students to study Biology/Science based Undergraduate courses. Students expecting to pursue such courses 

are strongly advised that Biology should not be the only Science A level they follow. Students who also study 

Chemistry tend to be much more likely to achieve their target grade in A level Biology. 

Course structure 

Year 12 – AS 

Unit 211 Cells, Exchange and Transport 

Topic 1 Cells. This includes Microscopy, cell structure, cell membranes, transport in and out of cells, cell 

division, cell diversity & cellular organisation 

Topic 2 Exchange and Transport. This includes surface area, volume ratio, the need for a transport system, 

exchange surfaces, breathing, transport in animals, heart, the heartbeat, blood vessels, blood, carriage of 

oxygen by haemoglobin, transport in plants, water potential, transpiration & translocation. 

Unit F212 Molecules, Biodiversity, Food and Health 

Topic 1 Biological Molecules. This includes the structure and functions of water, carbohydrates, lipids, proteins, 

nucleic acids, the replication of DNA, the roles of DNA and RNA, enzymes and factors affecting their function. 

Topic 2 Food and Health. This includes diet and food production, balanced diet and the problems of unbalanced 

diet, heart disease, crop production and selective breeding of plants & animals, use of microorganisms to make 

food, food spoilage and methods to prevent it, causes of disease, bacterial and viral infections and protection 

from disease. 

Topic 3 Biodiversity and Evolution. This includes measurements of biodiversity & species richness, classification 

of organisms, variation and evolution, speciation, climate change, conservation and methods of maintaining 

biodiversity 

Unit 3 Practical Biology Skills 

- Qualitative (10 marks), Quantitative (10 marks) & Evaluative Skills (20 marks) 

Year 12 Assessment 

Written test papers: Unit F211 (January - 30% of AS marks) and Unit 212 (June - 50% of AS marks) 

Teacher assessed practical skills – 20% 

Entry requirements 

Students wishing to study Biology to Advanced level should have a minimum of Grade B at GCSE Biology and 

GCSE Chemistry or a minimum of an A and a B at GCSE Double Award Science. 

APPLIED BUSINESS 

Curriculum Leader: Ms A Kemp 


Unit 1: Investigating People at Work. In this module you will study how a business manages people: 

recruitment, training and motivation. You will study a number of small and large businesses and 

undertake a number of practical tasks such as interviews. 

Unit 2: Investigating Business. For this module you will prepare a business plan for setting up a small 

business, you will research into areas such as how you will manage the finances and production of the 

business, what you need to buy and how to control quality. 

Unit 3: Investigating Marketing. For this module you will prepare a report on how to market a new product or 

service. You will need to research the market and suggest the most appropriate ways of marketing the 

product. 


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Method of Assessment 

Unit 1 is an external exam in January. Units 2 and 3 are coursework; 66% of the course is coursework. 

Year 13 – A2 

Unit 4: Business Development. For this module you will prepare a detailed plan for a business start up. The 

scenario is that you have inherited £10,000 to start your own business. You will produce a plan which is 

sufficiently detailed, to submit to a bank for a loan / account application. 

Unit 5: Marketing Decisions. This module covers theories about marketing such as how the external 

environment affects marketing decisions and how firms get the best mix of products. During the module 

you will study and assess the marketing campaigns of many large businesses. 

Unit 6: Managing & Development People. In this module you must work together as a team to organise an 

event. You will also be looking at how businesses motivate their staff and the effectiveness of your 

training. As part of your coursework, you will need to prepare your own career plan for the next 5 years.. 


Unit 5 is an exam to be taken in January. Units 4 and 6 are coursework; 66% of the course is coursework. Unit 4 is 

assessed in controlled conditions during April / May. 

Additional Information 

- This course is strongly focussed on investigating real businesses. 

- Students will have the opportunity to investigate all aspects of running a business, including writing a 

business plan for starting a business. 

- Students who have already taken GCSE Business Studies or Applied Business Studies should have at 

least a C Grade in that subject to take the course. 

- There will be some calculations and written reports as part of the assessment so it is recommended that 

students will have at least a C Grade in English and Maths to succeed in the course. 

CHEMISTRY 

Subject Leader: Dr H Kyriacou 

The course offers accessible and engaging material, and focuses on the integration of How Science Works to 

help students understand the underlying principles of science. They also provide plenty of worked examples and 

exam-style questions to demonstrate how to approach complex questions. 

The Student Books include not only How Science Works boxes, and content integrated into the main text, but 

also have a number of whole spreads dedicated to covering the How Science Works aspects of the new material, 

helping students to gain an appreciation for this new element of the course. 

Year 12 - AS 

Unit Type Unit information Assessment Method 

AS 

AS 

AS 

Mandatory 

F321: Atoms, Bonds and Groups 

- Atoms and Reactions 

- Electrons, Bonding & Structure 

- The Periodic Table 

Mandatory 

F322: Chains, Energy and Resources 

- Basic Concepts & Hydrocarbons 

- Alcohols, Halogenoalkanes & Analysis 

- Energy 

Mandatory 

F323: Practical Skills in Chemistry 1 

- AS internal assessment 

1 hour exam 

AS - 30% 

A Level - 15% 

1 hour 45 min written 

exam 

AS - 50% 

A Level - 25% 

Internal assessment 

AS - 20% 

A Level 10% 


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Year 13 - A2 

Unit Type Unit information Assessment Method 

A2 

A2 

A2 

Mandatory 

F324: Rings, Polymers and Analysis 

- Rings, Acids and Amines 

- Polymers and Synthesis Analysis 

Mandatory 

F325: Equilibria, Energetics and Elements 

- Rates, Equilibrium and pH 

- Energy 

- Transition Elements 

Mandatory 

F326: Practical Skills in Chemistry 2 

- A2 internal assessment 

1 hour written exam 

A Level - 15% 

1 hour 45 min written 

exam 

A Level - 25% 

Internal assessment 

A Level 10% 


A minimum of a grade B in Chemistry or BB (Dual award) in Science 

DESIGN & TECHNOLOGY: PRODUCT DESIGN 

Curriculum Leader: Mrs H Duke 

The 3D Product Design course has been designed to encourage candidates to take a broad view of design and 

technology, to develop their capacity to design and make products and to appreciate the complex relations 

between design, materials, manufacture and marketing. 

Year 12 - AS 

Unit 1 – Theory paper – Materials, Components and Application. 50% of AS (25% of A Level) 


2 Hour written paper based on knowledge of materials and components, as well as designing skills. 

Unit 2 - Learning through Designing and Making. 50% of AS (25% of A Level) 

This is a design and make unit where knowledge of the AS subject content applied to the design and making of 

the candidates own projects. Students will make a practical outcome and submit an electronic design folio which 

demonstrates the stages of the design process. 

Year 13 – A2 

Unit 3 – Design and Manufacture 25% of A Level 


2 hour written paper based primarily on the Design and Manufacture, as well as designing skills. 

Unit 4 – Design and Making Practice 25% of A Level 

Candidates choose a major project which they design and manufacture in School. The product is usually 

constructed from a variety of materials which demonstrates the students' practical skill level. Students will submit 

an electronic design folio which demonstrates the stages of the design process. 

What careers will come from taking this course? 

3D design could take you into a number of exciting career paths. Of course there's product or automotive design, 

as well as computer generated animation. Computer Aided Design (CAD) for industrial products. This course 

takes you into architecture, teaching, manufacturing, advertising and engineering. 


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Entry requirement 

This syllabus has been selected for students with a good all round general education. Students should have 

gained at least a grade B in Design and Technology, GCSE / Art. 

DESIGN & TECHNOLOGY: PRODUCT DESIGN - TEXTILES 

Curriculum Leader: Mrs L Gordon 


At AS, candidates will have the opportunity to study and work with a wide variety of fabrics and components used 

in the design and making of textile products. They will gain an understanding of industrial and commercial 

practices within this area of design and manufacture. 

Unit 1: covers materials and components, fabric finishes, industrial and commercial practices. Development of 

design, design in practice and in the human context. 

Unit 2: coursework: a number of small design-and-make projects, plus an extended portfolio of work. 


Examination (50%): taken in January or May of AS year – based primarily on Materials and Components. 

Coursework (50%): approx 50hrs - an A3 design portfolio containing one major and two smaller projects. 

Year 13 – A2 

At A2 candidates will further develop the knowledge and understanding of materials and components, design 

and market influences and processes and manufacture studied at AS. 

Unit 3: 'Design and Manufacture'. This develops a holistic appreciation of the relationship between design and 

technology or form and function. 

Unit 4: 'Design and Making in Practice', candidates submit evidence of a single substantial fashion and design 

activity. 


Examination (25%) - a 2 hour written paper based on Designing and Manufacture 

Coursework (25%) - approximately 60 hours. Candidates evidence this with a single, substantial designing and 

making activity. 


This course encompasses every aspect of textile design, developing a broad view of design and technology. 

Students will develop a capacity to design /make textile products and to appreciate the complex relations 

between, design, materials, manufacture and marketing. 


This specification has been selected for students with a good all round education. It would be of interest to those 

students who have gained at least a Grade C in Textile Technology at GCSE, or have experience in Fashion 

Design/Manufacture. 

DRAMA 

Curriculum Leader: Mrs S Kendal 

The Edexcel Drama course is equally divided into 4 units. There are two Units in Year12 and two Units inYear13. 


Unit 1: This unit involves a detailed study of two plays. 

This will be assessed both practically and through written coursework. 

There are compulsory theatre visits and a theatre review 

Unit 2: This unit concentrates on your acting skills. It is marked by a visiting examiner. 

You will be expected to perform a play as part of a group and will also have to perform a monologue or 

dialogue. You will need to keep a working notebook for the rehearsal process. 


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Year 13 – A2 

Unit 3: This Unit allows students to devise their own piece of Drama. 

The process will be evidenced by written coursework. 

The coursework and video of performance will be sent off to an external examiner for assessment. 

Unit 4: This Unit examines your understanding of plays from a different timescale. 

It also requires a theatre visit to watch a play from a previous historical era. 

This unit is marked through a 3 hour written exam. 

Additional information 

Additional rehearsals are a compulsory part of Unit 2. 

Students will be expected to attend theatre visits. 


GCSE Drama grade B or above 

Any interested students without a GCSE in Drama by negotiation with Mrs Kendal 

ECONOMICS 

Curriculum Leader: Ms A Kemp 


Unit 1: Markets in Action: 

This module looks at business and industry. You will learn about the different factors which influence a business's 

pricing and output decisions and we will consider who determines what is bought and sold in an economy. This 

module also considers situations where business activity could produce problems for us as consumers such as 

pollution and obesity. We look at what these problems might be and debate the different solutions the 

government might use to solve these problems. 

Unit 2: The National Economy. 

This module looks at the economy as a whole; the major themes studied are inflation, unemployment, growth 

and the balance of payments. You will learn what these are, how they are measured and debate the best way for 

the government to manage the economy as a whole. Aggregate demand, aggregate supply and their interaction 

will be studied. 

Method of assessment 

2 Exams in June. There is no coursework in this subject. 

Year 13 - A2 

Unit 3: Transport Economics. 

This is an applied module where you use the knowledge gained in unit 1 of AS and apply it to the transport 

industry. You will be investigating the different major transport industries of rail, bus, air travel and car travel and 

considering how efficiently they are run. You will also consider the problems caused by the growth in travel, 

particularly to the environment, and evaluate the many solutions to these problems. This is a very topical module 

which looks at current issues in transport and the current government policy response. 

Unit 4: The Global Economy. 

This module is based on a pre-released case study. It will cover more depth on how the British economy is 

performing and in particular focus on our place in the modern global economy. It also introduces the topics of 

international development and globalisation. 


2 exams taken in January and June – no coursework at A2. 


Mathematics at Grade B and English at Grade C or above. The course is not excessively mathematical but you 

need to be comfortable with working with numbers to succeed. A pass in GCSE Business Studies is not a 

requirement for entry. 


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ENGLISH LANGUAGE 

Curriculum Leader: Mrs R Stokes 

Students will follow AQA GCE English Language Specification B in 4 units across the two years of Sixth Form 

study. 


Unit 1: Categorising Texts ENGB1 

In this first unit, which bridges the gap between GCSE and A Level study, students are introduced to the principles 

of Linguistics, which are not taught explicitly in years 7-11. They also learn about the analytical frameworks used 

in English Language study, applying them to both written and spoken language. This aspect of the unit is 

assessed by examination questions, which focus on students' ability to group, compare and closely analyse 

different types of written and spoken texts. 

The unit also focuses students' learning on how spoken and written language actually functions in the real world. 

Two topics are studied in Year 12: Language and Gender; Language and Power. 

60% AS / 30% A2 

Unit 2: Creating Texts ENGB2 

This unit is assessed by coursework. Students study stylistics including the work of a range of writers and 

different text types, and then produce two written pieces. These must be different types, for entirely separate 

purposes and audiences. Types of writing are drawn from a wide range of genres, with many students choosing 

to emulate ones which might be produced by a freelance professional writer. Students also have to produce 

'commentaries' which explain and justify their stylistic choices as writers. A flair for writing and being widely read 

in a wide range of fiction and non-fiction genres is essential. 

40%AS / 20% A2 

Summary of Assessment: 

Unit 1 assessed by examination; Unit 2 assessed by coursework. 

Year 13 – A2 

Unit 3: Developing Language ENGB3 

Two topics are studied in this unit. Language Change over time starts with the language of the prehistoric Britons 

and tracks the development of English right up to the ever changing language of the present day and the varied 

factors that influence and cause change. 

Language Acquisition teaches students about the development of children's speaking, reading and writing. As 

with previous units, both written and spoken language are covered and the examination requires students to 

apply their knowledge and skills to the analysis of a pack of data and texts relating to each of the two topics. 

30% A2 

Unit 4: Investigating Language ENGB4 

Also assessed by coursework, this unit gives students the exciting opportunity to undertake their own Linguistic 

Investigation. They begin by identifying a question they have about language, an observation they have made, 

or an area of interest they have developed. After background research has been done, students design their 

own investigation, collect and analyse data, draw conclusions using their linguistic knowledge and finally publish 

their findings. 

20% A2 


Unit 3 assessed by examination; Unit 4 assessed by coursework. 

Additional Information: 

English Language encourages students to develop their interests in and enjoyment of English, through learning 

about its structures, functions, variations and development. It allows students to develop their ability to express 

themselves in speech and writing with increasing competence and sophistication. They encounter a varied 

range of reading and examples of spoken language and develop their skills in critical thinking and linguistic 

analysis. 


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Entry Requirements: 

Prospective students need: 

- an enquiring mind 

- to be keen readers 

- to have an interest in a range of types of writing 

- a curiosity about how language actually works 

- grade B or better in GCSE English and GCSE English Literature 

ENGLISH LITERATURE 

Curriculum Leader: Mrs R Stokes 

Students will follow AQA GCE English Literature Specification B in four units over the two years of Post 16 study. 

The course covers poetry, prose, drama and critical texts written over centuries from Victorian poetry to novels 

written in the last ten years. The list of texts is set by the exam board, from which staff select texts for teaching. 


Unit 1: Aspects of Narrative LITB1 

This unit introduces students to the central position of narrative in literary texts of different genres, and various 

aspects of literary representation. Four texts are studied in detail for an open book exam (students are allowed 

non-annotated copies). They are drawn from a list of writers including novelists: Jane Austen, Charles Dickens, 

James Joyce, F Scott Fitzgerald; poets: Tennyson, Browning, Coleridge, Keats, Auden, Hardy and Rosetti. The 

poetry is available as an anthology supplied by the examination board. One text by a modern novelist will also be 

studied drawn from: Arundhati Roy, Ann Tyler, Khaled Hosseini, Andrea Levy, Ian McEwan and Sebastian 

Faulks. In the exam, one question will focus on one text in great detail and the other will ask for comparison of the 

three other texts studied on an aspect of narrative. 

AS 60% / A2 30% 

Unit 2: Dramatic Genres LITB2 

In this unit students produce a portfolio of coursework, after studying two plays within the dramatic genre of 

'Comedy.' One will be a play by Shakespeare and the other will be chosen from a wide range of plays within that 

tradition. Students write two pieces of coursework on each of the two plays studied, with each piece being a 

maximum of 1500 words. 

AS 40% / A2 20% 


Unit 1 assessed by open book exam; Unit 2 assessed by coursework. 

Year 13 – A2 

Unit 3: Texts and Genres LITB3 

A minimum of three texts from a range of genres are studied for this unit, which is assessed through closed book 

examination (students may not have copies of the texts in the exam). One text studied must have been written 

between 1300 and 1800. 

Students answer two questions in the exam, the first being an extended answer to a question on a single text, the 

second linking all three texts studied on a more generic theme. There are two 'clusters' of texts available for 

study at the choice of the teacher: 'Elements of the Gothic' (Chaucer, Shakespeare, Marlowe, Webster, Milton, 

Shelley, Bronte, Stoker, Carter) and 'Elements of the Pastoral' (Pastoral poetry collection, Shakespeare, 

Goldsmith, Blake, Twain, Hardy, Waugh, Potter.) 

A2 30% 

Unit 4: Further and Independent Reading LITB4 

This unit is assessed by coursework and encourages students to develop their own wider reading, providing 

academic challenge and an insight into undergraduate study of English Literature. Students study two literary 

texts and at least three texts from an anthology of critical writing, containing extracts written by established 

literary critics and focussed on developing students' appreciation and understanding of various critical 

approaches including the Feminist and Marxist schools of criticism. The portfolio of coursework that students 

produce will include one piece of comparative study of an aspect of the two literary texts they have studied (1500- 

2000 words) and one piece where they apply a critical model for literary criticism to a text of their choice (1200- 

1500 words). This is chosen under the guidance of the supervising teacher. 

A2 20% 


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Unit 3 assessed by closed book examination; Unit 4 assessed by coursework. 

Additional Information: 

A passion for reading is essential for this course. As well as the texts studied, students will be required to read 

widely, including other works by the same writers and works by their contemporaries. In addition to that they will 

need to undertake background and contextual research and investigate a range of critical approaches and 

interpretations of each text. Students will also be required to submit essays regularly and participate in seminars 

and discussion. Whilst the school does provide texts, students may not annotate school copies. Students are 

encouraged to purchase their own copies if they wish to annotate the texts themselves. 

Entry Requirements: 

Students must have achieved grade B or better in both GCSE English and English Literature. 

FRENCH 

Curriculum Leader: Mrs A Shaffner 


2 Units 

4 AS Topics: for each the sub topics must be studied: media; popular culture; healthy living / lifestyle; 

family / relationships. 


Examinations at the end of the year. 

Unit 1: Listening / Reading / Writing: 2 hours – 70% AS marks; 35% total A level. 

Unit 2: Speaking: - 35 minutes (20 minutes preparation) – 30% AS level; 15% total A level 

Year 13 – A2 

2 Units 

3 topics: environment; multicultural society; contemporary social issues plus two cultural topics 

(replaces coursework). 



Unit 3: Listening / Reading / Writing: 2½ hours – 35% total A level. 

Unit 4: Speaking: 35 minutes (20 minutes preparation) -- 15% total A level 


Students will develop their skills of reading and writing, listening and speaking in French through studying 

aspects of French life relevant to young people. Lessons are active and there will be the opportunity to work both 

independently and in groups. There will also be opportunities to develop ICT skills. 

Students will find that their fluency in spoken and written French improves rapidly during the course. We use a 

basic text book, supplemented with a wide range of audio and video material. All students have regular contact 

with the French assistant and trips are organised to French films and plays whenever these are shown locally. 

French compliments German, Spanish or other Arts subjects but there is no reason why those studying unrelated 

subjects should not take French as their fourth A level. 


Students must have a Grade B or above in GCSE French. 

FURTHER MATHEMATICS 

Curriculum Leader: Ms M Lee 


Unit 1: S1 Statistics 1 

Unit 2: D1 Discrete Mathematics 

Unit 3: FP1 Further Pure 1 


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3 module papers of 1 ½ hours each. 

100% examination. 

Year 13 – A2 

Unit 4: S2 Statistics 2 




3 module papers of 1½ hours each. 


Further Mathematics can only be taken when students are following the Pure and Mechanics A level. 

The Statistics course is exactly the same as that covered by the A level Pure and Statistics students. The other 3 

Pure modules are of A level standard and extend the content of the Pure Maths course. 

An essential course for students considering Mathematics degrees, and very useful for those considering 

careers in engineering and physical sciences. 


Grade A/A* GCSE 

This course will be delivered in partnership with Benton Park School, Rawdon. 

GEOGRAPHY 

Curriculum Leader: Mrs J Collis 

The AS and A2 units cover topics that are both contemporary and relevant in the modern world. They do it in 

a way that develops many skills that are both relevant in further education and in employment. 


Unit 1: Physical and Human Geography 

The Physical Geography course comprises of a core unit which looks at Rivers, Floods and their Management. 

Students will also investigate one of the option units, Cold Glacial Environments which integrates looking at 

glacial landscapes with modern issues linked to human development of these areas and the subsequent 

environmental damage. 

The Human Geography course comprises of a core unit which looks at Population Change at global, regional 

and local levels. The option unit studied covers Energy Issues including not only how much energy we use but 

also where it comes from and how much environmental damage it causes and whether it is sustainable. 

Unit 2: Geographical Skills 

Statistical skills are integrated into both core units, comprising of graph and data analysis and basic statistical 

techniques for handling data. This also includes field data techniques that will be practised during the field trip to 

the Lake District during the first half term of Year 12. 

Modular Exams 

The AS course is modular and students will sit the Unit 2 Geographical Skills paper (1 hour and worth 30% of the 

AS) in January of Year 12. They can re-sit the paper, if necessary in June. The Unit 1 Physical and Human 

Geography paper (2 hours and worth 70% of the AS) will be completed in June of Year 12. There are 

opportunities to re-sit this in January or June of Year 13 if students continue with the course to A2 level. 

Year 13 – A2 

Unit 3: Contemporary Geographical Issues 

For this unit students will study four of six possible options. 

- Plate tectonics and associated hazards 

- Weather and climate and associated hazards 

- World Cities 

- Development and globalisation 


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The Unit 3 exam will require students to answer two data response style questions and complete one essay. The 

paper is 2 ½ hours and accounts for 60% of the A2 mark and is sat in June. 

Unit 4B: Geographical Issues Evaluation 

For this module, students study pre-released material by the exam board which is on a topic area the links to the 

syllabus. 

The Unit 4B exam tests their understanding and their ability to discuss and issue with which they are familiar, 

rather than just their knowledge and memory of the topic. The paper is 1 ½ hours and is sat in January (with the 

opportunity to re-sit in June). 


GCSE Grade C or better in Geography or Geology is the minimum requirement. Students also need to be willing 

to take part in the residential visit to Coniston in the Lake District during Year 12. 

GEOLOGY 

Curriculum Leader: Mr B Wilson 


This course revisits much of the work covered at GCSE and the vast majority of questions are data response 

questions. 

Unit 1: Foundation Geology. This module essentially covers the basics of the subject and largely revisits much 

of the work covered at GCSE. It includes a look at the earth's structure, minerals, the three rock types 

and minerals and fossils. 

Unit 2: The Practical Exam. This module is based on the same subject content as the Foundation Module, only 

it is based on practical investigation of actual specimens within the context of a geological map problem. 

Unit 3: Geology and the Human Environment. In this module the students look at many issues of civil 

engineering such as the suitable sites for roads, bridges, tunnels and reservoirs and the engineering 

strategies designed to cope with hazards such as volcanoes, earthquakes and landslides. The students 

sit this module in January or May of Year 12. 


Three exams – one per unit. 

Year 13 – A2 

This course revisits much of the work covered at AS and the vast majority of questions are data response 

questions – indeed there is only one essay question which is in Module 3. 

Unit 4: Interpreting the Geological Record. This module builds on the work covered in the AS Foundation 

module, but in significantly greater detail. 

Unit 5: Geological Themes. The students investigate two aspects of the subject – we study the impact of the Ice 

Age on Britain and the Lithosphere (the earth's crust). 

Unit 6: Geological Investigations. This module consists entirely of two pieces of coursework – one based on 

fieldwork and one on lab work. The former is completed following the week's residential to 

Northumberland in Year 12 and the latter on an experiment performed during Year 13. 


Two exams (Units 4 and 5) and two pieces of coursework (Unit 6). 


The course builds on GCSE knowledge and skills. Much of Units 1 and 2 simply cover the same ideas in more 

detail. A2 is significantly more involved and challenging. 


Grade C GCSE in Geology useful – but not essential. 

Interest and motivation plus a willingness to work in the field in any weather and remain focussed and cheerful. 

HEALTH & SOCIAL CARE 

Curriculum Leader: Ms C Nealon 

This Edexcel A Level course has 6 units across Year 12 and 13. In both years assessment is based on two thirds 

coursework and one third examination. Students will learn the theory behind Health and Social Care and apply 

this to a vocational context. 


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Year 12 - AS 

Unit 1: Human Growth and Development 

This unit is assessed by examination, students study aspects of human growth and development throughout all 

the life stages from childhood to old age. 

Unit 2: Communication and Values 

This unit is assessed by coursework, here students learn and demonstrate effective communication skills 

through role plays and on work placement. 

They also examine barriers to effective communication and the importance of the Care Value Base. 

Unit 3: Positive Care Environments 

In this coursework unit students look at values and individual rights within the Health & Social Care sectors. They 

also examine barriers to access and the creation of a positive care environment. 

Year 13 - A2 

In Year 2 students will study three additional units: 

Meeting Individual Needs 

Promoting Health and Well-being 

Investigating Disease. 

Method of assessment: 

Two-thirds by portfolio – one third by exam. 


This course is particularly suited to students who have an interest in issues relating to Health & Social Care or are 

thinking about a career in this area. Relevant careers include nursing, teaching and social work It is also suitable 

for students who benefit from the majority of assessment being by coursework. 


Students should have a grade C or better in English and Science. 

HISTORY 

Curriculum Leader: Mr R Murgatroyd 

The OCR Syllabus ‘A’ course has 4 units across Years 12 and 13. These cover a Period Study, a Historical 

Enquiry, a Thematic unit and an Investigation. The Investigation piece is examined through internally set and 

marked essays which give the students a wide choice of question allowing them to focus on their own questions 

and areas of interest. 

Taken together, the 4 Units will allow students to study key historical ideas in Britain, America, Germany and 

Russia. 

In Year 12, students study Russia from 1894 – 1941. This key period covers the collapse of Tsarism, Revolution 

and the Rise of Stalin and his impact on the Soviet Union. The second unit looks at the different historical 

th 

interpretations of two key figures of 19 Century Britain; Gladstone and Disraeli. 

The thematic study in Year 13 looks at the changing nature of Civil Rights in America from 1865 to 1992. Finally, 

th 

students conduct a personal investigation into German Unification in the 19 Century. 

The study of history will equip students with the ability to read and argue critically, develop their communication 

skills, both written and oral, and also give them a much clearer understanding of the world today. 

These skills are transferable and desirable in a host of careers and Higher Education pathways. 


Grade B and above in History GCSE. The course is suitable for those who did not study History at GCSE and in 

this case a grade B or above in English will be required. 


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OCR LEVEL 3 CAMBRIDGE TECHNICALS IN IT 

Curriculum Leader: Mrs R Rogerson 

The level 3 Cambridge Technicals Diploma in IT is a natural follow on from the level 2 OCR course that all 

pupils will have studied at Key Stage 4, however it is NOT a requirement that students should have followed 

an optional ICT course at KS4. The assessment is all coursework but students will complete 6 units over 2 

years. The course allows for flexibility with the choice of units that make up the qualification that can be 

tailored to student's needs and skills and are wholly internally assessed. 

There is no AS Level equivalent for this course so it should be treated as a two year course. 

Mandatory Units: 

Communication and Employment Skills for IT 

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 

This unit demonstrates the type of information held in the workplace, how it can be used to gain a 

competitive edge and how it must comply with legislation. 

Optional Units 

In addition the students will complete 4 optional units. These will be chosen depending partly on student 

interest we will have topics like website production, interactive media, E-Commerce and Project Planning 

plus many more to choose from. 

MATHEMATICS 

Curriculum Leader: Ms M Lee 


Pure Mathematics and Mechanics or Statistics 

C1: Core 1 Pure Mathematics 


Then either S1 (Statistics 1) or M1 (Mechanics 1) 

Any student with a good grade B, A or A* will be considered for this course - this must include at least a Grade B in 

the final GCSE unit. 


Assessment is 100% examination with 3 x 1½ hour papers. The first of these is taken in January of Year 12 with 

the remaining two taken in June at the end of Year 12. 

Year 13 – A2 

Mathematics with Mechanics or Statistics 



Together with S2 (Statistics 2) or M2 (Mechanics 2) 

Students who successfully pass the AS exam with at least a grade D will complete the full A level course with 3 

further modules assessed by 3 x 1½ hour papers taken in January and June of Year 13. 


3 module papers of 1½ hours each. 


Students taking Statistics will cover work on practical statistics and theoretical probability models. It will be useful 

for those also taking Geography, Psychology, Business / Economics or Biology. 

Students taking Mechanics will cover work on Forces and Motion which will be useful for those taking Physics or 

considering a career in Engineering. 


A/A* or grade in GCSE Mathematics. Very high grade B applicants will be considered if they are recommended 

by their Mathematics teacher. 


20

MEDIA STUDIES 

Curriculum Leader: Ms N Hazell 

Students will benefit most from AQA GCE in Media Studies if they have one or more of the following: 

Five GCSEs at grade A* - C which might include a GCSE at grade A* - C in Media Studies or English or both. 

This course helps you to explore various relationships with the media. As a 'consumer' you will become more 

aware of the many ways in which media messages are presented to us, as well as discovering how the 

institutions which produce and distribute media products are trying to reach you. If you want a career in media, 

producing and evaluating your own media products will give you a hands-on understanding of how both media 

messages are created and what they are aiming to communicate. 


Unit 1 Investigating Media - Exploring the fundamentals of media forms and platforms 

Unit 2 Creating Media - Exploring the production process and producing your own media products 

Year 13 – A2 

Unit 3 

Unit 4 

Critical Perspectives - How issues are represented by the media and the impact of new media 

Research and Production – Explore the relationship between research and practical production 


Both years have similar patterns of assessment in Media Studies. In year one you will sit a two hour exam on 

'Investigating Media', which will count for 50% of your AS marks for the year. Your two productions for 'Creating 

Media' – plus a 1500 word essay will account for the other 50% 

In the second year, your two hour examination will be on the 'Critical Perspectives' unit and account for 50% of 

your marks for the year. The 'Research and Production' coursework unit – which requires a 2000 word research 

essay (or equivalent) plus a linked and fully realised production – will account for the other 50% of your marks. 

MUSIC 

Curriculum Leader: Mr J Spinks 


Unit 1: Influences on Music. 30% of AS. 

Method of assessment: Exam in 3 parts. (AQA Exam Board) 

- 30 minutes of listening to test aural skills. 

- Essay on a set work from the 'Western Classical Tradition'. (Beethoven Symphony no. 1 in C). 

- Essay on a contrasting topic. (Next year it will be 'British Pop Music since 1960'). 

Unit 2: Composition. 30% of AS. 

Method of assessment: Coursework. 

- Free composition 

Unit 3: Performance. 40% of AS. 

Method of assessment: Recording. 

- A programme of solo and / or ensemble music lasting between 10 and 16 minutes. 

Year 13 – A2 

Unit 4: Influences on Music. 40% of A2 

. Method of assessment: Exam in 3 parts. 

- 45 minutes of listening to test aural skills. 

- Essay on a set work from the 'Western Classical Tradition'. (Shostakovich Symphony no. 5). 

- Essay on a contrasting topic. ('4 Decades of Jazz'). 

Unit 5: Composition. 30% of A2. 

Method of assessment: Coursework. 

- Free composition 


21

Unit 6: Performance. 30% of A2 

. 

Method of assessment: Recording. 

- A programme of solo music. 


Students will study, perform and compose music in a variety of genres. Techniques studied should be reflected 

as influences in the students' compositions and performances. 


Either GCSE Grade B or above OR Associated Board Grade 5 practical and theory. 

PHYSICAL EDUCATION 

Curriculum Leader: Mr D Curtis 

Year 12 - AS Level 

Unit 1: 

Unit 2: 

Opportunities for and the effects of leading a healthy and active lifestyle 

Section A – questions on applied physiology, skill acquisition and 

opportunities for participation. 

Section B – questions on the application of theoretical knowledge to a 

practical situation. 

Analysis and evaluation of physical activity as performer and/or in an adopted role. 

Section A – candidates are assessed on their ability to perform, analyse 

and evaluate their execution in core skills in two sports, choosing 

out of 3 roles (performer, coach and official). 

Section B – application of the theoretical factors that improve 

performance in a practical situation (this is assessed through section B 

in the Unit 1 exam). 


Unit 1: 2 hour exam – (60% of total AS marks). 30% of total A Level marks. 

Unit 2: Practical Coursework and partly assessed in Question 7 of Unit 1 exam – 

(40% of total AS marks). 20% of total A Level marks. 

Year 13 - A2 Level 

50% of AS marks are carried over to A2 (30% from Unit 1 and 20% from Unit 2) 

Unit 3: 

Unit 4: 

Optimising performance and evaluating contemporary issues within sport. 

SECTION A - how the application of physiological and biomechanical factors 

can optimise performance 

SECTION B - how the application of psychological knowledge can optimise 

performance 

SECTION C - how social–cultural and contemporary factors can influence sport 

and their impact on the performer 

Optimising practical performance in a competitive situation. 

Candidates are assessed on their ability to: 

SECTION A - perform, analyse and evaluate their performance of the 

core skills/techniques in a competitive situation in one sport in one role as 

player/performer, coach or official. 

SECTION B – use their knowledge and understanding to observe, analyse 

and evaluate the strengths and weaknesses in their performance in relation 

to an elite performer. 

SECTION C – suggest appropriate courses corrective measures for these 

weaknesses. 


22


Unit 3: 2 hour exam – 30% of total A Level marks. Candidates answer 6 questions choosing 

2 from each section plus an applied question which examines application of theoretical 

aspects to practical situations. 

Unit 4: Practical Coursework and partly assessed in Question 7 of Unit 3 exam – 20% of total A 

level marks. 

Additonal Information / Entry requirements 

This AQA course is made up of both theory and practical components. It is beneficial for students to have studied 

GCSE Physical Education but this is not a necessity. Students must have a grade B or better in Science and/or 

PE at GCSE. Btec PE is not suitable although if a distinction is achieved then students may be accepted in 

exceptional circumstances. Students are expected to be committed to gaining a coaching qualification and/or an 

umpiring/refereeing qualification in at least one sport in addition to doing this course to enhance their marks in 

Unit 2 and Unit 4. Students will also be expected to complete the CSLA (Level 2 Sports Leaders Award). The 

course is ideal for students with an interest in sports performance and those wishing to pursue a career in sports 

teaching or coaching, physiotherapy, medicine and the recreation and fitness industry. 

PHYSICS 

Subject Leader: Dr M Kilner 

Year 12 - AS (Leading to A2) 

Imaging and Signalling 

We'll discover how your favourite tunes are compressed and stored on your iPod, how sampling rate affects the 

quality of your music, and how your digital camera creates an image. We'll also learn about the structure of the 

eye, and how optometrists correct your vision. 

Sensing 

Learn the basics behind current electricity and circuit components and you will gain an understanding of how 

sensors are used in modern technology. 

Designer Materials 

A detailed look at how structures define the properties of a material. You will also learn how we quantify the 

mechanical and electrical properties of materials by testing in the laboratory. 

Waves and Quantum behaviour 

Here you will have your understanding of waves turned on its head when you learn about Quantum Mechanics. 

You will begin to understand quantum behaviour and how we can model it using software, as well as collecting 

evidence for the wavelength of light and energy of photons in the lab. 

Space, Time and Motion 

This is more familiar physics where we look at how forces affect the motion of objects and how we can accurately 

calculate the position of objects using vectors and some simple equations. We will also consider energy transfers 

that take place. 

Quality of measurement (Coursework) 

A traditional scientific report, with particular attention paid to improving quality of measurement of a physical 

quantity, and interpreting the data. 

Physics in Use (Coursework) 

A poster based task relating to the designer materials unit. Your task is to complete research and a presentation 

about any material of your choice – from carbon fibre in tennis racquets, silicon in contact lenses, to materials 

used in human joint replacements. 

Year 13 - A2 

Models and Rules 

What have capacitor charge, radioactive decay, a pendulum swing and gravitational fields all got in common? 

Answer: we can make accurate predictions about all of them by applying straightforward mathematical 

relationships. 

Matter in Extremes 

We start off by looking at some relationships between temperature, pressure and volume of gases. As the story 

unfolds, we develop the gas laws and ultimately explain how energy levels of particles relate to different physical 

processes. 

Fields 

By the end of this unit you will be able to explain how phone chargers, motors, generators and transformers work 

as we learn about electric and magnetic fields. 


23

Fundamental particles 

In this module we will delve down deep inside the atom and learn about the most fundamental particles known to 

Physics, and how we have learned about them using the biggest machine on the planet! 

Practical Investigation (Coursework) 

This is the best opportunity to showcase your scientific flair: You choose the problem. You investigate it. You 

compile a report on your findings.... could you get your hands on the Nobel Prize this year? 

Research Briefing (Coursework) 

2 

A short written report of research on a topic of your choosing. What was Einstein's E=mc really all about? Can 

anything exceed the speed of light? 

Physics OCR Syllabus B (Advancing Physics) 

Competition for university places is fiercer than ever, and university graduates are facing the toughest jobs 

market for a generation. Regardless of what you choose to do next, a qualification at AS or A2 Physics will be a 

selling point on your CV. 

Universities and employers value A level Physics because it shows you have essential skills in thinking and 

problem solving, mathematics and modelling, and practical experimentation. 

The highlight of our course is a trip to the European Nuclear Research Facilities (CERN) in Geneva, Switzerland, 

which takes place after the Y12 June exams. CERN is home to the Large Hadron Collider (LHC), and is situated 

on the shores of Lake Geneva, in the foothills of the Swiss-French Alps. 


We require at least a A grade in GCSE additional science (not core) or at least a B in GCSE Physics. We also 

require a B in Maths at GCSE. You do not need to study A level Maths, although AS Maths with Mechanics is 

particularly complimentary with overlapping topics and skills. 

PSYCHOLOGY 

Curriculum Leader: Mr D Macintosh 


Unit 1: (PSYA1) - Cognitive Psychology, Developmental Psychology and Research Methods 

Structured compulsory questions based on Cognitive Psychology, Developmental Psychology and Research 

Methods. Questions include short answer, stimulus material and one 12 mark question requiring extended 

writing. 

Examination: 1½ hours – 50% of the total AS marks; 25% of the total A2 marks. 

Unit 2: (PSYA2) - Biological Psychology, Social Psychology and Individual Differences 

Three compulsory structured questions, one based on the Biological Psychology content, one based on the 

Social Psychology content and one based on the Individual Differences content. Questions include short 

answer, stimulus material and one or more 12 mark question requiring extended writing. 

Examination: 1½ hours – 50% of the total AS marks; 25% of the total A2 marks. 


Year 13 – A2 

Examination: January, June. 

Unit 3: (PSYA3) – Topics in Psychology 

Three-essay style questions chosen from eight topics: 

a: Biological rhythms and sleep b: Perception 

c: Relationships d: Aggression 

e: Eating behaviour f: Gender 

g: Intelligence and learning h: Cognition and development 

Examination: 1 ½ hours - 25% of the total A Level marks. 

Unit 4: (PSYA4) – Psychopathology, Psychology in Action and Research Methods 

Three sections: Psychopathology: One essay style question chosen from three. 

QWC will be assessed in this essay. 

Psychology in Action: One question chosen from three. 

Research Methods: One compulsory structured question. 

Examination: 2 hours – 25% of the total A Level marks. 


24


Examination: January, June. 


Individual research, independent learning, practical investigations as well as more traditional styles of teaching 

are features of the course. Psychology is a demanding subject and if you are going to succeed you need to be 

interested, determined and prepared to work hard. 


An open and enquiring mind is essential. Ideally students should have a minimum of Grade B in English, Maths 

and Science. 

RELIGIOUS STUDIES 

Curriculum Leader: Mrs M Perry 


Unit 1: Judaism 

In this unit students learn the central concepts and beliefs of the Jewish faith. They will explore the Jewish way of 

life focussing particularly on worship, Shabbat and festivals. Students will study contemporary issues within 

Judaism, including the role of women. Students will visit a synagogue and the Manchester Jewish Museum as 

part of the course. 

Unit 2: Buddhism 

In this unit students learn the Buddhist philosophy on life and the purpose of our existence. They will learn key 

doctrines such as the three marks of existence and the four Noble truths. They are introduced to the Buddhist 

way of life both, as a monk and a lay person. They learn the importance of meditation and the purpose of the 

Eightfold path. Students will have an opportunity to visit the Manchester Buddhist Centre and see monks at 

worship. 


Year 13 – A2 

Two examination papers: 

Judaism = January Examination 

Buddhism = June Examination 

Unit 3: Philosophy of Religion 

Students study arguments for the existence of God, focussing on the Irenaean tradition in detail. Students 

explore the ‘problem of evil’ for believers and responses such as Hick’s ‘Vale of Soul-making’. Students will 

question the nature of the soul, examine different theories of life after death and evaluate near-death 

experiences. Philosophy will develop skills of critical analysis and is recognised by universities as a rigorous 

academic subject. 

Unit 4: Religious Experience 

In this unit students will study the varieties of religious experience: visions, conversion, mysticism, revelation and 

near death experiences. They will study religious, philosophical and scientific explanations to these experiences 

and explore the problem of verification and authenticity. 


Two examination papers in June. 


The AS units cover two world religions to ease the progression from GCSE to A level. Students will develop their 

interest and enthusiasm for a rigorous study of new beliefs, attitudes and ways of living. Students will develop 

the skills of discussion, investigation, analysis and evaluation. They will select and demonstrate relevant 

knowledge and understanding and be able to use current examples from religious lifestyles. Students will adopt 

an enquiring, critical and reflective approach to religion, but also develop their own values and attitudes in the 

light of their learning. 

Future Pathways 

A Level Religious Studies or Philosophy can help those who are considering careers in journalism, social care, 

the army, child care, the police, probation work, counselling, teaching, nursing and leisure and tourism. 


Minimum Grade B in GCSE RE. A competent command of English and at least a grade C in GCSE English 

Literature / Language. 


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APPLIED SCIENCE 

Subject Leader: Miss B Pettifer 

This OCR course is the AS/A2 level of choice for students who wish to study science to a advanced level without 

specialising in the more theoretically based A levels in Chemistry, Physics or Biology. 


Unit 1 

SCIENCE AT WORK 

33.3% of AS 

PORTFOLIO 

Unit 2 

ANALYSIS AT WORK 

33.3% of AS 

PORTFOLIO 

Unit 3 

MONITORING THE ACTIVITY 

OF THE HUMAN BODY 

33.3% of AS 

EXAMINATION 

This unit will give students the opportunity to investigate the importance of science, 

and the people involved, in a wide range of organisations. Students will have the 

opportunity to investigate the science really used, the type of work actually carried out 

and will be asked to carry out two assessed practical activities. 

By studying this unit, students will learn about and practise some of the analytical 

techniques used in forensic, pathology and research laboratories, and also in the 

chemical and energy industries. Students will consider the energy organisations’ use 

and the impact they have on the environment and will be asked to complete two 

assessed practical activities. 

In this unit students will learn about the techniques that are used to collect information 

about the function of the human body. This information is essential for the diagnosis 

and care of many disorders. Monitoring the activity of organs, and analysing samples 

of body tissue and fluids, can produce information about what is happening inside the 

human body. This section also introduces ideas about how images of the inside of the 

human body are obtained. 

Year 13 – A2 

Unit 4 

INVESTIGATING 

THE SCIENTISTS WORK 

33.3% of A2 

PORTFOLIO 

Unit 5 

SAMPLING, TESTING AND 

PROCESSING 

33.3 % of A2 

EXAMINATION 

This unit provides an opportunity to work as a research scientist, and to use the 

knowledge and skills that students have developed in previous work to complete an 

extended investigation into a topic which they can research and study in depth. It will 

give students the opportunity to increase their practical competence and 

organisational skills. 

Two important areas in which scientists work are in the analysis and identification of 

naturally occurring materials and in the development of beneficial new products from 

these materials. By studying this unit students will understand how scientists use their 

knowledge to develop techniques for sampling and testing these materials. 

Unit 6 

ECOLOGY AND 

MANAGING THE 

ENVIRONMENT 

33.3% of A2 

PORTFOLIO 

In this unit, students will research and investigate the Earth's ecosystems and its 

biodiversity. This unit includes a residential field trip where students will be given 

the opportunity to learn about techniques that ecologists use to study ecosystems. 


st 

At least a C in Science (Year 10) and C in either Additional Science or Additional Applied 21 Century Science 

(Year 11). 

A grade C in GCSE Mathematics would be a significant help in this course. 

NEW COURSE FOR SEPTEMBER 2013 

SOCIOLOGY 

Subject Leader: Mrs M Perry 

Course Requirements: No prior knowledge of Sociology is necessary. English GCSE grade C or above. 

Why choose A Level Sociology? 

How can millions of people live together and yet avoid chaos? What causes crime? Are we really free or is our 

behaviour controlled? Where does our identity come from? Does the mass media have too much power? How do 

religions affect our societies? 


26

If you are interested in the way that society works and often find yourself asking these questions, then you are 

already thinking like a Sociology student. With an AS or A Level in Sociology, you will have the opportunity to 

investigate the social behaviour of yourself and others. You will learn about different cultures, social behaviours 

and traditions – just like taking a magnifying glass to the world outside your window. It's fascinating stuff! 

Course Outline: 

The course enables you to develop knowledge of sociological issues and research methods. As part of your AS 

studies, you will explore different theories of culture and identity, asking questions such as where does our 

identity come from, how does mass culture influence people? Students will also explore wealth, poverty and 

welfare, examining the reasons and responses to poverty. Within the education unit, students will develop an 

understanding of how different social groups achieve and whether we all have the same opportunities to achieve. 

At A2 level, students build on their understanding to explore how beliefs, such as religions and cults shape our 

society. The power and influence of the mass media and political groups will also be examined. Students will 

explore crime and deviance, exploring different theories of criminal behaviour and the implications crime has on 

society. 

Assessment: 

The course is assessed through examinations. Two separate papers at both AS and A2 level in which students 

have a choice of questions. 

SPANISH 

Curriculum Leader: Mrs A Shaffner 


2 Units: 4 AS Topics – for each the sub topics must be studied: media; popular culture; healthy living/ 

lifestyle; family / relationships. 



Unit 1: 

Unit 2: 

Listening / Reading / Writing: 2 hours – 70% AS marks; 35% total A level. 

Speaking: - 35 minutes (20 minutes preparation) – 30% AS level; 15% total A level 

Year 13 – A2 

2 Units: 3 topics – Environment; multicultural society; contemporary social issues plus two cultural 

topics (replaces coursework). 



Unit 3: Listening / Reading / Writing: 2½ hours – 35% total A level. 

Unit 4: Speaking: 35 minutes (20 minutes preparation) -- 15% total A level 


Students will develop their skills of reading and writing, listening and speaking in Spanish through studying 

aspects of Spanish life relevant to young people. Lessons are active and there will be the opportunity to work 

both independently and in groups. There will also be opportunities to develop ICT skills. 

Students will find that their fluency in spoken and written Spanish improves rapidly during the course. We use a 

basic text book, supplemented with a wide range of audio and video material. All students have regular contact 

with the Spanish assistant and trips are organised to Spanish films and plays whenever these are shown locally. 

Spanish compliments French, German or other Arts subjects but there is no reason why those studying unrelated 

subjects should not take Spanish as their fourth A level. 

There is a Salamanca Home Stay Visit during the Easter holidays which gives students the most timely 

opportunity to practice their spoken Spanish directly before their oral examination. 


Students must have a Grade B or above in GCSE Spanish. 

This course will be delivered in partnership with Benton Park School, Rawdon. 


27

AIMS OF HORSFORTH SCHOOL 

COMMITMENT TO LIFELONG LEARNING 

s an inclusive school we aim to help all individuals achieve their potential. We 

endeavour to offer opportunity and achievement for all members of the school and the 

Awider community. 

It is our mission to support and challenge both students and staff so they have the 

confidence to take risks – to be innovators and leaders – and move forward confidently in the 

21st century. 

As a Specialist Science College, we have a responsibility to promote science as a means of 

ensuring a better understanding of the world and to inspire a use or pursuit of science in the 

future. 

We aim: 

- To develop lively enquiring minds. Our students should be able to question, reason, 

acquire knowledge and use transferable skills effectively. 

- To provide a secure and vibrant learning environment. 

- To support all our students in a caring, consistent and fair manner. 

- To ensure our students develop a tolerant attitude towards others and are able to 

celebrate diversity. 

- To promote a deep understanding of different religious cultures and moral 

standpoints. 

- To ensure all students contribute dynamically to the school and the wider community, 

understanding the role expected of them as citizens. 

- To enable students to understand their rights and responsibilities in order to co-exist 

in a democratic society. 

- To promote health awareness, self-respect, self-confidence and self-reliance, 

together with a sense of loyalty, pride and honesty. 

- To recognise the importance of developing both as an individual and as a member of 

a team. 

To achieve our aims, we recognise: 

- The importance of continual staff training and development. 

- The importance of working closely with all of our partners. 

HORSFORTH SCHOOL 

LEE LANE EAST 

HORSFORTH 

LEEDS 

LS18 5RF 

T: 0113 226 5454 

F: 0113 226 5401 

E: info@horsforth.leeds.sch.uk 

www.horsforth.leeds.sch.uk 


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POST-16 PROSPECTUS UPDATE SEP 11.cdr

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