Tuxford Academy Post 16 - Diverse Academies Learning Partnership

Tuxford Post 16 Centre 

PROSPECTUS Contents 

LEVEL 3 

Page 

Applied Business AS and A2 20-21 

Biology AS and A2 22 

Chemistry AS and A2 23-24 

Communication & Culture AS and A2 25-26 

Critical Thinking AS 27 

Design & Technology: Graphic Products AS and A2 28-29 

Design & Technology: Textiles AS and A2 30-31 

Drama & Theatre Studies AS and A2 32-33 

English Language AS and A2 34-35 

English Literature AS and A2 36-37 

Extended Project AS 38-39 

Fine Art AS and A2 40-41 

French & Spanish AS and A2 42-43 

General Studies AS and A2 44-46 

Geography AS and A2 47 

Government & Politics AS and A2 48 

History AS and A2 49-50 

ICT AS and A2 51 

Mathematics AS 52 

Further Mathematics AS 53 

Mathematics A2 54 

Further Mathematics A2 55 

Music Technology AS and A2 56-57 

Philosophy and Ethics AS and A2 58 

Physical Education AS and A2 59 

Physics AS 60-61 

Physics A2 62-63 

Psychology AS and A2 64 

Sociology AS and A2 65-66 

Univ Award (Certificate of Personal Effectiveness) AS equivalent 67 

Use of Mathematics AS 68-69 

BTEC Health & Social Care Level 3 70 

BTEC National Award in Medical Science Level 3 71-72 

BTEC National Award in Engineering Level 3 73 

BTEC National Award in IT Level 3 74 

BTEC Subsidiary/Diploma in Sport Level 3 75 

BTEC Subsidiary Diploma in Travel & Tourism Level 3 76-77 

BTEC Public Services Level 3 78 

LEVEL 2 

English Language GCSE 80 

Functional Mathematics Level 2 81-82 

Literacy – Functional Skills Level 2 83 

Mathematics GCSE 84 

BTEC First Certificate in ICT Level 2 85 

BTEC Diploma in Public Services Level 2 86 

BTEC Extended Certificate in Sport Level 2 87 

Student Destinations – 2011 89-90 

Graduates of 2011 91 

Tuxford Post 16 Prospectus - 2 - January 2012


A message for potential students 

Thank you for considering the Post 16 Centre at Tuxford Academy. We offer 

a wide range of courses and our relationships with students are excellent. 

We will provide you with all the advice, encouragement and support that 

you will need to be successful. In an increasingly competitive world, you are 

going to need higher qualifications and we will help you achieve them. 

We will continue to ensure the highest standards of education are provided 

for every Post 16 student with a personalised timetable that allows a 

pathway to future careers. 

Our Post 16 team is dedicated to ensuring an effective climate for learning 

and maximizing student progress. 

The new school building has given us excellent facilities to help us build on our first class teaching 

and learning provision. 

Applying for a place at 

Tuxford Post 16 Centre: 

Paul Simpson, Assistant Principal (Post 16) 

Anyone who wishes to continue his or her education after the age of 16 is advised to find out what 

Tuxford Post 16 Centre can offer you: 

Come for a tour of the centre 

Speak to our Post 16 Secretary or one of the tutors about the choices available 

Read our colour brochure as well as this prospectus 

Come along to our Information Evening 

If you are considering a course at Tuxford Post 16 Centre arrange a visit to Tuxford by telephoning 

Gillian Cupit to make an appointment – 01777 870001, Ext 578. 

If you have decided already that you will be joining us, please confirm this in writing to Paul 

Simpson, Assistant Principal (Post 16). 

We hope to run the courses listed providing there is sufficient demand. 

Please note: 

1. Entry to Tuxford Post 16 is dependent on you having shown a positive attitude to learning in 

Year 11 

2. These course options are provisional, depending on demand they may change 

3. Entrance criteria may change depending on demand (if a course is over-subscribed, priority will be 

given to students with the highest grades) 



The transition process 

It is vital students have a clear vision of their next steps following their GCSE 

examinations. We take great care in guiding you into the correct path. 

Step 1: 

Step 2: 

Tuxford Year 11 students have assemblies to improve their knowledge 

of the types of courses available. Visits around the Centre can be 

arranged for other prospective students and their parents – please 

contact Gillian Cupit on 01777 870001. 

A Post 16 Open Evening takes places on Thursday 9 th February 2012 to give parents and 

prospective students information on the subjects available. 

Step 3: Induction Event in July for prospective students on Thursday 5 th July 2012. 

Step 4: 

Step 5: 

On GCSE Results Day on Thursday 23 rd August 2012, staff will be available to give advice on 

the best route forward once students receive their results. 

On Tuesday 4 th September 2012 students should arrive at the Post 16 Centre for enrolment 

and counselling about an individual curriculum to suit their needs. Sessions on study skills and 

time management will be delivered to prepare students for the more independent learning 

style needed at Post 16. Formal lessons begin on Monday 10 th September. 

On the evening of Tuesday 4 th September 2012 parents are invited to an Induction Session to 

outline our expectations and answer any questions. We expect as part of an agreement when 

accepting students, that parents attend this evening. 

Data from all subjects is reviewed every term. Parents are kept informed of progress via 

Review Reports and Parent Consultation Evenings. 

We look forward to seeing you in September! If you have any questions please 

telephone Gillian Cupit at the Post 16 Centre or make an appointment. 

For further information why not visit the school’s website at: 

www.tuxfordschool.com 



Choosing the right course for you .... 

A levels or BTECs? 

Did you know? 

42% of 18 to 30 year olds believe they took the wrong educational path and say their parents 

were one of the groups that influenced them 

More than 100,000 students have gained university places. 95% of Higher Education 

Institutions accept BTEC students (including Russell Group universities) 

Guide your child in the right direction 

GCSEs and A levels need not be the only education route that leads to university or a successful 

career. A BTEC course offers applied learning related to work which may be best for your learning 

and development. 

What is a BTEC? 

BTECs are work related qualifications suitable for a wide range of students, built to accommodate 

the needs of employers and allow progression to university. They provide a more practical, realworld 

approach to learning alongside a key theoretical background. They can be taken as well as, or 

in place of, GCSEs and A levels in schools and colleges. BTECs are recognised by schools, colleges, 

universities, employers and professional bodies across the United Kingdom and in over 100 

countries worldwide. 

How are BTECs assessed? 

BTECs are not exam-based qualifications. Exams work well for some students but others find them 

rather daunting and struggle to see how they fit into the real world of work. 

Instead, students study real-life, work-based case studies and complete projects and assessments, 

which contribute to achieving each unit studied. 

Each BTEC is made up of units. The number of units is dependent on the level and size of BTEC being 

studied. 

In order to complete each unit, students must achieve against a set of outcomes. The assessment 

criteria address theory with practical exercises. The assessment process is ongoing, so it allows the 

student to analyse and improve their own performance through their course in much the same way 

as they would in a real workplace. 

The projects that students undertake form the basis of their unit results which are graded as a Pass, 

a Merit or a Distinction. 



BTEC Nationals are designed as specialist qualifications for students who have a clear view of their 

future career or are seeking progression to higher education. BTEC Nationals are equivalent to A 

levels and are highly valued by universities, further education colleges and employers alike. There 

are more than 250 qualifications for students to choose from. These qualifications are suitable for 

students aged 16 upwards and are recommended for those who have achieved at least four A* – C 

grade GCSEs or have completed a BTEC First and have a clear view of where they want to be, or wish 

to go to university. 

A BTEC Level 3 qualification is also useful for students who go on to pursue further vocational 

studies at college. 

Options Policy 

All students in Year 12 are expected to take the equivalent of 4 AS courses (e.g. 4 AS levels, 2 AS 

levels + 2 BTECs, 4 BTECs). 

Students will not be able to drop a subject half way through the year. 

Research suggests that this enables students to achieve higher grades overall. Exceptions to this 

rule will only be made in extenuating or special circumstances. 

Russell Group Universities 

The Russell Group represent 20 leading universities across the UK. They have published a guide to 

Post 16 choices. For information and guidance visit: 

www.russellgroup.ac.uk 



UCAS POINTS 

Award 

(6 units) 

BTEC Nationals 

Certificate 

(12 units) 

UCAS 

points 

DD 240 

DM 200 

MM 160 

AS Level 

A Level 

140 A* 

D MP 120 A 

100 B 

M PP 80 C 

60 A D 

50 B 

P 40 C E 

30 D 

20 E 

KEY: D = distinction / M = merit / P = pass 

What is available? 

Qualification Units Duration (hours) Equivalent to 

Introductory Certificate 4 180 2GCSEs D – G 

Introductory Diploma 8 360 4 GCSEs D – G 

First Certificate 

3 180 2 GCSEs A* - C 

(available in Year 12) 

First Diploma 

6 360 4 GCSEs A* - C 


National Award * 


6 360 1 A level 

National Certificate * 12 720 2 A levels 

National Diploma * 18 1080 3 A levels 

*BTEC National qualifications now qualify for UCAS points 



LEVEL 3 COURSES 

Choosing the right course for you 

Level 3 courses are modular i.e. they are divided into units. The first 2 units make up the AS level; 

2 further units making up the A2 part. To obtain a full 'A' level qualification, students have to 

complete 4 units. 

BTEC courses are assessed via portfolio evidence, assessed practical work and witness statements. 

Level 3 Entry Requirements 

Students wishing to study ‘AS’ qualifications will usually need to have achieved at least a 

grade ‘B’ in their chosen subject. Students with grade Cs may be considered on a one by one 

basis. Students following a full package of ‘AS’ qualifications will normally also have at least 5 

GCSEs at grade ‘C’ or above. Where students have fewer grades at this level, a personalized 

package of both Level 3 and 2 qualifications can be put together to suit the learners profile 

BTEC Level 3 courses will require students to attain a range of about 4 grade ‘C’ GCSE passes 

Level 2 Entry Requirements 

Level 2 courses are available to students who have demonstrated a good attitude to learning 

and a willingness to succeed having achieved a range of GCSE passes mainly at grade ‘D’ and 

below. Alternatively, they offer the chance to retake one or more subjects such as English 

that needs to be achieved at grade ‘C’ or higher to enter University 

Student Choice 

Students choose a maximum of 4 AS levels in Year 12. Usually three of these subjects will be 

taken at A2 level in Year 13. It will be possible for new AS subjects to be taken in Year 13. 

Alternatively, students may choose Level 3 BTEC courses or a combination of AS level and 

BTECs. 

You should research the combinations that you propose to study before committing yourself. 

You should look at the likely subject requirements of future employers or university 

admissions tutors. It is important you choose subjects in which you have a genuine interest. 




BTEC Level 2 courses / GCSEs 

These are attractive to students who do not have 4 or 5 GCSEs at grade C or above. This one year 

course allows students to attain the Level 2 Threshold valued as being the pathway to employability. 

It also allows students to move up to advanced Level 3 courses, either at school, or elsewhere in the 

following year. 

Students studying a Level 2 course may also undertake a one day work placement each week and 

will probably have the opportunity to improve their grade in English and Maths. These courses will 

be delivered in mixed KS4/KS5 classes. 

Entry requirements 

This will depend largely on your level of commitment. You will need to be motivated if you want to 

improve your range of qualifications and to develop the skills needed to be successful in the 

workplace. The course will best suit students whose GCSE grades are predominantly in the range 

D-F. 

Student choice 

Level 2 courses are based around a ‘whole week’ package. Students who have not achieved a grade 

C in English and/or Maths will be expected to take a GCSE resit or an alternative Level 2 course in 

these subjects. 

1. A BTEC and/or GCSE qualifications 

2. Full access to the ‘Core Curriculum’ in school 

3. The possibility of a one full day work placement every week, with the possibility of gaining 

NVQ qualifications in the workplace 

4. The development of Key Skills particularly in Communication, Application of Number and IT 



Helping you to stay on track 

Our monitoring and tracking system has been developed at Tuxford to ensure all students are 

carefully guided throughout their studies. This involves using Personal Tutors who meet students on 

a one to one basis throughout the year to discuss data collected from each department about 

attendance, attainment and attitude. This is carefully checked against target grades set for all 

students based on their prior attainment. 

Students are then assigned a monitoring level based on this profile. In Year 13, excellent performers 

control their own study time, whilst students who are found to be underachieving are given extra 

support and guidance to help them improve their performance to expected levels. Parents are 

regularly contacted via termly reviews and meetings. Any concerns are quickly relayed to the home 

via tutors and pastoral leaders. 

Higher Education guidance 

Our Higher Education adviser works with students to ensure successful applications are made to 

colleges and universities. We regularly get students accepted at Oxford, Cambridge and other top 

Universities. A one week residential course on higher education (e.g. at the University of Lancaster) 

is offered at the end of Year 12. Students are also taken to higher education fairs and open days. 

Destinations of past students are printed on page 90 and 91 of this prospectus. 

Careers advice 

Please see Connexions website for details: 

www.cnxnotts.co.uk 



Expectations 

Commitment 

A successful career Post 16 is dependent upon: 

Commitment to the course, e.g. effective use of private study time 

High standard of attendance - the School expects a minimum of 95% attendance 

(No study leave in Year 12) 

Punctuality to school and lessons 

Support for the school in its standards of dress and behaviour 

There is a dress code, where the emphasis is on smart-casual 

Post 16 students have use of the Conference Room, Study Rooms, Higher Education Room 

and access to the LRC 

An awareness of the needs of all who use the Post 16 Centre is the key to success here 

IT areas and separate study rooms provide excellent research and study facilities. 

Student performance 

Students on the school roll are still in full-time education and full attendance is required for all 

sessions. Punctuality and registration is part of your personal responsibility. 

There is a 'signing-out' system. This is used by those students who wish to be off-site for part of the 

school day for any reason. The signing out system enables the school to check for fire regulation 

purposes when students are out of school at any particular time. 

Student performance is regularly monitored and reviewed with the Tutor. 



Enrichment 

In addition to the four option subjects, we offer a selection of enrichment subjects and activities. 

These are offered to give our students an advantage when they move on to Higher Education or 

employment. Increasingly the competition for university places and employment is becoming more 

intense. Many students are academically well qualified and institutions look for aspects that set 

them apart. The enrichment programme is accredited either through ‘AS’ Level General Studies or, 

‘The University Award (which awards 40 UCAS points). 

The Enrichment Options may include: 

AS General Studies (compulsory for students studying two or more AS subjects) 

University Award 

Sports Leader Award 

Young Enterprise Initiative 

Charity work and fundraising 

Duke of Edinburgh Award 

Recreation: activities range from working out in the fitness suite to gaining a Community 

Sports Leader Award 

Enterprise: Play the stock market in a share-dealing game 

Events committee: Help plan the Christmas Party and Summer Prom 

Drama: participate in drama presentations throughout the year 

Paired reading in primary school: help primary school children practise their reading 

Charity Fair stall: organise a stall to raise funds for your favourite charity 

Old People’s Christmas Party: put on an afternoon to remember for the elderly 

Teaching Assistant: help students in Year 7 at Tuxford 

World cinema: widen your outlook through some of the world’s best films 

Amnesty International: participate in campaigning for liberty 

Cooking survival guide: improve your culinary skills 



Extra curricular activities and visits: 

At Tuxford we believe in increasing the experience of our students through running numerous trips 

and social events. These in the past have included: 

Polish Exchange 

Berlin trip 

Ski trips and Dry Slope Skiing at Sheffield 

Tours of the House of Parliament with an MP 

Visits to Brazil linking with a school there 

A week at The University of East Anglia 

A week at Lancaster University 

Outward bounds weekends and activities 

Christmas Party 

End of Summer Prom 

The Post 16 Forum 

This is a self-governing body elected by the students for the students. They contribute to the 

organisation of numerous social events throughout the year, culminating in the Year 13 Prom, and 

also plan and carry out fund raising activities for charity. 

Additionally, the forum meets regularly with the Head of Post 16. This provides an excellent channel 

for communication and discussion to take place on Post 16 issues, leading to some major 

improvements. 

The Forum also plays a prominent role in the annual Post 16 Open Evening for students and parents, 

and act as mentors for the new students. 



How is ‘Life’ in Post 16 different? 

There are many differences which will make studying in the Post 16 a rewarding and enjoyable 

experience. It is important to make the most of your time, and this means not only working hard 

with your academic studies, but also becoming involved in the many other opportunities on offer. 

Today, both universities and employers prefer to see evidence of students demonstrating leadership 

skills or having participated in activities in the school or wider community. 

Some of the differences from 11-16 education include: 

You will be treated as an adult by the staff and also be expected to take more responsibility 

and control over your studies. 

You will not be expected to wear school uniform, but we request that you dress 

appropriately. 

There is a purpose built Post 16 Centre where you can study and socialise with the rest of the 

students. 

You will be focusing on fewer subjects but studying in far greater depth. In order to do this 

you will have study periods on your timetable, to provide you with the opportunity to do 

additional research with the excellent facilities provided. 

You will be expected to put a significant amount of time into your studies by completing 

additional research at home. 

Your tutor will mentor you throughout your time in the Post 16 through an individual 

interview process. 

You will participate in an enrichment programme which offers a range of sporting options, 

leadership and recreational activities and work experience. The activities help you to 

develop skills and are a valuable addition to your CV and/or UCAS personal statement. They 

will also help you to relax from your studies. 

Lunch facilities are available from the refectory. 

You will be given the opportunity to be involved in the various leadership awards offered e.g. 

CSLA. You will be involved in a peer mentoring scheme assisting students in Key Stage 3 

and 4. 



Frequently asked questions 

Do I have to stay in the Post 16 for two years to gain advanced qualifications? 

Depending on your courses, you may stay in the Post 16 for one, two or three years. e.g. One year 

to gain Level 2 qualifications or, two years to gain A levels or, two years to gain BTECs or, 3 years to 

gain Level 2 qualifications and Level 3 qualifications. 

Do I need any particular level of GCSE success to take Advanced Courses? 

There is no hard and fast answer to that question. Different courses have varying demands in terms 

of GCSE. We have found that students who offer around 5 GCSE grades at C or above are most likely 

to succeed on Advanced courses, certainly at the A2 level. The usual baseline for students wishing to 

join any AS course is a minimum average GCSE points score of 40 points (grade ‘C’ average across all 

subjects) and a grade ‘B’ or above in the chosen subject. This may change depending on demand. 

Must I have studied a subject at GCSE before starting AS level? 

Not necessarily. Some subjects demand specialist knowledge and skills only found by following a 

GCSE course e.g. Mathematics, Modern Languages, the Sciences etc. Others e.g. Psychology requires 

you to demonstrate generic skills which could have been gained in a number of areas. 

So how many advanced subjects will I study in Year 12? 

Your choice of subjects will depend on your GCSE results, and we expect to see students choose the 

equivalent of FOUR subjects for study in Year 12. 

How many advanced subjects will I study in Year 13? 

At the end of Year 12 you will make choices that might include: 

To continue with 3 subjects at A2 level (Very able students may choose 4 subjects) 

To continue with BTEC Level 3 courses 

To take up further AS level courses alongside your studies to A-level/AVCE in other subject 

How do I choose my combination of subjects? 

There is a wide choice of subjects at Level 2 and 3. You will receive advice about subject 

combinations since experience has shown that some subjects support each other. 



How many students are in a class? 

The maximum group size depends on subject studied, practical subjects need smaller groups. In 

general the maximum group size is between 20 → 30 students. More detailed information can be 

obtained from the Curriculum Leaders. 

What should I be planning? 

By Summer 2012 

I will have: 

Five or more GCSEs mostly at grade ‘C’ and 

above 

In September 2012 

I should be planning to: 

Start a range of 4 AS courses, with the 

intention of continuing 3 or 4 of these at 

A2 level in Year 13. 

Start a Diploma at Level 3 

A range of GCSEs, mostly at grade C 

Start a BTEC Level 3 course or select a 

limited number of ‘AS’ courses possible 

with a re-sit in English, Maths or Science 

if required 

Consider an Advanced Apprenticeship 

Some GCSE passes, mostly at grade D or below 

Start Level 2 courses to build up to the 

Level 2 threshold (BTEC First, GCSE, or 

Diploma) 

Consider a Modern Apprenticeship 

A few GCSEs, mostly at grade F or below 

Start Level 1 or Level 2 courses to build 

up over time to achieve the Level 2 

Threshold. 

Possibly linked to work-based learning 

Not much in the way of exam results but the 

offer of a job 

Be very careful about a job that does not 

provide work-based learning. Any decent 

employer will make it possible to get you 

qualified. This is vital if you wish to 

progress through your career to higher 

earnings 

Tuxford Post 16 Prospectus - 16 - January 2012


“What to do now ....” 

Option forms 

You will receive a draft option form. Completing and returning this form as soon and as accurately as 

you can is extremely important. We will analyse the choices all students make and may re-arrange 

the option blocks you see here to meet student need. Therefore, your returns DO influence what we 

do. 

It is important to indicate interest in a subject early. Nil returns for a subject, or a very small number 

of students indicating that they wish to opt for a subject means the subject may not run in that year. 

Dates of Year 11 Post 16 Options Evening 

Tuxford Academy: Thursday 9 th February 2012 

Who to contact 

If you have any questions about the option blocks provided here, how to complete the option form 

or the options that are running in a school other than your home school, please contact the 

following people. 

Mr P Simpson: Assistant Principal Post 16, Tuxford Academy (tel 01777 870001) 

Mr D Cotton: Vice Principal, Tuxford Academy (tel 01777 870001) 

Tuxford Academy Post 16 

All teachers based on one site, available to help all day 

AS, A2, BTEC Level 2 and 3 and GCSE courses 

A commitment to personalized learning 

Over 250 students on roll 

A high success rate with very low drop out 

Friendly and supportive staff 

Excellent facilities and equipment 



Choosing your courses 

Your choice of Post 16 course(s) depends on a range of considerations such as: 

Your GCSE qualifications 

Your career aspirations 

Your subject interests 

The rest of this brochure contains information about the courses offered and is divided into three 

major groups: 

Level 3 (AS, A2 and BTEC courses) See pages 20 - 78 

Level 2 (GCSE and BTEC courses) See pages 80 – 88 






APPLIED BUSINESS AS and A2 

EXAMINATION BOARD: 

AQA 

SPECIFICATION NUMBER: AS – 8611 

A2 – 8616 

Why study Applied Business? 

Business Studies is about how businesses and organisations make decisions and operate in an ever-changing 

environment. This subject will interest you if you have a genuine interest in what is happening in the world 

of business and you want to know why businesses make the decisions that they do. This course shows 

business principles being applied to real organisations. 

What will I learn about? 

Three units are covered in the AS course: 

Unit 1 - 

Unit 2 - 

Unit 3 - 

Investigating Business 

This looks at a broad range of internal and external factors affecting the success of the 

business. 

People in Business 

This considers the roles, responsibilities and qualities of people within a business and 

investigates recruitment procedures and training methods. 

Financial Planning & Monitoring 

This unit considers how businesses plan their finances and monitor their financial 

performance. 

At A2 there will be a further three units: 

Unit 8 - 

Unit 10 - 

Unit 12 - 

Business Planning 

Candidates produce a structured business plan for a new product or service. 

Promotional Activities 

Candidates develop a promotional campaign for a business they know. 

Managing People 

This unit investigates how different types of management style impact upon the way in 

which a business operates and upon the staff who work in it. 



How is Applied Business taught? 

You will be provided with a broad introduction to business in realistic contexts through visits to 

organisations, video, Internet, newspaper articles and business case studies. Discussion and interaction is 

expected and some group work is essential as you progress through the course. 

How will I be assessed? 

AS Assessment 

Unit 1 - Portfolio 33⅓% of the total AS marks 

Unit 2 - Portfolio 33⅓% of the total AS marks 

Unit 3 - 1 hour examination 33⅓% of the total AS marks 

A2 Assessment 

Unit 8 - Portfolio 16⅔% of the total A2 marks 

Unit 10 - Portfolio 16⅔% of the total A2 marks 

Unit 12 - 1 ½ hour exam 16⅔% of the total A2 marks 

Pathways for future careers/courses 

This course gives a good foundation for higher education or employment opportunities in the business 

sector, however the skills of analysis and evaluation developed during the course will be valuable for 

any future career routes. 



BIOLOGY AS and A2 


COURSE TITLE: 

EDEXCEL 

Salters-Nuffield Biology 

The Course 

The new Biology A-level course is taught through eight contemporary topics to help motivate students. 

These are context orientated and link many of the concepts studied to real life examples to try and 

ensure a high level of interest for the students. 

The course also has an exclusive dedicated website that students can log into and download resources 

to inform their learning. 

The content: 

AS Biology 

Unit 1: Lifestyle, Transport, Genes and Health 

Unit 2: Development, Plants and Climate Change 

Unit 3: Issue Report 

A2 Biology 

Unit 4: Environment and Survival 

Unit 5: Energy, Exercise and co-ordination 

Coursework 

Unit 6 Individual Investigation 

Assessment 

The course takes a modular approach with unit 1 and unit 4 being assessed in January and the Unit 2, 3, 

5 and 6 taking place in the summer. The coursework components are completed throughout the year. 

Progress is tracked throughout the course. 

Future careers 

Biology is a subject that leads on to many different careers including: 

Medicine, veterinary science, genetics, biotechnology, nursing, marine biology, microbiology, 

pathology, forensic science, law and teaching. 



CHEMISTRY AS and A2 


SPECIFICATION NUMBER: 

OCR 

AS Level – H035 

A2 Level – H435 

Why study Chemistry? 

A qualification in AS/A2 Chemistry demonstrates that you have:- 

- good analytical skills 

- ability to learn high level information 

- organised and logical approach to problem solving and practical situations 

These skills are transferable to a number of careers which is why it is highly valued by universities and 

employers. 

What I will learn about? 

The Chemistry course is related to everyday life. At AS you will learn about ‘Chemistry for Life’ and 

‘Chemistry of Natural Resources’. This knowledge and understanding will enable you to answer 

questions like: 

‘Where did the chemical elements in the universe come from?’ 

‘Why do aerosols harm the ozone layer?’ 

At A2 industrial aspects of Chemistry are looked into, this involves ‘Chemistry of materials’ where you 

will study about medicine, polymers and proteins and steel and ‘Chemistry by design’ which includes 

the methodology by which new drugs are developed, how we see different colours and the chemistry 

which determines the structure of DNA. 

How is it taught? 

5 lessons per week with at least one double for practical work 

Follow the Salters’ Scheme which uses 2 text books and practical activities:- 

Texts: 

‘Chemical Ideas’ contains explanations of chemical concepts backed up with exercises to ensure 

understanding is complete 

‘Chemical Storylines’ relates the chemical concepts to life and contains small assignments to 

consolidate understanding 

Practical lessons are incorporated whenever possible to further cement understanding and 

application (Lab coats and safety spectacles are available) 




Unit 1 

(AS) 

Chemistry for Life 

The Elements of Life 

Developing Fuels 

Examination: 1 hr 15 min, compulsory short answer 

questions and questions requiring a longer answer. 

AS = 30% 

A Level = 15% 

Unit 2 

(AS) 

Minerals to Medicines 

Elements from the Sea, 

The Atmosphere 

The Polymer Revolution 

Examination: 1 hr 45 mins, compulsory short 

answer questions and questions requiring a longer 

answer. 

AS = 50% 

A Level = 25% 

Unit 3 

(AS) 

Chemistry in Practice 

Internal assessment 

Internal Assessment: Completed at intervals 

throughout the course. 5 different skill areas are 

assessed. 

AS = 20% 

A Level = 10% 

Unit 4 

(A2) 

Chemistry of Materials 

What’s in a Medicine? 

The Materials Revolution 

The Thread of Life 

The Steel Story 

Examination: 1 hr 30 min, compulsory short answer 


A Level = 15% 

Unit 5 

(A2) 

Chemistry by Design 

Agriculture & Industry 

Colour by Design 

The Oceans 

Medicines by Design 

Examination: 2 hr, compulsory short answer 


A Level = 20% 

Unit 6 

(A2) 

Chemistry Individual Investigation 


Coursework: Assessment of 4 practical skill areas in 

the context of a single extended practical 

investigation 

A Level = 15% 

Pathways to future careers/courses: 

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

one of the other sciences or related subjects, such as Medicine, Pharmacy, Veterinary Science or 

Chemical Engineering, or work in science-based industry, the medical field or agriculture. 



COMMUNICATION and CULTURE AS and A2 


AQA 

Why study Communication and Culture? 

Programmes of study in Communication and Culture at this level will provide many opportunities for 

students to relate their own life experiences to contemporary academic debates. The specification 

requires the close examination of cultural practices, cultural products and the ways in which cultural 

meanings are communicated. 

Key features: 

A dynamic area of study with a strong contemporary orientation 

Excellent preparation for further study 

Transferable academic, work-related and personal development skills 

A framework for creative and stimulating case study work 

Opportunities for independent and autonomous study as well as teacher-led case studies 

An integrated programme of practical and academic activity 

A valid and coherent AS qualification 

Clear development and progression from AS to A2 

A choice of coursework topics set in advance 

What I will learn about? 

At AS the focus is on the understanding of communicative codes in a cultural context. 

At A2 the focus shifts to the application and critical evaluation of these codes. 


AS 

Unit 1-COMM 1: Understanding Communication and Culture 

Examination: Four compulsory questions 

This introductory unit looks at communication at a personal level and in the range of your own 

experience of culture and practices within our culture such as weddings, festivals, food, customs etc. 

By the end of your first year you will need to be able to show that you can analyse and interpret such 

practices - what do you they mean, what do they tell you and other people about the beliefs and values 

of our culture and other cultures? What do 'cultural products' such as images, art, books, film, music, 

clothes and performances mean and communicate about ourselves and others? 

In order to do this analysis you will need a 'toolkit', a set of methods for understanding what things 

mean. You will be taught these methods during your AS Level course and extend your knowledge of 

them in the second year of the course. 



AS Unit 2-COMM 2: The Individual and Contemporary Culture 

Coursework: 3 pieces of work 

One written personal investigation 500 words 

One written exploration 1000 words 

One creative presentation for 8 minutes consumption 

A2 Unit 3-COMM 3: Written examination paper: Two questions 

Content 

There are three areas you will be expected to know and use: 

• Theoretical Approaches e.g Feminist, Marxist, Post Modernist 

• Key Concepts e.g. ideology, power, technology, discourse 

• Sites of Culture e.g. Spaces and Places, Fictions and Objects of Desire 

A2 Unit 4-COMM 4: 

Coursework: two pieces of work 

One academic written response 2000 words 

One creative presentation (ICT) of 8 minutes consumption 

Content 

The Person is about the construction and maintenance of our personal and social identities, and in the 

ways in which these are communicated. The idea is to explore and investigate issues such as ‘body' 

image’,‘masculinity/femininity’, ‘bodily adornment’ and ‘body modification’. 

Cultural Practice relates to the ‘Meanings and Practices of Everyday Life’. Here, social and cultural 

‘rituals’ such as religious/secular festivals, school prize days, a day out to the seaside or shopping are 

analysed. 

For each of those two contexts there will be a topic (which will change each year). This year (2010-11) 

the students are studying cinema and holidays as cultural products and practices. 

Course requirements: 

C grade in English Language 



CRITICAL THINKING AS 


OCR 

Critical Thinking is the ability to interpret, analyse and evaluate ideas and arguments. It is 

skills based. 

Why do Critical Thinking? 

Captivates interest through innovative subject content 

Helps develop thinking in any subject 

Builds confidence and shapes opinions 

No coursework 

No revision overload 

It teaches you, an invaluable lesson, how to think 

Critical Thinking can now be taken as an AS and A2 exam 

How it is taught? 

You will be taught two or three lessons a week 

You will develop the key skills and concepts in lessons. These will be tested every half-term by 

completing past exam questions 

The lessons will normally be based around some topical issue in the news e.g. the right of a 66 year 

old woman to become a mother 

You will learn the key skills of: 

a) the ability to identify the structure of arguments 

b) the ability to recognise the value and limitations of assumptions and analogies 

c) the ability to support and challenge a range of arguments 

d) the ability to judge the credibility of evidence 

Further information about the Critical Thinking AS Level is also available on the OCR website: 

www.ocr.org.uk 



DESIGN AND TECHNOLOGY 

PRODUCT DESIGN (GRAPHIC PRODUCTS) 

Examination board: EDEXCEL 

Specification Number: AS 8GR01 

A2 9GR01 

Why study Product Design? 

The essence of product design is the relationship between people and products. This course links 

artistic flair with an in depth knowledge and understanding of manufacturing processes and materials 

to produce usable and aesthetically pleasing products. Studying Product Design also promotes an 

understanding of everyday objects and the technology used to produce them. 

“Design and technology is about making things that people want and that work well. Creating these 

things is hugely exciting: it is an inventive, fun activity”. 

James Dyson, Chairman, Dyson Ltd. 

“An understanding of the technical possibilities available, together with an interest in and sensitivity to 

the use of language, gives you the confidence to express your design ideas”. 

Freda Slack, Type Designer and Typographer, The Foundry. 


The AS product design course is divided into 2 units: 

AS 

Unit 1 Portfolio of Creative Skills (Coursework) 

In this unit students are given the opportunity to develop their creative, technical and practical skills 

through a series of product investigation, design and manufacturing activities. 

Students will produce one portfolio with three distinct sections which will demonstrate their creativity 

and flair when investigating, designing and making products. 

Unit 2 Design and Technology in Practice 

In this unit students will develop a knowledge and understanding of a wide range of materials and 

processes used in the field of design and technology. 

It is important for students, as designers, to learn about materials and processes so that they can 

develop a greater understanding of how products can be designed and manufactured. 

Students will also learn about industrial and commercial practices, and the importance of quality checks 

and the health and safety issues that have to be considered at all times. 



A2 

Unit 3 Designing for the Future 

In this unit, students will develop their knowledge and understanding of a range of modern design and 

manufacturing practices and contemporary design issues. The modern designer must have a good 

working knowledge of the use of ICT and systems and control technology in the design and 

manufacture of products. They must also be aware of the important contributions of designers from 

the past which may provide inspiration for future design. It is increasingly important that students 

develop an awareness of the impact of design and technological activities upon the environment. 

Sustainable product design is a key feature of modern design practices. 

Unit 4 Commercial Design (Coursework) 

In this unit, students are given the opportunity to apply the skills they have acquired and developed 

throughout this course of study, to design and make a product in collaboration with a real client/user 

group. 

Graphic Products has two clearly defined pathways, either ‘conceptual design’ 

(packaging/vehicle/products/point of sale design) or ‘the built environment’ (Architecture/Interior, 

Garden/Exhibition/Theatre design). 


There will be two teachers who will be jointly responsible for your progress. They will teach you in 5 

lessons but you will be expected to advance your coursework projects in your own time as well. You 

will be encouraged to explore new technologies to develop your work such as 3D CAD packages or 

autoclaving composite materials (carbon fibre). 

Pathways to future careers/courses 

Product Design at AS and A2 level can lead to many rewarding and interesting careers in architecture, 

industrial, fashion, jewellery, graphic design and indeed product design. Many courses will link well 

with AS and A2 product design especially Fine Art and Design based courses. In addition to this many 

courses link well with the course that aren’t as obvious for example Maths, Physics, Media Studies and 

ICT based courses. 



DESIGN AND TECHNOLOGY 

PRODUCT DESIGN (TEXTILES) 


AQA 

Why study Product Design (Textiles)? 

D & T Textiles gives you the opportunity to develop your capacity to design and make textile products 

and to appreciate the relations between design, materials, manufacture and marketing. The subject will 

enable you to develop a wide range of skills, including working with others, thinking creatively and 

making quality products. 


The AS product design course is divided into 2 units: 

AS 

Unit 1 Materials, components and application 

This unit builds on the work that you did at GCSE and introduces you to subjects like understanding 

materials, production processes, the impact of cost and design and the history of design. This unit leads 

to a two hour examination which is 50% of the AS marks (25% of the full A level marks) 

Unit 2 Learning through designing and making (coursework) 

This unit is the practical coursework . You will work on your own design with a range of materials and 

media to produce a portfolio of work and a textile product (s). The coursework accounts for the other 

50% of the AS marks (25% of the full A level). 

A2 

Unit 3 Design and manufacture 

This unit develops your holistic appreciation of the relationship between design and technology, or 

form and function. It is the academic part of year two and leads to a two hour written paper accounting 

for 25% of the total A level marks. 

Unit 4 Design and making in practice 

This is the practical coursework part of year two. You will create a textile project and record the 

processes you went through. Unit 4 accounts for the final 25% of the A level marks. 




You will have 5 lessons per week but you will be expected to advance your coursework projects in your 

own time as well. 


Textile design could take you in to a number of exciting career paths such as being a textile designer, 

working as an interior designer, or in fashion merchandising and buying. The advertising and marketing 

profession always needs creative people too as does the manufacturing industry. You could also apply 

this A level to your portfolio of skills as a teacher! 

Textiles design goes well with other subjects. If you want a career in design you might also consider Art 

and Design, Business Studies or Computing as companion A levels. 



DRAMA AND THEATRE STUDIES 

AS and A2 

EXAMINATION BOARD: EDEXCEL 

Why study Drama and Theatre Studies 

You enjoy Drama or have a genuine interest in theatrical arts 

You are interested to explore how theatre is created from a technical perspective 

You want a career in the arts / intend to study Drama in further education 

It provides you with essential life and employment skills because of its emphasis on teamwork, 

planning projects, rigorous research and imaginative presentations 

It provides you with the tools to speak with confidence, enthusiasm and flare – an essential life 

skill in any career path 


The course combines the activities of exploring a variety of plays, both classic and contemporary, 

creating theatre, performing plays, the analysis of theatre and the critical evaluation of all these 

elements. If you complete the course you will have a thorough understanding of Drama and Theatre, 

highly toned analytical and creative skills and an ability to communicate effectively with others. 

AS Level 

Unit 1: 

Exploration of Drama and Theatre 

A detailed exploration of two plays from the point of view of performers, designers and directors. You 

will perform extracts of both plays and will explore elements of the pieces through a series of practical 

workshops. You will record your work as a set of exploration notes (3000 words) drawn from practical 

and discussion work. 

You are also required to experience a piece of live theatre and submit a performance evaluation (1000 

words). 

Unit 2: 

Theatre text in performance 

You will undertake a role in a production of a play. You will be assessed on the strength of your 

individual performance(s). The play you perform will be an exciting, contemporary play and will 

encourage you to explore new genres and ways of working. 

You will also be required to select and perform a monologue. You will be expected to rehearse this 

yourself. You will be assessed on the quality of your performance; voice, characterisation, expression 

etc, your understanding of the character you are portraying. 



A2 Level 

Unit 3: 

Exploration of dramatic performance 

You will be required to create an original and unique piece of theatre from a given stimulus. Through a 

series of practical workshops and viewing a professional piece of live theatre, you will explore the work 

and style of a theatre practitioner. You will then be expected to create your performance in a similar 

style as the studied practitioner. You will be assessed on the research, development and analysis of 

your work as well as your performance. 

Unit 4: 

Theatre text in context 

Through a series of practical workshops, presentations and discussions, you will explore a text from the 

perspective of a theatre director. You will be supported in creating a unique concept for the studied 

text and will be expected to communicate your ideas through presentations, rehearsals and through 

written essays. You will work as a group to create, design and rehearse a brand new interpretation of 

the text for a performance. 

You will also explore a period of theatre history, focussing on a play from the given period. You will see 

a professional production of the play and compare and contrast how it would have been performed 

originally and how it is being performed today. You will communicate your ideas through presentations 

and through written essays. 

This unit is assessed in the form of a written exam. 


Unit 1: 20% 

Unit 2: 30% 

Unit 3: 20% 

Unit 4: 30% 

Internally assessed 

Externally assessed 

Internally assessed 

Externally assessed 

Pathways to future/careers/course 

This qualification has the support of higher education institutions as a specialist qualification for drama 

and theatre related courses, but equally it provides a worthwhile experience for students wishing to 

use it as part of the entry requirements into other subject areas. There are credible links with English 

Language, English Literature and Media and Communication courses. It is a useful qualification for 

students wishing to pursue a career that involves communication, people orientated skills and 

creativity. 



ENGLISH LANGUAGE AS and A2 


SPECIFICATION: 

AQA 

B 

Why study English Language? 

At AS, this specification will enable candidates to explore the fundamental structures and functions of 

writing, speech and conversation and how language functions in different social contexts. 

At A2, the specification explores the nature and functions of language, how its key constituent parts 

have developed under the influence of a variety of contextual factors and how these changes may be 

analysed and evaluated creatively. 

The AS specification has 2 units: 

Unit 1: 

Categorising Texts 

Exploring and understanding spoken and written language in use 

The roles of purposes, audiences and contexts and the impact of these pressures upon language 

production and reception 

An analysis and investigation of a variety of extracts taken from everyday sources 

Unit 2: 

Creating Texts 

Development of personal writing expertise through individual coursework 

Writing to entertain, to persuade, to inform and to instruct 

The use of register and style; characteristics of genres and sub-genres; the impact of language 

choices (lexis and grammar) and discourse strategies; the purposes and skills of planning, 

drafting and redrafting; the use of primary sources and of clear referencing of these materials; 

skills associated with analysing and reviewing the writing process and the reception of their own 

texts 

The A2 specification has 2 units: 

Unit 3: 

Developing Language 

Language acquisition – the nature and functions of language acquisition and social development 

of children from 0 – 11 years 

Language change – historical and contemporary changes in the English Language from Late 

Modern English (1700+) to the present day 



Unit 4: 

Investigating Language 

Coursework exploring and analysing language data 

Data collection methodology 

Analysis and interpretation of data using appropriate linguistic methods and techniques 

Evaluation and investigative conclusions 

In addition, you will be expected to produce a media piece based upon the research and findings of 

your investigation, aimed at a non-specialist audience. 


AS Unit 1 

External exam: 

Weighting: 

AS Unit 2 

Coursework 

Weighting: 

A2 Unit 3 

External exam: 

Weighting: 

A2 Unit 4 

Coursework 

Weighting: 

1 hour 30 minutes 

60% of total AS/30% of total A Level marks 

40% of total AS/20% of total A Level marks 

2 hours 

30% of total A Level marks 



2 x B grades at GCSE 



ENGLISH LITERATURE AS and A2 


SPECIFICATION: 

AQA 

A 

Why study English Literature? 

At AS, this specification will allow centres to construct a coherent course of study in The Struggle for 

Identity in Modern Literature. Candidates will study three texts (one of each genre) in detail, plus three 

texts for wider reading and contextual support. A suggested wider reading list is provided. 

At A2, the specification synthesises the skills and learning of the whole course. Candidates will prepare 

for a paper which will contain unprepared passages for close study, comparison and critical 

commentary on a theme (for the next five years this will be ‘Love Through the Ages’). In Unit 4, 

candidates will be encouraged to reflect on ways of reading and writing about texts. 


AS 

Unit 1 - Texts in Context 

This unit assesses the poetry set text plus candidates’ wider reading in their chosen area of study. 

Candidates answer two questions: one on the poetry text, the other linking their wider reading to the 

focus of a given extract. 

AS 

Unit 2 - Creative Study 

This unit assesses the set prose and drama texts. Candidates produce a coursework folder containing 

two pieces of writing comprising 2,500 words in total. 

A2 

Unit 3 - Reading for Meaning 

Literature of Love on the theme Through The Ages, including the three genres of prose, 

poetry and drama 

Literature written by both men and women 

Literature through time (from Chaucer to the present day) 

Some non-fiction texts 

A2 

Unit 4 - Extended Essay and Shakespeare Study 

The study of three texts, none of which will have been studied at AS and one of which will be a 

Shakespeare play 

An extended essay which will compare the three texts of the candidate’s choice 




AS Unit 1 

Written paper: 2 hours Open book 

Weighting: 

60% of total AS marks 

30% of total A level marks 

AS Unit 2 

Coursework 

Weighting: 

40% of total AS marks 

20% of total A level marks 

A2 Unit 3 

Written Paper: 2 hours 30 minutes Closed book 

Weighting: 

60% of total A2 marks 


A2 Unit 4 

Coursework 

Weighting: 

40% of total A2 marks 



The skills of analysis, perception and communication you develop during this course are important in 

many fields of employment and are highly regarded by institutions of higher education. Your increased 

confidence in speaking and listening situations within a group and individually will be valued and 

extremely useful beyond school. 


2 x B grades at GCSE 



WHAT IS THE EXTENDED PROJECT QUALIFICATION? 

The Extended Project provides you with an 

opportunity to carry out an in-depth study 

into an area of interest to. In doing this you 

could write a dissertation, write a report, or 

create an artefact and accompanying essay 

What is it worth? 

It gives a graded qualification which is the equivalent of an AS level. It is like all other AS levels but you 

can achieve an A* in it. 

Why might I enjoy the extended Project? 

· Inspiration - You have the freedom of choice to selecting your Project topic, which can relate to an 

area of study or an area of wider personal interest. 

· No exams - The Project offers students a new method of study, allowing you to demonstrate your 

abilities using the approach you prefer. There are no exams, so it will appeal to you if you are 

better suited to coursework. 

· Skills - The Project encourages you to develop a broad spectrum of skills, such as independent 

learning; initiative; project management; planning; research; problem-solving; and presentation 

skills. These skills will be used over and over again in the worlds of work and higher education. 

· Challenge - It will challenge you as it will probably be longest project you have ever done. The best 

projects are considered to be as good as a University dissertation. 

· University style teaching - It gives you the chance to experience one-to-one tutorials and seminar 

teaching. 

What do I actually have to do? 

Choose a topic to study 

Complete a Production Log to document the project process 

Plan, research, carry out and evaluate your project 

Prepare and deliver a presentation on the outcome 



Some examples of projects students have completed before: 

What are the chances for peace in the Middle East? (Dissertation) 

Was the British Empire a mistake? (Dissertation) 

'Communism, even at its worst, was better than Nazism because it was an enlightened 

philosophy'. Do you agree? (Dissertation) 

Is there a perceptible difference between organic and non-organic food? (Investigation) 

Does sexism still exist? (Investigation) 

Portrait and personality - make a series of 2D or 3D images that are based on the theme of 

portraiture (Artefact) 

Recycled – design and make a collection of sophisticated jewellery or body adornment from 

unconventional recycled materials (Artefact) 

Why do universities value this qualification? 

Top universities have been very supportive of the Extended Project, with many stating how much they 

value the skills it develops. Students who have already completed it report that it proves very valuable 

and is a contributing factor towards university offers being made. Students not only can talk in their 

personal statements and at interviews about their own original research, they are far better prepared 

for the demands made on them when they eventually enter university. 

There are several reasons why universities value the Extended Project: 

It shows you are able to pursue your own academic interests beyond the confines of the school 

curriculum (as you do at university) 

It demonstrates that you are capable of undertaking exactly the kind of independent research 

and writing that will be part of your university study 

It shows that you can benefit from one-to-one tutoring and seminar teaching, both of which are 

central to university teaching (especially at Oxbridge) 

It makes you stand out from other candidates: with increasing numbers of students reaching the 

top grades in their AS and A2 exams, it is helpful for universities if you can differentiate yourself 

What do universities say about the Extended Project: 

Newcastle University: ‘We value the skills or research and independent learning that the Extended 

Project is designed to develop. We welcome applications from students offering the Extended Project 

alongside A levels’. 

Cambridge University: ‘The Cambridge Colleges welcome the introduction of the Extended Project … 

primarily because of the benefit we recognise in the skills it will develop in learners and the consequent 

easing of the transition from study in secondary to higher education.’ 

Glasgow University: ‘The University very much values the Extended Project and its role in preparing 

students for a successful higher education experience…in highly selective areas preference may be 

given to students entering from 2010 with A-levels, who also offer the Extended Project for entry.’ 

Warwick University: ‘Warwick welcomes the development of the Extended Project and we anticipate 

that this qualification will assist in our assessment of an applicant’s potential to succeed at 

undergraduate level study.’ 



FINE ART AS and A2 


LENGTH OF COURSE: 

EDEXCEL (FINE ART ENDORSED) 

1/2 Years 

Why Study Art? 

Studying Art is challenging, rewarding and satisfying and encourages the development of many 

personal qualities such as determination, dedication, perseverance and the greater understanding of 

oneself. It helps to develop the ability to convey ideas and feelings expressively, to appreciate the visual 

world and respond to it in a personal and creative way. It encourages investigation and 

experimentation and knowledge of materials, technology and artists. 

‘AS Level’ 

The GCE in Art and Design has been designed to ensure that not only practical artistic skills and abilities 

should be developed in any course of study, but also that the study of art and design and its various 

contexts should form part of any student’s education. Therefore, in addition to making artefacts, 

students should be encouraged to reflect on their own work and on the work of others. AS in art, craft 

and design students should engage in integrated critical, practical and theoretical study in art, craft and 

design. 

Aims: 

The aims of the Advanced Subsidiary and Advanced Edexcel GCE in Art and Design are to encourage 

students to develop, intellectual, imaginative, creative and intuitive powers investigative, analytical, 

experimental, practical, technical and expressive skills, aesthetic understanding and critical judgement. 

An independence of mind in relation to developing ideas, refining intentions and personal outcomes, 

and enjoyment of art, craft and design are crucial. The experience of working with a broad range of 

media, including traditional and new media technologies, understanding of the interrelationships 

between art, craft and design processes and an awareness of the contexts in which they operate are to 

be analysed. Also an understanding and application of art, craft, design and media in contemporary and 

past societies should be evident. 

Course Content: 

Unit 1: Coursework – Thematic Enquiry: (AS 60% / A LEVEL 30%). Internally set and marked. 

Externally moderated. 

Students will have the opportunity to generate practical work, ideas and research from primary 

and contextual sources. They will experiment with media and processes, and develop and refine 

their ideas, presenting final outcomes. 

Unit 2: Externally Set Assignment: (AS 40% / A LEVEL 20%).Externally set. Internally marked. 

Externally moderated. 

The paper consists of one broad based thematic starting point. The aim is to encourage 

independence in the development of their ides, intentions and response. 



Unit 3: Coursework (Thematic Enquiry) and Contextual Study: (A LEVEL 15%). Internally set and 

marked. Externally moderated. 

(a) 

(b) 

Students will have the opportunity to generate practical work, ideas and research from 

primary and contextual sources. They will experiment with media and processes, and 

develop and refine their ideas, presenting final outcomes. 

Students should submit a linked personal study of 1000-3000 words based on themes 

and starting matter developed from the practical work. 

Unit 4: Independent Study: (A LEVEL 20%). Externally set. Internally marked. Externally 

moderated. 

The paper consists of one broad based thematic starting point. The aim is to encourage 

independence in the development of their ides, intentions and response. 

Assessment Objectives 

A01 

Develop their ideas through sustained and focused investigations informed by contextual and other 

sources, demonstrating analytical and critical understanding. 

A02 

Experiment with and select appropriate resources, media, materials, techniques and processes, 

reviewing and refining their ideas as their work develops. 

A03 

Record in visual and/or other forms ideas, observations and insights relevant to their intentions, 

demonstrating an ability to reflect on their work and progress. 

A04 

Present a personal, informed and meaningful response demonstrating critical understanding, realising 

intentions and, where appropriate, making connections between visual, oral or other elements. 

Career Opportunities 

There are many careers for which an Art background is essential or relevant so students may wish to 

study Art to support a future career choice such as advertising, publishing, the media, architecture, 

museum and art gallery work, photography, film-making, animation, three dimensional design, 

ceramics, fashion, textiles, interior design, landscape gardening, illustration and the teaching of art at 

any level. 

Requirements 

Students must have studied Art at GCSE level and have achieved at least a grade ‘B’. This will provide 

the appropriate foundation for success at AS and A level. Students must also have an open mind and be 

positive in studying fresh and exciting ideas, techniques, whilst critically analyzing artists both Historical 

and Contemporary. 



FRENCH & SPANISH AS and A2 

EXAMINATION BOARD: AQA 

SPECIFICATION NUMBERS: French AS/A2 Level - 2650 

Spanish AS/A2 Level - 2695 

Why study French and/or Spanish? 

The world is full of languages. How far do you have to go from your front door to know that this is true? 

Think about how many more newspapers and books you could read, films, TV programmes and songs 

you could understand, websites you could visit, people and places you could really get to know if you 

could speak another language. 

94% of the world population do not speak English as their first language and 75% of them do not speak 

English at all. 

People with languages get paid more on average £3-5,000 more than those without. 


The AS courses for French/Spanish have two units and cover: 

Media: TV, advertising and communication technology 

Popular culture: cinema, music and fashion/trends 

Healthy living/lifestyle: sport/exercise, health and well-being and holidays 

Family/relationships: relationships within the family, friendships and marriage/partnerships 

A Level consists of the two AS units studied in the first year plus A2 units in the second 

The A2 courses for French/Spanish have two units and cover: 

Environment: pollution, energy and protecting the planet 

The multi-cultural society: immigration, integration and racism 

Contemporary social issues: wealth and poverty, law and order and the impact of scientific and 

technological progress 

A cultural topic: the study of a target language speaking region/community or the study of a 

period of 20th century history from a target language-speaking country/community or the study 

of a novelist/dramatist/poet from a target language-speaking country/community or the study 

of a director/architect/musician/painter from a target language-speaking country/ community 



How are the languages taught? 

Students are typically taught by two members of the Modern Foreign Languages Faculty. The courses 

are mainly online based but a main course book and grammar guides are provided. Topics are also 

investigated in new ways using various technologies, focusing on communication and using a variety of 

sources such as the Internet, DVDs, newspapers and magazines. You will develop your speaking, 

listening, reading and writing skills and be encouraged to spend time in France on a work experience 

visit/exchange or go to Spain and experience the country for yourself. 


AS = units 1 and 2 

A2 = units 3 and 4 

A Level = units 1, 2, 3 and 4 

Unit 1: Listening, Reading and Writing 

Externally Examined Written Paper: 

Weighting: 

2 hours 

70% of total AS/ 35% of total A Level marks 

Candidates answer a range of questions based on approximately 5 minutes of heard material and on a 

selection of written stimulus texts. They also respond in writing to a question based on one of the AS 

topics. 

Unit 2: Speaking Test 

Speaking Test: 

Weighting: 

35 minutes (including 20 minutes preparation time) 

30% of total AS/ 15% of total A Level marks 

Candidates discuss a target-language stimulus card based on one of the AS topics and take part in a 

conversation covering three further AS topics. 

Unit 3: Listening, Reading and Writing 

Externally Examined Written Paper: 2 hours 30 minutes 

Weighting: 


Candidates answer a range of questions based on approximately 6 minutes of heard material and on a 

selection of written texts. They also respond in writing to a question based on one of the four A2 

cultural topic areas. 

Unit 4: Speaking Test 

Speaking Test: 

Weighting: 

35 minutes (including 20 minutes preparation time) 


Candidates present a point of view based on a target-language stimulus card from one of the A2 topic 

areas and take part in a conversation covering three further A2 topics. 

Interested? Want to gain a highly respected qualification in a faculty which has a proven track record of 

success at all levels? See Mr Creegan in L6 or your modern languages teacher for more information 

about the French and Spanish AS and A2 courses. 




SPECIFICATION NUMBER: AS level 1761 

1 level 2761 

GENERAL STUDIES AS and A2 

Why General Studies? 

General Studies is part of the additional curriculum provided for Post 16 students. Due to the extensive 

range of the syllabus, it will support your programme of AS and A level study in other subjects and in 

turn will be supported by them. It will give you an additional AS and A level qualification which is 

obviously a marketable commodity for them applying to university. It is allocated two lessons in the 

lower sixth and one in the upper sixth. 

All Higher Education provision and preparation is through the General Studies programme and is 

therefore, compulsory for all lower sixth students who are intending to apply to university. It is 

optional for upper sixth students although most university candidates continue with the subject. 

What will I be taught? 

Much of the course is current affairs and therefore, the content will change and respond to 

international and national events. However, it is likely that the following topics will be addressed. Israel 

and the Middle East, Zimbabwe, Role of Charities, Britain and Europe, Animal Experimentation, British 

Political System, North Korea and Environmental Issues. 

We would expect students of their age and ability to be interested in the world around them and they 

are provided with Time and Newsweek periodicals, The Guardian, Daily Telegraph and The i. It is also 

recommended that students regularly watch an in depth news programme such as Newsnight on BBC2 

or Channel 4 News. 

Summary of Subject Content 

Unit 1: AS Culture & Society 

The similarities and differences between cultures, nature and use of language 

The role of artists and art in society, examples of art works and major artistic movements 

The role of religious and value systems, beliefs and values, tolerance and moral issues 

Freedoms, rights and responsibilities 

Evaluating the media and recognising bias 

The British political system and the role of the monarchy 



Unit 2: AS Science and Society 

The origins of the universe, natural forces and sources and forms of energy 

Human and social behaviour and approaches to social studies and policy 

Commerce and industry and the impact of political and economic issues on science, society and 

the environment 

Mathematics in science and society 

The impact and implications of new inventions 

Moral dilemmas surrounding the work of scientists 

The impact and social, ethical and environmental implications of scientific discoveries and 

inventions 

Research methods in science and social science 

Unit 3: A2 Culture and Society 

The role and responsibility of artists 

The dilemmas and complexity of a multi-faith and pluralist society 

The power of language and images to transmit, persuade or distort; ‘spin; and propaganda 

Processes, problems and responsibilities of a democracy 

Social interaction at personal, local, national and international levels 

Unit 4: A2 Science and Society 

The concept of life and matter 

The approach of different social sciences to our understanding of people and problems 

Solving world problems; co-operation and intervention 

The nature of hypothesis and theory in scientific development 

Commenting on data and representations of data; interpreting results and assessing 

implications 

The contribution of science and technology to lifestyles in different societies 


Unit 1: AS Culture and Society 

Written paper, 1 hour 30 minutes 

50% of total AS marks, 25% of total A Level marks 

Two sections: 

Section A – 30 objective test questions 

Section B – compulsory source analysis questions 



Unit 2: AS Science and Society 

Written paper, 1 hour 30 minutes 

50% of total AS marks, 25% of total A Level marks 

Two sections: 

Section A – 30 objective test questions 

Section B – optional source analysis questions 

Unit 3: A2 Culture and Society 

Written paper, 2 hours 


Three sections: 

Section A – compulsory source evaluation exercise 

Section B – choice of one essay on culture 

Section C – choice of one essay on society 

Unit 4: A2 Science and Society 

Written paper, 2 hours 


Two sections: 

Section A – short answer questions based on pre-released case study and unseen extracts in the 

exam paper 

Section B – choice of one essay on science and society 



GEOGRAPHY AS and A2 


AQA 

Why study geography? 

Students with AS or A2 Geography have access to a wide range of possible careers and higher education 

opportunities. You learn a wide range of transferable skills through the course including collecting, 

analysing, and interpreting data and identifying and developing skills between different parts of the 

subject. The skills are in great demand and are recognised by employers and universities as being of 

great value. Geography combines well with most other subjects and supports applications for almost 

any science or Humanities course at university. 


The course is divided into 4 units. 

At AS students will study units 1 and 2, these include both Human and Physical Geography. In each 

students will consider their own values and attitudes to the issues being studied and support their 

study Case studies. Candidates will also develop a variety of geographical skills, which will broaden and 

deepen existing knowledge and be employed with a greater degree of interdependence. 

At A2, candidates will continue to study both Human and Physical geography. 

Unit 1 

Physical and Human 

Geography 

Unit 2 

Geographical skills 

Unit 3 

Contemporary 

Geographical Issues 

Unit 4 

Geography Field 

work investigation 

Externally assessed Externally assessed Externally assessed Externally assessed 

70% of AS marks and 

35% of A2 marks 

30% of AS marks and 

15% of A2 marks 

30% of total a level 20% of total A level 

marks 

Rivers and Coasts. 

Population and 

Health Issues 

Basic investigative, 

ICT, graphical, 

cartographical and 

Statistical skills. 

Research skills and 

fieldwork 

Three of the 

following: 

Hazards 

Weather and climate 

Ecosystems 

World cities 

Development and 

Globalisation 

Candidates conduct 

their own fieldwork 

and answer 

questions on it 

Pathways to future careers and courses 

Geography can be taken at university in many different forms and can lead to either a BA or a BSc. In 

its own right Geography can lead to careers in many different areas. The skills learnt in Geography are 

recognised by employers in all areas such as accountancy, lawyers and education. Geography does not 

limit or narrow your choices. It is a superb opportunity to learn about the world as a whole. I believe it 

is the one subject which links or connects all others. Anything or anyone that impacts on our world is of 

concern to the Geographer. 



GOVERNMENT AND POLITICS 


OCR (H095) 

Entry Requirements 

You do not need to have studied Government and Politics at GCSE in order to take an AS or A2 GCE 

course in the subject. It is more important that you should have a lively and enquiring mind, an interest 

in politics and current affairs, a desire to explore new ideas and an ability to communicate your ideas 

effectively. 

This course will appeal to students who: 

Enjoy debating current affairs and politics generally 

Have a keen appreciation of the need to participate in the decision-making process 

Like doing a subject that affects your everyday life 

Like doing a subject that offers the opportunity to progress to a career in politics 

Want to keep your options open. Politics can be a useful choice for a wide range of careers and 

can be combined with a wide range of science, social science and humanities subjects 

What could I go on to do at the end of my course? 

Students with AS or A2 GCE Government and Politics have access to a wide range of possible career and 

higher education opportunities. You learn and use a variety of transferable skills throughout the course. 

These include collecting and analysing information and evaluating different political ideas and systems. 

Your written communicational skills will develop greatly as will your ability to question information 

given to you. These skills are in demand and are recognised by employers, universities and colleges as 

being of great value. 

Government and Politics combines well with a range of science, social science and humanities subjects 

to lead to University courses in such areas as business, economics, law, media, philosophy and of 

course, politics. 

Students who choose not to go on to higher studies will have well developed transferable skills that will 

allow them to explore a wide range of employment opportunities. 

AS Level Units 

Unit 1: F851 – Contemporary Politics of the UK 

Unit 2: F852 – Contemporary Government of the UK 

Advanced (A2) Level Units 

To be confirmed at a later date 



HISTORY AS and A2 

EXAMINATION BOARD: EDEXCEL 

What is History? 

History is broad and diverse, it is as long ago as the most ancient civilizations or as current as 

yesterday's newspaper. Every moment but the present moment is part of the past and each can be the 

object of historical study. History encompasses every dimension of human interaction, including social 

life, the economy, culture, war, thought, and politics. AS and A2 History students study individuals, 

groups, communities, and nations from every imaginable perspective-employing all the techniques of 

the humanities and social sciences to raise questions and probe for answers. 

Why is History useful? 

As a History student you will learn to examine issues critically and creatively, grasp details while seeing 

the big picture, and think boldly but flexibly enough to change your opinions when change is warranted. 

You will become better at evaluating critically the significance and usefulness of primary and secondary 

material. You will gain confidence as a self-directed learner: defining your own questions and setting 

your own goals. You will learn the importance of assembling, organising and presenting your ideas, 

clearly and coherently. Moreover, studying History will provide you with a multifaceted insight into 

human experience and help you to make sense of a complex, globalising world. 

What will I study? 

Our AS and A2 History course offers both breadth and diversity covering many time periods, countries 

and topics. 

At AS you will study: 

Pursuing Life and Liberty: Equality in the USA, 1945-68 (Social History) 

Ideology, Conflict and Retreat: the USA in Asia, 1950-73 (Military and political History) 

Britain, c1860-1930: The Changing Position of Women and the Suffrage Question (Social and 

political History) 

At A2 you will study: 

Rebellion and Disorder in Tudor England, 1485-1587 (Religious, political and social History) 

Britain and the Challenge of Fascism: Saving Europe at a Cost? c1925-60 (Military, political, 

social and economic History) 



How will I be taught? 

You will be encouraged to ask questions and develop informed opinions based upon wide reading 

coupled with the ability to write clear, literate, analytical accounts. A variety of teaching methods will 

be utilised including seminars, debates, one-to-one conversations, quizzes, group-presentations and 

teacher-student discussions. Your ability to work independently and form your own understanding and 

interpretations will be constantly promoted. 


The two AS Units in Year 12 will be assessed by two written exams; both will be 1 hour 20 minutes in 

length. At A2, candidates will sit one written 2 hour examination on the topic ‘Britain and the Challenge 

of Fascism’ (60% of total A2 marks) and complete coursework (2 x 2000 words) on ‘Rebellion and 

Disorder in Tudor England, 1485-1587’ (40% of total A2 marks). 

Where will History take me? 

The skills and knowledge you learn when studying History are valuable in themselves. They are also 

highly sought after by employers. A number of students each year choose to continue their enjoyment 

of History at university by taking a History or a History related degree. History graduates gain 

employment in a range of fields. The most popular of these are currently law, business and finance, 

national and local government, non-governmental organisations (both national and international), 

journalism and publishing, teaching, library and museum work, and research-based careers of all kinds. 

Famous History graduates include ex-Prime minister Gordon Brown, QC Michael Briggs, Prince Charles, 

writer Salman Rushdie, general of the National Criminal Intelligence Service John Abbot, chairman of 

the Sony corporation Sir Howard Stringer, head of the press office for ITN Lesley Anne Dawson, 

chairman of Manchester United, Gerald Corbett comedian Sacha Baron Cohen, aka Ali G and presenter 

Jonathan Ross. 

Where can I find out more information on the course? 

You can visit the History pages on the Tuxford Academy website, speak to your history teacher or 

attend an open evening. 

What do current History students say about the course? 

Y13 Lauren: “I really enjoyed the course, as both years have been very insightful and the skills I have 

learnt will benefit me in the future.” 

Y12 Andy: “Apart from being intensely interesting, I feel justified in saying that having an A-Level in 

History opens many doors in the future.“ 



EXAMINATION BOARD: WJEC 

SPECIFICATION NUMBER: AS Level - 2241 

A2 Level - 3241 

ICT AS and A2 

Why study ICT? 

A’ Level ICT is one of the most commonly taken A’ levels across the country and its popularity is 

increasing! It concerns the use of ICT within today’s society and how life is changing through the 

increasing use of computers. You will be taught what the issues are around the growth of ICT and 

about the technology that drives this growth. You will also be asked to consider what effect these will 

have and whether these changes are for the better or worse. 


During this course you will: 

Gain advanced skills in a wide variety of software packages 

Develop strong problem solving skills 

Learn essential report writing and research skills 

Create an interesting project that covers, DTP and Web design 

Obtain a qualification that will make you attractive to future employers 

Develop the ability to analyse, appraise and make critical judgements in using ICT 


There is no requirement to have taken ICT at GCSE level although the standard competence at Maths 

and English is required. Therefore, there will initially be some up skilling so that all pupils have a basic 

ability. Beyond this, the course at both AS and A2 is based around coursework, which, will be worth 

40% of the final mark. 

The course asks you to produce advertising material for an organization such as a hairdressers or 

restaurant. This would include a leaflet/magazine using DTP and designing a website. It will primarily 

use the new SERIF and existing Office software. The most successful projects solve real life problems 

and will equip students with the type of skills that many organisations require them to use in the 

working environment. 

The exam comprises of 60% of the final mark and covers how many of the changes in ICT have affected 

society. In addition, 25% of this will be pre prepared material discussing aspects of coursework done in 

class. 


AS module 1 – 60% Exam – Information Systems 

AS module 2 – 40% Project Work – Presenting Information 


The course is designed to develop advanced ICT skills and knowledge, which are desirable to employers 

and could enhance career opportunities. It is a subject that fits in well with other A’ level subjects or 

can act as a stand alone extra. In particular, IT would benefit subjects such as Product Design, Science 

or Business Studies as a career path. 



MATHEMATICS AS 

EXAMINATION BOARD: OCR 

SPECIFICATION NUMBER: 3890 

Why study Mathematics? 

If you wish to follow 

an Engineering course at university 

a Mathematics related degree 

any Medical course 

any Science related course 

Accountancy/Economics 

If you are good at it and are likely to achieve at least a good grade B at GCSE 

If you enjoy the challenge of working through logical tasks 


Pure Maths – how to develop further understanding of mathematics and mathematical processes in 

the abstract sense of problem solving and logic. 

Statistics – how to think clearly, work carefully, communicate mathematical ideas and solve problems 

relating to the real world. 

Mechanics – further work on understanding how a mass is used to model real life situations. 


Statistics 1 exam in January 

Core 1 and Core 2 (Pure Maths) exam in June 


An AS level in Mathematics is highly regarded by all universities and any future employment. 

AS/A2 level Mathematics is essential for a degree in any type of Engineering, Accountancy and desirable 

for any Science based course at university. 

Knowledge of further mathematical skills will open up many opportunities in Management-based 

employment. 





Why study Further Mathematics? 

If you wish to follow:- 






FURTHER MATHEMATICS AS 

If you are good at it and are likely to achieve at least a good grade B at GCSE. 

If you enjoy Mathematics and have already decided to follow the AS course. 

Quote in The Times following the discussion on raising tuition fees: 

“Universities are looking for Further Maths as well as A* grades at A2 to help them decide which students to 

offer their places to.” (The Times weekend of 12 th November 2010). 


Pure Maths – enhancing the skills from AS and extending knowledge of algebra, differentiation and 

integration, complex numbers and graphs. 

Decision Mathematics – Algorithms, graph theory, networks and linear programming…puzzles at their best! 


Decision 1 in January 

Further Pure 1 and Decision 2 in June 


An AS level in Further Mathematics is highly regarded by all universities and any future employment. 

AS level Further Mathematics will put you in a very strong position when applying for a place on a degree 

course in any type of Engineering, Accountancy and any Science based course at university. 

Knowledge of further mathematical skills will open up many opportunities in management-based 

employment. 



MATHEMATICS A2 



Why study Mathematics? 

If you wish to follow 






If you are good at it and are likely to achieve at least a grade D at AS. 

If you have enjoyed the challenge of working through logical tasks. 


Pure Maths – building on the skills from AS and extending knowledge of algebra, trigonometry, 

differentiation and integration 

Mechanics – appreciate how mathematical ideas can be applied in the everyday world and an 

understanding of the mathematical aspect of Physics. 


Mechanics 1 in January. 

Core 3 and Core 4 (Pure Maths) in June. 


An A2 level in Mathematics is highly regarded by all universities and any future employment. 

AS/A2 level Mathematics is essential for a degree in any type of Engineering, Accountancy and desirable 

for any Science based course at university. 

Knowledge of further mathematical skills will open up many opportunities in management-based 

employment. 



FURTHER MATHEMATICS A2 



Why study Further Maths? 

If you wish to follow: 


a maths related degree 

any medical course 

any science related course 

accountancy 

If you have achieved at least C in both Maths and Further Maths AS. 

If you enjoy the challenge of a logical task. 

Further Mathematics is a highly prestigious A2 which will enable you not only to optimize your A2 

Maths grade but also to enhance chances at any university course 


Statistics 2 – further statistical skills using continuous distributions, sampling and hypothesis testing 

Pure maths – Higher order thinking and problem solving related to number, graphs, trigonometry and 

calculus. 


Statistics 2 in January 

Further Pure 2 & 3 in June or, Further Pure 2 and Mechanics 2 in June 

Pathways 

An A2 in further maths is even more highly regarded by universities and any future employment. 

Universities are likely to reduce requirements for conditional offers if you have A2/ F maths by at least a 

grade; AAA - ABB. 

Future promotion in reputable companies/firms. 




SPECIFICATION NUMBER: H142: AS Level 

H542: A2 Level 

MUSIC AS & A2 Level 

Why study Music? 

This course is suitable for anyone who has made a commitment to studying music seriously. For any 

student entering this qualification, music must be a proven passion, supported by an intermediate 

command of an instrument or voice (Grade 5 standard approx). It is also expected that students will be 

able to read traditional staff notation. 

The Course at AS Level 

G351: Performing Music 1: 

Candidates perform solo (on any instrument or voice) a programme of pieces which demonstrate 

representative features of the repertoire for the instrument or voice presented. If it is appropriate to 

the repertoire being performed, candidates may improvise. Candidates then demonstrate an extension 

to their ability by either performing on a second instrument, as a member of a small ensemble, as an 

accompanist, perform their own composition, or improvise a given stimulus. There follows, a short 

interview about the music with the visiting examiner 

120 marks 

G352: Composing 1: 

Candidates are required to submit a portfolio representative of work undertaken throughout the 

course. This should demonstrate their developing compositional skills through a series of set exercises 

and through a composition or arrangement of their own choice. Candidates should demonstrate their 

ability to communicate clearly and accurately using staff notation and detailed performance directions. 

90 Marks 

G353: Introduction to Historical Study in Music: 

In this unit, candidates must demonstrate skills of aural perception that will allow them to recognise, 

describe and compare techniques and effects within selected extracts of music. By comparing 

similarities and differences in the contextual background to each of the prescribed works candidates 

should begin to develop an awareness of musical history as an exploration of continuity and change 

over time. 

90 Marks 



The Course at A2 Level 

G354: Performing Music 2 (Interpretation): 

Candidates are required to demonstrate interpretative skills and understanding through performing 

and in discussion with the examiner. The performance will be a focussed recital, performed as a soloist, 

a member of an ensemble, or as an accompanist, but not a mixture of these roles. Candidates are 

required to have listened to, and compared, at least two interpretations of music relevant to the style 

or genre that is the focus of their Recital in and to have supported their study by appropriate research. 

Candidates will be questioned on their listening, composition and research as part of a viva voce 

interview. 

120 Marks 

G355: Composing 2: 

Candidates are required to submit a portfolio representative of work undertaken throughout the 

course. Candidates are expected to show the development and extension of their compositional skills 

from Unit G352 through a series of set exercises and a single composition, chosen from vocal music, 

programme music or music for film or TV. Compositions can be for any combination of instruments. 

90 Marks 

G356: Historical and Analytical Studies in Music: 

Candidates should develop their knowledge and understanding of the two Areas of Study, Tonality and 

Interpretation. They should become familiar with the expressive features found in music that interpret 

text or other subject matter and with the ways in which this interpretation can create dramatic tension, 

characterisation, mood or feeling as appropriate to the genre, within the structural integrity of the 

whole. Candidates should also study the expressive use of tonality in response to words or other 

stimulus. 

90 Marks 

Assessment of the course 

Performing is assessed by visiting examination through recital and a short viva voce interview. 

Composing is assessed through a centre marked portfolio (part of which is compiled under controlled 

conditions), which is externally moderated. 

Listening/Analysing is assessed by an externally set and marked examination. 



A LEVEL PHILOSOPHY & ETHICS 

The course followed is OCR Religious Studies: Philosophy & Ethics 

Philosophy and Ethics is the fastest growing A level subject in the country. 

It is a useful stepping stone to many careers (for example, medicine, social work, law, the 

armed services, police force, journalism, teaching and many more) as it helps to understand 

what people believe and how these beliefs affect their lives. 

The units studied at AS are: 

Philosophy 

Ethics 

Plato: the analogy of the cave; the concept of Forms 

Aristotle: ideas about cause and purpose in relation to God 

The concept of God as creator 

The goodness of God 

Traditional arguments for the existence of God 

Challenges to religious belief: problem of evil; religion and science 

Absolute and Relative Morality 

Natural Law 

Kant and the Categorical Imperative 

Utilitarianism: the views of Bentham and Mill 

Christian Ethics 

Medical ethics: abortion, euthanasia, the right to life, the right to a child; genetic engineering 

and embryo research 

Peace & Justice 

The course is assessed by 2 exams, 90 minutes each. These are taken in June. There is no 

coursework element 

Students are encouraged to have Full Course GCSE RS, although students will be accepted with a 

grade B at short course 

We recommend students have a B in English to ensure they can access the reading/writing that 

comes with the subject 

The course will continue onto A2, so don’t hesitate to ask about course content for the 2 years 



PHYSICAL EDUCATION AS and A2 


SPECIFICATION NOS: 

OCR 

G451, G452, G453, G454 

Content 

During the AS course you will develop knowledge and skills to help you understand the impact of physiology 

in sport; you will also look at how we acquire movement skills and the impact this can have on sporting 

performance. You will be given excellent opportunities to build on your practical experience and improve 

your skills and techniques across a variety of roles. 

The A2 course enables you to further develop your understanding of physiological and historical aspects of 

sport. You will be given the opportunity to utilise the knowledge and understanding developed during the 

course to improve your own personal performance as a performer, coach/leader of official. 

Assessment 

AS: Section 1 consists of 3 theory units which include Anatomy and Physiology, Acquiring Movement Skills 

and Socio-Cultural Studies (60%) 

AS: Section 2 consists of; 

- Personal Performance 

- Assessment in 2 activities or performance of one activity and coaching/officiating in another 

- Evaluating and Planning to Improve Performance (EPIP) 

The AS course is assessed in the following way – 60% Theory (exam) & 40% Practical (note this is very 

different to GCSE where the assessment is 40% Theory & 60% Practical). 

A2: Section 1 of A2 consists of 2 theory units, including; Historical and Comparative Studies and Exercise 

Physiology. 

A2: Section 2 consists of: 

- Personal Performance 

- Assessment in only 1 practical activity 

- Continued evaluation and planning to improve performance 

The A2 course is assessed in the following way – 70% Theory (exam) & 30% Practical. 

How is AS/A2 PE taught? 

Delivered over 5 lessons, of which at least 1 will be devoted to practical work. 


- 6 GCSEs at A*-C including B grade or higher in GCSE Physical Education 

- Player/official/choreographer at a club level 

Contact Teacher 

Mr Longmore: 

Miss Aisthorpe: 

Head of Physical Education/Progress Leader 

Curriculum Teaching & Learning Leader/AS co-ordinator 



PHYSICS AS 



Why study Physics? 

Physics explores our understanding of the physical phenomena of our environment, from sub atomic 

particles to the actions of the Universe. It challenges the mind to look beyond its usual parameters. 

Physics is classed as a blue ribbon qualification; it is highly respected by top Universities and 

Professional Institutions. Physics develops the problem solving skills that are sought by employers and 

research establishments. It also develops practical and ICT skills whilst opening up the world of 

technology. 


The AS Physics course is divided into 3 modules: 

Mechanics – which explores kinematics and the motion of vehicles such as cars, aircraft and 

trains, including safety advances in their designs. Dynamics and an explanation for why objects 

move in the ways they do. Work, energy, power and pressure. Materials are also examined 

Electrons, Waves & Photons – electrical principles are investigated and an understanding of the 

operation of electronic and electrical circuits. The modern quantum theories of Einstein and 

wave- particle duality are examined using wave and particle models, leading to an 

understanding of how the make up of stars can be found. Electromagnetic waves are 

investigated; wave behaviour is explored. Research into the advances in technology achieved 

through digital communication and fibre optics, as well as music technology 

Practical Skills - internal assessments testing qualitative (without numbers), quantitative (with 

numbers) and evaluative skills are carried out 


At Tuxford our record of success can be held up with pride against any school or college in the County. 

At present we have 31 students studying Physics at AS/A2 level! Over the last 11 years we have a 100% 

pass rate at A2 level achieving 18 grade ‘A’s. Two students have moved on to Oxford, many others to 

the top 10 Universities. We value all our students and have enabled each to achieve excellent results 

compared to their predicted grades. Our teaching ethos is to focus on the individual in a very 

supportive, good humoured and caring environment. Extra study clinics are regularly put on to enable 

students to learn using the very latest techniques. 




Mechanics - 30% of AS (June Module) 

1 hour written paper. 60 marks 

Electrons, Waves and Photons - 50% of AS (June Module) 

1¾ hour written paper, 100 marks 

Practical Skills - 20% of AS (Continuous Assessment) 

Internal assessment. 40 marks 

Resit opportunities are available throughout the second year. 


Physics results are used to differentiate between high calibre students by top universities, medical and 

veterinary colleges. It is an ideal subject for the Armed Forces, Engineering, Chemists, Mathematics, 

Airline Pilots & Accountants. The knowledge that Physics is a high calibre ‘A’ level also makes students 

desirable to all areas of industry and commerce. 



PHYSICS A2 



Why study Physics at A2? 

Physics at A2 builds on the knowledge gained from the AS course, the final grade is a combination of 

the two years, 50% of the marks combine from each year to give a final grade. The modules studied are 

much deeper and stimulating. They challenge our minds to look further than the familiar. Clear 

understanding is achieved from the scale of sub atomic particles such as quarks to the vast expanses 

and mysteries of our Universe. Are you up to the challenge? 


The Newtonian World 

Orbits and circular motion are investigated. Momentum and Newtons laws are tested for different 

objects. Gravitational fields, SHM and thermal physics are also considered. 

Fields, Particles and Frontiers of Physics 

Electric and magnetic fields are compared. The nuclear atom, fissia and fusia are studied. Medical 

imaging includes an assessment of X rays, ultrasound, MRI and PET scanning. In modelling the universe 

we look at the structure of the universe, astronomical distances, modern cosmology, the evolution and 

future of the universe. 

Practical Skills 

Internal assessments testing qualitative (without numbers), quantitative (with numbers) and evaluative 

skills are carried out. 

How will I be taught? 

As stated in the AS information, our record is one to be proud of. All students passing successfully from 

the AS course achieve excellent results compared to their predicted grades. Over the last 9 years 100% 

of the students passed their A2 qualification, 17 students achieving grade ‘A’s. Two students have 

moved on to Oxford, many others to the top 10 Universities. Lessons use a wide variety of resources, 

with extensive use of practical and ICT to reinforce knowledge. Our teaching ethos is to focus on the 

individual in a very supportive, good humoured and caring environment. Extra clinics are regularly put 

on to increase achievements in module examinations and coursework. 



How will I be assessed? As provider 50% of AS marks 

The Newtonian World - 15% of A2 (January Module) 

1 hour written paper 

60 marks 

Fields, Particles and Frontiers of Physics - 25% of A2 (June Module) 

1¾ hours written paper 

100 marks 

Practical Skills - 10% of A2 (Continuous Assessment) 


40 marks 


Physics results are used to differentiate between high calibre students by top universities, medical and 

veterinary colleges. It is an ideal subject for the Armed Forces, Engineering, Chemists, Mathematics, 

Airline Pilots & Accountants. The knowledge that Physics is a high calibre ‘A’ level also makes students 

desirable to all areas of industry and commerce. 




SPECIFICATION NUMBER: AS Level – H168 

A2 Level – H568 

PSYCHOLOGY AS and A2 

Why study Psychology? 

Psychology is the scientific study of behaviour and experience. 

The AS and A2 courses are a refreshing and stimulating alternative 

to the traditional GCSE subjects and students enjoy the demands 

of this challenging course. Now one of the most popular choices 

of degree at university, it embraces a wide range of disciplines 

complementing both science and arts based subjects. 


In Year 12 we learn about 15 core studies and what they tell us about our behaviour and experience. These 

illustrate the scope of psychology and the range of methods that psychologists use to gather their evidence. 

They include: 

a study that looks at addiction to gambling on fruit machines 

an account of the first successful attempt to teach a form of language to a chimpanzee 

one of the first accounts of the phenomenon of multiple personality 

a study that creates a mock prison to see how everyday people behave when asked to take on the 

roles of guards or prisoners 

an experimental study that explores the world of people with autism 

In Year 13 we look at two areas of psychology in detail: 

Forensic psychology e.g. how we can create criminal profiles 

Health and clinical psychology e.g. how can depression be treated? 


Students are encouraged through a range of teaching techniques to develop responsibility for their own 

learning. Discussions, debating, presentation, videos, lectures, research, experiments and study visits offer a 

varied and interesting approach. 


Work is examined at the end of Year 12 for the AS level. Successful students will be able to progress to the 

A2 course which will be examined at the end of Year 13. The style of exams incorporates essay writing and 

short answer questions. A practical project is designed in Year 13. 


An A level in psychology is taken as seriously as an A’ level in other subjects when applying to universities. 

This is a popular course which students enjoy but it is also a serious subject. 

Employers like students with a qualification in psychology because it demonstrates a high level of analytical 

thinking along with a good knowledge of people skills. Psychology graduates are valued for their strong 

communication skills. It is a subject which is useful in just about all fields of work so by choosing to study 

psychology now you are not limiting your future options. 

Entry requirements: 5 GCSEs A* - C including a grade B in English (Language or Literature). 



SOCIOLOGY AS and A2 

The sociologist is someone concerned with understanding society in a disciplined way. They will 

naturally be interested in the events that engage people’s ultimate beliefs, their moments of tragedy, 

grandeur and ecstasy, but they will also be fascinated by the commonplace, the everyday. It can be 

said that the first wisdom of sociology is this – things are not what they seem. Social reality turns out to 

have many layers of meaning. The discovery of each new layer changes the perception of the whole. 

The AS unit consists of two modules- 

AS Unit G671: Exploring Socialisation, Culture and Identity 

This unit introduces candidates to key concepts associated with developing a sociological understanding 

of the contemporary social world. It is intended to introduce the AS core themes of culture, 

socialisation and identity, whilst concurrently introducing and exploring how sociologists collect their 

data. Links between methods of sociological enquiry, contemporary social policy and the core themes 

are encouraged throughout the teaching of this unit. 

There are seven key issues to consider: 

1. The formation of culture 

2. The process of socialisation 

3. The role of socialisation in the creation of identities 

4. Exploring the research process 

5. Exploring the use of quantitative data-collection methods and analysis in the context 

of research 

6. Exploring the use of qualitative data-collection methods and analysis in the context 

of research 

7. Exploring the use of mixed methods in the context of research 

AS Unit G672: Sociology of the Family 

The family is a central institution of socialisation and a main transmitter of culture in the contemporary 

UK. Studying this option should allow candidates to explore contemporary family structures, 

relationships and changes and offers a real opportunity for them to reflect on their own social 

experiences of family life, culture and socialisation. 

There are four key issues to consider: 

1. Key concepts and key trends within the family 

2. The role of the family in society 

3. Family diversity 

4. Roles, responsibilities and relationships within the family 



The A2 unit also consists of two modules- 

A2 Unit G673: Power and control - Sociology of Crime and Deviance 

In this option, candidates explore issues of power and control through a detailed study of crime and 

deviance. The social construction of crime and deviance are emphasised and the role of agencies of 

social control and the law are explored. It aims to give an overview of different theoretical approaches 

to the study of crime and deviance. 

It explores the following five key issues: 

1. The definition and measurement of crime and deviance 

2. Trends, patterns and explanations of crime and deviance 

3. Patterns and explanations of victimisation 

4. The role of agents of social control in the construction of crime and deviance 

5. Solutions to the problem of crime 

A2 Unit G674: Exploring Social Inequality and Difference 

This unit builds on the knowledge and skills acquired in the AS units and seeks to develop links between 

the nature of sociological thought, the methods of sociological enquiry and the core sociological 

themes of power, social inequality, socialisation, culture and identity. Candidates study and explain 

patterns of inequality in the contemporary UK. 

There are two key issues to consider: 

1. Social inequality and difference illustrated by the study of gender, class, ethnicity and age 

2. Exploring sociological research on social inequality and difference 

3 



UNIVERSITY AWARD 

(Certificate of Personal Effectiveness AS) 

This programme aims to provide a way in which you cam gain extra credit for enrichment and study 

activities you are undertaking as part of your Post 16 course. 

The University Award is based on portfolio evidence of achievement and completion of a variety of 

challenges. 

You can choose from the challenges below to help broaden your horizons and develop your skills and 

knowledge: 

Active Citizenship 

Work Related Activities 

Career Planning 

Global Awareness 

Enrichment Activities 

Extended Project 

This qualification offers lots of choice, is challenging and contributes to successful Higher Education and 

Career Applications. 



USE OF MATHEMATICS AS 

An applied Maths course equally rated at 

A level status 

This subject is still in its pilot stage and there is therefore limited information. 

The QCDA directives are clear, however and the aim of this new qualification is as follows:- 

GCE AS use of mathematics is designed to encourage more students to continue with appropriate study 

of mathematics beyond the end of compulsory schooling at age 16. Mathematics qualifications 

empower those that have them, providing greater opportunities in employment and greater earning 

potential. 

About AS use of mathematics 

AS use of mathematics is designed for hard working students with GCSE mathematics at grade C or 

above. The qualification is for those not intending to take the year as far as GCE A level mathematics, 

yet who would wish to understand and apply mathematics to a range of real situations. It concentrates 

on developing process skills of application, understanding (including understanding mathematical texts 

written by others), reasoning, explanation and communication. In statistics, for example, students will 

work with realistic data sets and use ICT throughout the course and its assessment. Traditional AS 

mathematics has slightly more emphasis on mathematical content, but concentrates less on process 

skills. The demands of the two AS qualifications are similar, but the nature and assessment of the 

courses are different. 

AS use of mathematics will be awarded one of five pass grades A-E, or an unclassified, U. 

Entry Requirements: 

You should have gained a high Grade C or above in GCSE Mathematics and be hard working. 

About the Subject: 

AS Use of Mathematics is a relatively new AS qualification. It is very different from other AS 

qualifications in Mathematics because there is less emphasis on content and more on applying, 

understanding, reasoning and communication. You will find it especially useful if you do not intend to 

study Mathematics to A2 level but want to continue studying it beyond GCSE, perhaps to support other 

subjects. 

Suitable Subject Combinations: 

AS Use of Mathematics can combine with most courses, but may be particularly relevant to subjects 

such as the Sciences, Technology, Business Studies, Psychology, Sociology or Geography. 



Course Content / Assessment: 

AS Use of Mathematics consists of three units: 

Algebra USE1 

One written paper with pre-release data sheet; calculators allowed 

1 hour 

Plus any two of the following: 

FSMQ Data Analysis 9993 * 

One written paper with prerelease data sheet; calculators allowed 

1 hour 

FSMQ Hypothesis Testing 9994 * 


1 hour 

FSMQ Dynamics 9995 


1 hour 

FSMQ Mathematical Principles for Personal Finance 9996 


1 hour 

FSMQ Decision Mathematics 9997 


1 hour 

Progression: 

AS Use of Mathematics is suitable for a wide range of students, helping you to go on to university to 

study a variety of courses where Mathematics is not required but would be useful. 

*(AS Use of Mathematics is only available at AS Level). 

If numbers are not enough, students may be offered the opportunity to join a nurture group doing AS 

maths. 



BTEC HEALTH & SOCIAL CARE 


Edexcel 

Specification - BTEC Level 3 Subsidiary Diploma – 60 credits 

The 60-credit BTEC Level 3 Subsidiary Diploma extends the specialist work-related focus of the BTEC 

Level 3 Certificate and covers the key knowledge and practical skills required in the appropriate 

vocational sector. The BTEC Level 3 Subsidiary Diploma offers greater flexibility and a choice of 

emphasis through the optional units. It is broadly equivalent to one GCE A Level. 

Why study Health and Social Care? 

This is a one year course BTEC Level 3 that has been developed to produce a broad based vocational 

qualification. It is designed to form a qualification which provides knowledge and understanding of the 

health and social care sector. 

What will I learn about? Over the course of a year you will do the following units: 

Unit 1 - Developing Effective Communication 

Unit 2 - Equality, Diversity and Rights in Health and Social Care 

Unit 3 - Health, Safety and Security in Health and Social Care 

Unit 4 - Development through the life stages 

Unit 7 - Sociological Perspectives in Health and Social Care 

Unit 8 - Psychological Perspectives in Health and Social Care 

Unit 23 - Complimentary Therapies 


Students will be encouraged to learn through a range of different techniques. Power-points, 

presentations, role play, group discussions and debates are just a few of the strategies that we use. 


There will be a series of different assignments for each unit that students should complete. There are 

NO exams for the BTEC course. At the end of the Year 12 course students should achieve a pass, merit 

or distinction in Health and Social care (equivalent to one A level). 

Pathways for the future careers/courses 

Progression through the BTEC course will allow students to apply for further education course and 

vocations in health and social care, including careers in; health, social and early years settings. 



BTEC NATIONAL AWARD in APPLIED SCIENCE 

MEDICAL SCIENCE 

The BTEC National Award in medical science provides a more vocational emphasis for students wishing 

to study science at GCE level. The course is aimed to be delivered in one year over two option blocks, 

and will provide learners with a qualification equivalent to that of an A-level. The basic learning 

outcomes for each of the units are below to give students a chance to see the general content that will 

be covered by the course. This course would be suitable for students who gained a C grade at Science 

GCSE (Core or Additional), or who completed a BTEC in science. 

Unit 1: Fundamentals of Science 

Understand the quantities involved in chemical reactions 

Understand structures in biological systems 

Understand types of energy and their inter conversions 

Know the basic principles of electricity and electromagnetic radiation 

Unit 2: Working in the Science Industry 

Know how procedures are followed and information passed on in the laboratory 

Understand the design of a workplace with respect to its efficiency, effectiveness, safety and 

security 

Understand laboratory management information systems and a range of scientific computer 

applications 

Be able to demonstrate and understand safe working practices in the laboratory 

Unit 4: Scientific practical techniques 

Be able to use analytical techniques 

Be able to use scientific techniques to separate and assess purity of substances 

Be able to use instruments/sensors for scientific investigations 

Unit 5: Perceptions of Science 

Know how scientific ideas develop 

Understand the public perception of science, as influenced by the media 

Be able to investigate the ethical and moral issues associated with scientific advances 

Know the relationship between science, commerce and politics 



Unit 41: Clinical Psychology 

Know the explanations that exist to explain mental disorder 

Understand issues around diagnosing mental disorder 

Know how mental disorders can be treated 

Be able to carry out an ethical investigation into the area of mental health. 

Unit 43: Diseases and Infections 

Know the different types of diseases and infections 

Understand the factors that can influence the development of diseases and infections 

Be able to investigate the spread of diseases and infections 

Know some of the impacts that diseases can have upon people, society and the environment 

Understand ways in which diseases can be treated, cured or eradicated 



BTEC NATIONAL AWARD in ENGINEERING 

What is the Level 3 BTEC National Award in Engineering? 

The BTEC National Award in Engineering will give you an understanding of the practical skills and 

knowledge needed to begin professional work in the engineering industry or move on to further study. 

You will discover what career opportunities are available, helping you to choose your preferred area of 

work, and if already in employment, progress within your chosen field. 

The course is flexible and you can adapt it to your abilities and needs. It consists of two core units plus a 

choice of up to four specialist units totalling 360 guided learning hours. The structure of the course 

allows you to focus on your interests or introduce yourself to new areas, such as engineering drawing 

for technicians, metallurgical techniques application of computers in engineering. 

Where will this qualification take me? 

Employment opportunities 

With the international recognition of BTEC courses such as this, you can progress straight into 

employment. If successful, there are a range of potential careers to explore, for example: mechanical 

engineer, electronic engineering technician or mechanical engineering technician. 

Further vocational and academic qualifications 

The BTEC National Award in Engineering has the equivalence of one GCE A Level, and it is possible for 

you to progress further into higher education, as successful BTEC National qualifications give UCAS 

points for university applications. 

BTEC Nationals are designed as specialist qualifications for students who have a clear view of their 

future career or are seeking progression to higher education. BTEC Nationals are equivalent to A levels 

and are highly valued by universities, further education colleges and employers alike. There are more 

than 250 qualifications for students to choose from. These qualifications are suitable for students aged 

16 upwards and are recommended for those who have achieved at least four A*- C grade GCSEs or have 

completed a BTEC First and have a clear view of where they want to be, or wish to go to university. 



BTEC NATIONAL AWARD in IT 

What is the Level 3 BTEC National Award for IT Practitioners? 

The BTEC National Award for IT Practitioners will give you the knowledge to progress into a specific area of 

employment within the IT sector, or progress to a more responsible job if you are already in employment. 

The nature of the course structure allows the qualification to be flexible and adapted to meet your interests 

and aspirations. 

The advantages of taking this type of course is that the assessment is purely based on practical IT skills and 

written explanation of the use of ICT. It has no examination! It will therefore suit hardworking independent 

students who may find examinations more challenging 

The course can also be expanded to include further units and access to a double or triple A Level equivalent 

award 

Employment opportunities 

With the international recognition of BTEC courses such as this, you can progress straight into employment. 

If successful there are a wide variety of potential careers that you can explore, within sectors such as the 

growing computer games industry, product development, technical support, technical sales, 

telecommunications and hardware engineering. Jobs that are commonly taken after completion of the 

qualification are: systems analyst, computer service technician and computer operator. 

Further vocational and academic qualifications 

The BTEC National Award for IT Practitioners has the equivalence of one GCE A Level, and it is possible for 

you to progress further into higher education, as successful BTEC National qualifications give UCAS points for 

university applications. 

How long will it take me to complete this qualification? 

The length of the course is dependent on the centre. Normally, it will take one academic year to complete 

but it can be studied for two years or more. 

What are the entry requirements? 

Fundamentally you should have a broad education including, for example, a BTEC First for ICT Practitioners 

and/or four GCSEs (graded C or above) and, in addition, the interest and potential to succeed in achieving 

the qualification. 



BTEC SUBSIDIARY/DIPLOMA IN SPORT 


EDEXCEL 

Level 3 (Equivalent to A-Level) 

Content 

The BTEC course can be studied over 1 year (Subsidiary & equivalent to 1 A-Level) or 2 years (Diploma & 

equivalent to 2 A-Levels). It is a practical, work related course, where you learn by completing projects and 

assignments that are based on realistic workplace situations, activities and demands. At the end of the 

course you will be prepared to start a career in sport or move into further education. Lots of Universities 

now recognise the BTEC as an outstanding qualification in its own right. 

Assessment 

The course assessment consists of 60 credits (1 year) and 120 credits (2 years); 

The following units are studied in the first year: 

Unit 1 

Unit 2 

Unit3 

Unit 7 

Unit 8 

Unit 9 

Unit 11 

Unit 13 

Principles of Anatomy and Physiology in Sport (5 credits) 

The Physiology of Fitness (5 credits) 

Assessing Risk in Sport (10 credits) 

Fitness Testing for Sport & Exercise (10 credits) 

Practical Team Sports (10 credits) 

Practical Individual Sports (10 credits) 

Sports Nutrition (10 credits) 

Leadership in Sport (10 credits) 

Please note students select only ONE from Unit 8 or Unit 9 

The Units for the second year can be discussed with Mr Marshall and the PE Faculty during year 1. 

There are 3 levels of accreditation; Pass, Merit and Distinction 

No pass = 

Pass = 

Merit = 

Distinction = 

Fail 

Grade C at A-Level 

Grade B at A-Level 

Grade A at A-Level 

The BTEC course is assessed in the following way – 100% coursework (no exam) 


- 5 GCSEs at A* - C including a C grade or higher in GCSE Physical Education 

- At least a PASS grade in a BTEC Extended Certificate in Sport 

- Involvement in leadership courses either before joining or at some stage during the course 


Mr Marshall: 

Mr Longmore: 

Miss Aisthorpe: 

BTEC co-ordinator/Progress Leader 

Head of Physical Education/Progress Leader 

Curriculum Teaching & Learning Leader 

Please note this is a level 3 course and the equivalent to A-Level courses 



BTEC SUBSIDIARY DIPLOMA IN 

TRAVEL AND TOURISM 


EDEXCEL 

Why study Travel & Tourism? 

The BTEC National Award is designed to provide a specialist work-related qualification. The travel and 

tourism industry continues to grow at a rapid pace with the last 10 years seeing a huge increase in the 

amount of travel undertaken by individuals for both leisure and business purposes. This course seeks 

to provide learners the knowledge, understanding and skills to work in this sector. It is also a chance to 

achieve a Level 3 qualification without having to sit any exams. This is a great opportunity to open 

doors within this important worldwide industry which is continually looking for well qualified 

employees. 


The BTEC Level 3 Subsidiary Diploma in Travel and Tourism is broadly equivalent to one GCE ‘A’ Level. It 

consists of 6 modules of equal weighting. These include the following core units: 

1. Investigating travel and tourism 

2. The business of travel and tourism 

3. The UK as a destination 

4. Customer service in travel and tourism 

In addition to this, two specialist units will be studied: 

Long Haul Travel Destinations 

Preparing for Employment in Travel and Tourism 

How is Travel & Tourism taught? 

The very nature of the BTEC qualification supports the practical nature of the delivery of this course 

which mirrors the industry itself. Students will be researching into the travel and tourism sectors by 

studying real life organisations. Teaching methods include: 

Video 

Role play 

Discussion 

Case studies 

Written tasks 

Full interaction and participation is expected throughout the course. 




All of the six units are assessed via portfolio work. The tasks included in the portfolios will be varied 

and may include presentations, practical activities, research projects and displays as well as more 

formal written assignments. 

Pathways for the future 

The specification is designed to provide an all-round introduction to the travel and tourism industry for 

those who wish to develop their careers in one of its many connected occupational areas. These include 

careers in retail travel, visitor attractions, accommodation, transport and tour operations. 



How and what will I learn? 

BTEC PUBLIC SERVICES 

This course will run if there is sufficient demand 

Below is a general overview of what might be covered 

Below are a list of units. You will complete these units via a combination of lectures, personal research, talks 

and visits, residential and practical sessions. 

Mandatory units: 

Government, Policies 

Team Development 

Team Leadership 

Citizenship 

Diversity and the Public Services 

Understanding Discipline 

Specialist units: 

You will study some units from the following 

Physical Preparation for the Public Services 

Outdoor and Adventurous Expeditions 

Human Behaviour 

Teamwork 

International Perspectives 

Skills Land/Water Based Activities 

Public Services Employment 

Criminal Justice Systems 

Health & Fitness 

Responding to Emergency Service Incidents 

Crime and its Effects on Society 

Major Incidents 

Command and Control in the Uniformed Public Services 

Custodial Care 

Will I have to take an exam? 

No. The assessment method is by coursework to strict deadlines and through practical assessment on the 

BTEC Public Services course. 

Progression on completion & career opportunities 

Move directly into the Uniformed Public Services (assuming you meet the eligibility criteria e.g. age, 

health criteria) 

Working for the Uniformed Public Services in a civilian capacity 

Higher Education, you can choose from a variety of University courses 




Some of these courses will be delivered in 

mixed KS4 and KS5 classes 



ENGLISH LANGUAGE GCSE 



Why study English Language? 

Disappointed with your grade in English Language? This one-year course will help you improve the 

quality of your coursework and examination skills. 


To write for a range of purposes and in a variety of forms 

To read a wide variety of literature, non-fiction and media texts 

To talk and listen in a variety of contexts and for a range of purposes 


The course will involve attendance, at least twice a week, at lessons specifically timetabled and 

prepared for the Post 16 student. Lessons will involve groups and individual work. You can expect to 

redraft your Year 11 written coursework and complete more demanding speaking and listening 

assignments. Lessons targeted at improving examination skills will be delivered. 


Coursework – 40% 

Final examination – 60% 

20% Speaking & Listening 

20% Reading & Writing 

Pathways for future careers/courses 

Skills you learn in GCSE English such as literacy, analysis and communication are useful in many jobs and 

is a necessary requirement for higher education. 



FUNCTIONAL MATHEMATICS 

The term ‘functional’ should be considered in the broad sense of providing learners with the skills and 

abilities they need to take an active and responsible role in their communities everyday life, the 

workplace and educational settings. Functional Mathematics requires learners to use mathematics in 

ways that make them effective and involved as citizens, to operate confidently in life, and to work in a 

wide range of contexts. 

Functional mathematics – process skills 

Fundamental to individuals being able to use mathematics effectively in life and work is their ability to 

understand and make sense of mathematical information, to use and process that information, to 

interpret and analyse the results of their activity, and to present this to others. These process skills 

form the basis of the functional skills standards for mathematics and apply at all levels. 

Functional mathematics – level differentiation 

Levels are differentiated by the following: 

Complexity 

Real-life situations, as they arise, are often quite complex. Identifying the separate areas of knowledge 

needed to tackle a situation, the steps needed to solve the problem and the accessibility of the 

problem itself (routine or non-routine) determines the level of complexity. 

Representing Analysing Interpreting 

Making sense of situations and representing them 

Processing and using mathematics 

Interpreting and communicating the results of the analysis 

Familiarity 

This reflects the extent to which a problem or situation requires an individual to relate skills and 

understanding developed in other contexts to make sense of a new situation. 

Technical demand 

This reflects the range of knowledge, skills and techniques that an individual is required to draw on in 

order to tackle a problem. 

Independence 

This relates to the level of autonomy that learners apply to tackling a problem at each stage. 



Entry requirements 

You should be well motivated to develop further mathematical skills and have a positive report from 

your KS4 Maths Teacher i.e. your review grades at KS4 should be 1s or 2s. 

Since this course requires commitment and a considerable measure of independent study, no 

negotiation on these requirements can be made. 

You should also have a record of achievement at least equal to your predicted grade at GCSE. This will 

be verified from school data. 

Functional skills mathematics – qualification 

Assessment is by examination of practical mathematical tasks 

Entry Level may be available on application 

Level 1 is equivalent to grades D to G 

Level 2 shows achievement equivalent to grade C and above 

Progression 

Level 1 is a gateway to Level 2 

Achievement of Level 2 will enable you to access the diploma courses as well as verify to future 

employers your competence with a range of mathematical applications. 

N.B. This course will run alongside KS4 lessons and you will have the opportunity to join these 

classes for the timetabled lessons. In 2010-11, this was 1 lesson with Year 11. 



LITERACY – FUNCTIONAL SKILLS 


AQA 

Functional Skills 

Functional skills help young people to take a more active and responsible role in their communities, to 

be more alert and responsive to changes in technology, to communicate effectively and be literate in 

the broadest sense. The functional skills standards require learners to be able to make sense of their 

world and to develop their own perspectives. The key concepts of competence and critical 

understanding underpin these aims. 

Functional English skills (Level 2) 

Students studying Functional English skills will develop their ability to become confident and capable 

when using the skills of speaking, listening, reading and writing. They will learn to: 

Communicate effectively, adapting to a range of audiences and contexts 

Explain information clearly and succinctly in speech and writing 

Express a point of view reasonably and persuasively 

Use ICT to communicate effectively 

Read and understand information and instructions, then use this understanding to act 

appropriately 

Analyse how ideas and information are presented, evaluating their usefulness, for example in 

solving a problem 

Make an oral presentation or write a report 

Contribute to discussions and use speech to work collaboratively to agree actions and conclusions 

Students with GCSE grade U-E will benefit from studying this course. 



MATHEMATICS GCSE 


OCR 

Syllabus Aims:- 

to consolidate basic skills and meet appropriately challenging work 

apply mathematical knowledge and understanding to solve problems 

think and communicate mathematically, precisely, logically and creatively 

appreciate the place and use of maths, in society and apply maths concepts to situations arising in 

everyday life 

work co-operatively, independently, practically and investigatively 

Scheme of Assessment:- 

The assessment consists of a Linear Exam taken in January so the course is involved in reviewing 

and practising previously learned skills. 2 exams equally weighted. 

Entry requirements: 

Students who were very close to attaining a C grade in Year11. This course is not suitable for students 

who attained E or below. Students must have already achieved grade D on any previous GCSE Maths 

exams. Students who have a previously unblemished record of effort from KS4 (ie 1s and 2s) but have 

only attained E grade, will be considered on application. 

Do I need a 'C' in Mathematics? 

Many universities specify a minimum grade C in Mathematics. 

The following professions usually request a minimum grade C in Mathematics: 

Accountancy, banking, law, civil service, teaching, nursing and many management training schemes. 



BTEC FIRST CERTIFICATE in ICT 

Do you prefer coursework to exams? Then this could be the option for you! 

This course is the equivalent of two GCSEs and is 100% coursework – no 

exams! 

You will develop excellent ICT skills including web design, computer graphics, 

Desk Top Publishing (e.g. leaflets), business document creation and 

spreadsheets - benchmark skills required in the workplace. 

You could potentially gain the equivalent of 2 x A grade GCSEs if you achieve a distinction, or 2 x Bs if 

you achieve a merit, or a pass will get you the equivalent of 2 x Cs. 

If you would like anymore information about the course, pop into the ICT office and have a chat with an 

ICT teacher who would be more than happy to explain the course further with you. 



BTEC FIRST DIPLOMA in PUBLIC SERVICES 

This course is designed to give you the knowledge and skills required by people who would like to 

pursue a career in the Armed Forces, Police, Fire Service and Ambulance Service. This course is also 

good for anyone who is unsure what they would like to do in the future and does not want to follow 

the traditional A level route. At the end of this course students will possess a number of transferable 

skills that are valuable to employers. 

Some of the skills you will be develop are: 

Team working 

Communication 

Research 

ICT 

Strategic thinkers 

Organisation skills 

This course is a nationally recognised qualification and the personal qualities are essential for successful 

performance in working life. The kind of areas you will study are: 

1. Uniformed Public Services Employment 

2. Public Service skills 

3. Uniformed Public Service Fitness 

4. Adventurous Activities and teamwork 

5. Crime and effects on Society 

6. Land Navigation by Map and compass 

7. Expedition skills 

The course is assessed internally through set assignments and is therefore mostly coursework. The 

work is then externally verified through National Standard sampling. 

Please note due to the nature of the course, there will be a cost for some of the activities and students 

will be required to go on fieldwork for navigation skills, expedition skills and adventurous activities. 



BTEC EXTENDED CERTIFICATE IN SPORT 


EDEXCEL 

Level 2 (equivalent to GCSE) 

Content 

This is a one year work related course, where you learn by completing projects and assignments that 

are based on realistic workplace situations. It can be completed over two years and in this case is 

equivalent to 2 GCSEs. 

Assessment 

The course assessment consists of 30 credits from the following 

units; 

Unit 1 – Fitness Testing & Training (5 credits) 

Unit 2 – Practical Sport (10 credits) 

Unit 4 – Anatomy and Physiology for Sport (5 credits) 

Unit 5 – Injury in Sport (10 credits) 

There are 3 levels of accreditation; Pass, Merit and Distinction 

No pass = Fail 

Pass = Grade C at GCSE 

Merit = Grade B at GCSE 

Distinction = Grade A at GCSE 

The BTEC course is assessed in the following way – 100% coursework (no exam) 


- A devoted interest to sport and all that is associated with physical activity 

- An enthusiastic approach to practical and theoretical situations in relation to sport 

- Able to work independently and use private study time effectively 

- Involvement in leadership courses either before joining or at some stage during the course 


Mr Marshall – BTEC co-ordinator/Progress Leader 

Mr Longmore – Head of Physical Education/Progress Leader 

Please note this is a Level 2 course and is the equivalent of a GCSE qualification 



STUDENT DESTINATIONS & 

GRADUATES 

2011 



Student Destinations - 2011 

Joseph Allsop Wildlife Management Leeds University 

Grace Andrews Audiology Manchester University 

Victoria Banks Psychology Huddersfield University 

Alexandra Bartle Criminology & Sociology Leeds Metropolitan University 

Victoria Bartle Sociology Sheffield Hallam University 

Faye Baugh Events Management East London University 

Jesse Beaman Wildlife & Media Cumbria University 

Lucia Biddle Forensic Science Lincoln University 

Lauren Bolus History Sheffield Hallam University 

Rachel Bovill Physics with Forensic Applications Nottingham Trent University 

Rosie Bown Equine Studies Writtle University College 

Kirsty Bradshaw History & Archaeology Hull University 

Jessica Bramley Marine & Composites Technology Plymouth University 

Hannah Calverley Sport Development with Coaching Northumbria University 

Fiona Campbell History & Politics Northumbria University 

Sebastian Chesney Physics Leeds University 

William Clark Business Studies Leeds Metropolitan University 

Rebecca Cottrell Counselling & Therapeutic Studies Leeds Metropolitan University 

Connor Cree Environmental Science Sheffield Hallam University 

Russell Critchley Biological Sciences Plymouth University 

Samantha Cole Food and Nutrition Sheffield Hallam University 

Alicia Dickenson History & American Studies Manchester University 

Samuel Dixon Audio Production Lincoln University 

Joseph Dodd Politics Newcastle University 

Beth Dunn English Literature Northumbria University 

Bryony Fenton Psychology Nottingham University 

Samuel Gethings Animal Behaviour & Wildlife Wolverhampton University 

Amman Gill Computing Central Lancashire University 

Rebecca Greenhalgh Management & Marketing Lincoln University 

Mark Griffiths Business & French Leeds Metropolitan University 

Jo Grimwood Early Years Education with QTS Sheffield Hallam University 

Tom Hague Games Software Development Sheffield Hallam University 

Abigail Hall Chemistry Hull University 

Stevie Hall English Literature with Creative Writing York St John University College 

Charlotte Hancock English Lincoln University 

Isaac Hardman Physics Nottingham Trent University 

Louise Hesketh Psychology Hull University 

Alice Hindle Business & Human Resource Management Sheffield Hallam University 



Student Destinations - 2011 

Annabel Hough French & Spanish Hull University 

Olivia Hudson Children’s Nursing Sheffield Hallam University 

Michael Hutchinson Aeronautical Engineering Loughborough University 

Kirsty Jackson Spanish with Business Hull University 

Elijah Kettle Equine Science Lincoln University 

Warwick Lane Sport Journalism Brighton University 

Witney Luke Physical Education Leeds Metropolitan University 

Samuel Martin Agriculture with Crop Management Harper Adams University College 

Poppy Micklethwaite Education Studies Leeds Metropolitan University 

Gemma Needham Environment & Sustainability Keele University 

Jacob Noble Biology with Forensic Biology Northumbria University 

Oliver Noble Civil Engineering Dundee University 

Elizabeth Parkinson Forensic Science Bournemouth University 

Laura Pearson Law Northumbria University 

Daniel Phillips Professional Sound & Video Technology Salford University 

Harry Pickard Economics Greenwich University 

Jonathan Priddle Physics with Space Science & Technology Leicester University 

Emma Raynor English Exeter University 

Sophie Reed Animal Behaviour Science Lincoln University 

Eleanor Richards Theology Chester University College 

Charlotte Rigby English & American Literature Keele University 

Connor Robb Medical Biochemistry Sheffield University 

Isobel Sheldon Physical Education and Youth Sport Sheffield Hallam University 

Alex Smedley Business Management London Metropolitan University 

William Smith Biomedical Science Sheffield Hallam University 

Matthew Stacey Sport Development & Coaching Sheffield Hallam University 

Philippa Stutt Sport Coaching East London University 

Rhys Swales Sport Development & Coaching Lincoln University 

Emily Taylor Primary Education York St John University College 

Beth Tookey Anthropology Kent University 

Harriet Towle Psychology Nottingham Trent University 

Emily Warriner Agri Business Harper Adams University College 

Charlotte Waters Sports Horse Management & Training Nottingham Trent University 

Sarah Whitesmith Product Design Coventry University 

Lauren Whitfield Law with Spanish Hull University 

Aaron Wood Sport Business Management Leeds Metropolitan University 

Adam Woolley Sport Business Management Leeds Metropolitan University 



Selection of Graduates of 2011 

Steffi Ashford Sheffield Hallam University BA Hons 1 st Class in Adult Nursing 

Kitti Bartholomew University of Hull BSc Hons 2.1 in Psychology 

Rebecca Gardiner University of Northumbria at Newcastle BA Hons 2.1 in French & Spanish 

Charles Geeson Loughborough University MEng Hons 2.1 in Aeronautical Engineering 

Michael Handy Sheffield Hallam University BSc Hons 2.1 in Sport Development with 

Coaching 

Andrew Greenhalgh University of Sheffield BSc Hons 2.1 in Biomedical Science 

Suzy Grimwood Sheffield Hallam University BSc Hons 1 st Class in Forensic Science 

Sarah Hill Nottingham Trent University BSc Hons 2.1 in Mathematics 

Katherine Hilton University of Sheffield MPhys Hons 2.1 in Physics with Medical 

Physics 

Emily Hutson University of Derby BA Hons 2.1 in Textile Design 

Chantelle Lindley Sheffield Hallam University LLB Hons 1 st Class in Law 

Ian Keeling University of Lincoln BA Hons 2.1 in Architecture 

Nick Martin University of Leicester MSc Distinction in Cancer Chemistry 

David Newman University of Manchester BA Hons 2.1 in History 

Chris Patuzzo University of Southampton BSc Hons 1 st Class in Computer Science 

Ben Pitcairn University of St Andrews BSc Hons 2.1 in Mathematics 

Emma Slack University of Lincoln BA Hons 2.2 in Fashion Studies 

Amelia Storer University of Lincoln BA Hons 2.1 in Fine Art 

Sarah Taylor University of Sheffield MBCHB in Medicine 

James Wallace University of Lincoln BSc Hons 2.2 in Computer Science 

Jillian Warren University of Sheffield BA Hons 1 st Class in Journalism 

Jessica Witton Leeds Metropolitan University BSc Hons 2.2 in Sport and Exercise Science 

Claire Siddons Teeside University BSc Hons 2.1 in Criminology and Sociology 

Michael Ward Oxford Brookes University BSc Hons 2.1 in Multimedia Computing 

Katherine Warwick-Adkins Leeds College of Art & Design BA Hons 1 st Class in Fashion 



To visit or for further information 

regarding Post 16, please contact 

Gillian Cupit, Post 16 Centre. 

Tel 01777 870001 ex 578 

Marnham Road 

Tuxford 

Newark, Notts 

NG22 0JH 

office@tuxford-comp.notts.sch.uk

Tuxford Academy Post 16 - Diverse Academies Learning Partnership

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