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<strong>Lincoln</strong> <strong>Minster</strong><br />
<strong>School</strong><br />
KEY STAGE 5<br />
CURRICULUM<br />
Options <strong>booklet</strong><br />
for AS/A2 level<br />
c<strong>our</strong>ses<br />
This <strong>booklet</strong> is intended for<br />
pupils currently in Year 11<br />
(who will be entering Year 12<br />
in September 2012) and their<br />
parents.
THE LINCOLN MINSTER SIXTH FORM<br />
The Sixth Form Community at LMS<br />
The Sixth Form is changing at LMS, and as such a decision <strong>to</strong> study <strong>here</strong> is a decision <strong>to</strong> join an exciting,<br />
vibrant and dynamic learning community. <strong>Lincoln</strong> <strong>Minster</strong> offers a unique and enviable study experience <strong>to</strong><br />
each pupil who joins <strong>our</strong> Sixth Form.<br />
Accepting the challenge of becoming a Year 12 pupil with us <strong>here</strong> at LMS, would be <strong>to</strong> make a positive<br />
decision. The quality of <strong>our</strong> Sixth Form Centre and the facilities we offer are quite exceptional. Pupils now<br />
have at their disposal an impressive Common Room, ICT Res<strong>our</strong>ces Centre, and a designated Supervised<br />
Silent Study Suite.<br />
Our vision is <strong>to</strong> cultivate an independent learning community w<strong>here</strong> each pupil feels a sense of belonging;<br />
motivated and determined <strong>to</strong> make the most of every opportunity. The staff team at LMS is utterly committed<br />
<strong>to</strong> offering you the very best quality of teaching, learning and academic support. The exceptional quality of <strong>our</strong><br />
pas<strong>to</strong>ral care will ensure that y<strong>our</strong> time in <strong>our</strong> Sixth Form is spent productively, whilst being successful,<br />
fulfilling and enjoyable. Together, we will work <strong>to</strong>wards promoting y<strong>our</strong> progress, through providing an<br />
enriching, engaging and challenging study programme.<br />
The Sixth Form Curriculum<br />
AS and A2 studies are difficult but immensely rewarding, requiring a high level of motivation and<br />
responsibility; determination is crucial, as is a willingness <strong>to</strong> be involved fully in academic study. A-levels are<br />
not for those who lack commitment or are afraid of hard work! Our pupils will be expected <strong>to</strong> embrace and<br />
adapt <strong>to</strong> a variety of teaching styles and learning strategies which might be different from those they will have<br />
encountered at GCSE level. The expectation is that <strong>our</strong> pupils will become increasingly enterprising and<br />
emerge as skilled, knowledgeable and competent independent learners.<br />
Providing a <strong>curriculum</strong> which is rich in academic rig<strong>our</strong>, breadth and variety is essential. We offer an extensive<br />
choice of A-level c<strong>our</strong>ses and are confident that we meet the needs and requirements of <strong>our</strong> pupils. Meeting<br />
and talking <strong>to</strong> staff and pupils who teach and study these c<strong>our</strong>ses will help you in the decision making process.<br />
You will need <strong>to</strong> gain an overview of the structure and subject content of the A-levels that might be of interest<br />
<strong>to</strong> you and receive guidance on how then <strong>to</strong> select y<strong>our</strong> final A-level choices.<br />
How Do I Qualify for a Place in the Sixth Form at LMS?<br />
The minimum requirement for progression in<strong>to</strong> the Sixth Form is five „good‟ passes at GCSE level, at grades<br />
A*, A, B or C. It is important <strong>to</strong> stress the desirability of grades A or B in those subjects <strong>to</strong> be taken at A-level.<br />
It is important <strong>to</strong> note, however, that C grades do not prohibit the possibility of further study. We will always<br />
seek <strong>to</strong> support the development of learning and understanding and enable <strong>our</strong> pupils <strong>to</strong> make concrete<br />
progress which exceeds their own expectations. If you are in any doubt about y<strong>our</strong> ability or suitability <strong>to</strong> study<br />
particular c<strong>our</strong>ses which interest you, then please talk <strong>to</strong> y<strong>our</strong> teachers, who knowing you and y<strong>our</strong> potential<br />
and will be able <strong>to</strong> offer appropriate advice and enc<strong>our</strong>agement.<br />
1
Reports and Progress Reviews<br />
In Year 12, every Sixth Former will receive one short summary academic report, which will detail and<br />
comment upon the results of Mock examinations in November. A full report at the end of the Lent term will<br />
then be issued which will provide an overview of the academic performance of each pupil in preparation for<br />
external AS examinations. Pupils will also receive half-termly Progress Reviews in order <strong>to</strong> supplement<br />
information provided at Parents‟ Evening in December. By prior appointment, parents can use the Period 10<br />
sessions (4.00pm – 5.00pm) <strong>to</strong> raise any concerns that cannot be dealt with by a telephone call or meeting with<br />
the Assistant Heads of Year or Head of Sixth Form. Pupils can also, by prior arrangement, meet with subject<br />
teachers in Period 10 sessions <strong>to</strong> discuss any subject based concerns. Clarity and honesty is a vital element of<br />
this type of feedback. An honest appraisal of skills and potential, along with continuing strategies for<br />
development is essential in ensuring that post Sixth Form aspirations are achieved.<br />
Enrichment Programme<br />
Universities and employers are searching for candidates who possess a range of skills; a willingness <strong>to</strong> lead and<br />
participate, as well as those with solid academic results. Negotiating y<strong>our</strong> way through a highly competitive<br />
market place can be difficult and so we aim <strong>to</strong> equip and enc<strong>our</strong>age pupils <strong>to</strong> develop a most impressive CV –<br />
one which will get them noticed for all the right reasons.<br />
Every pupil will, t<strong>here</strong>fore, participate in a comprehensive Key Stage 5 PSHE Programme, <strong>to</strong>gether with a<br />
broad and diverse Enrichment Programme, with options ranging from: Critical Thinking Skills, Self-Defence,<br />
Grub-on-a-Grant, Stress-Busting and Relaxation, the Bluffer‟s Guide <strong>to</strong> Music, Fitness and Agility, Asset<br />
Languages, Drama and Communication, Art Appreciation, Independent Living (budgeting & personal finance,<br />
ironing, sewing, sexual health, relationships, drugs and alcohol and personal safety), and visits <strong>to</strong> Universities<br />
<strong>to</strong> attend personalised workshops in order <strong>to</strong> prepare for the UCAS application process.<br />
Extra-Curricular Activities<br />
Participation in a full range of extra-curricular activities, such as: Music, The pupil led „Jeremiah Gospel<br />
Choir‟, Drama, Sailing, the Duke of Edinburgh Award scheme, Young Enterprise, the Magna Carta Debating<br />
Society, the Film Society, Project India, the United Nations Student Conference in New York, European<br />
Citizenship Conference in Paris and The Earl Grey Society, and Culture Club, <strong>to</strong> name but a few! They all<br />
come highly recommended by <strong>our</strong> own pupils. Such activities will broaden y<strong>our</strong> horizons immeasurably and<br />
create a real sense of belonging <strong>to</strong> a community and inspire a sense of decency through y<strong>our</strong> contributions.<br />
Each and every aspect of Sixth Form life is aimed at preparing and equipping <strong>our</strong> pupils <strong>to</strong> realise their full<br />
potential within the context of further study at university and within the world of work.<br />
Pas<strong>to</strong>ral Care<br />
The rig<strong>our</strong>s and pressures pupils face as they embark on their next „big step‟, are numerous and complex. It is<br />
crucial, t<strong>here</strong>fore, that <strong>our</strong> pupils are properly cared for, respected, enc<strong>our</strong>aged and guided wisely at all<br />
junctures.<br />
We operate a comprehensive pas<strong>to</strong>ral care programme for <strong>our</strong> Sixth Formers. Each pupil will be assigned their<br />
own experienced personal Tu<strong>to</strong>r as well as being a member of a Tu<strong>to</strong>r Group. Pupils will have contact with<br />
their Tu<strong>to</strong>r once a day, at the very least. In addition, the progress of each pupil is reviewed monthly during<br />
allotted individual Tu<strong>to</strong>rials. The quality of <strong>our</strong> pas<strong>to</strong>ral care system was highly praised during <strong>our</strong> last school<br />
inspection and is something we are very proud of. We strive <strong>to</strong> develop the „best in everyone‟ and are<br />
committed <strong>to</strong> providing the very best for <strong>our</strong> pupils and continue <strong>to</strong> improve.<br />
2
Core Values<br />
We hold true <strong>to</strong> a central set of core values that underpins all that we do in the Sixth Form:<br />
Inclusivity, Belonging, and Respect - we value the contributions everyone can make <strong>to</strong> the school and wider<br />
community, and how <strong>to</strong>gether all <strong>our</strong> goals can be met.<br />
Honesty, Clarity and Decency - we are open about <strong>our</strong> attitudes and values whilst taking in<strong>to</strong> account the<br />
views and needs of others in everything we do.<br />
Enterprise, Determination and Independence - we understand that as individuals we are the most<br />
responsible for the development of <strong>our</strong> own talents and pursue every opportunity <strong>to</strong> do so with passion.<br />
This is an exciting time for the Sixth Form at <strong>Lincoln</strong> <strong>Minster</strong>. The future always holds a certain fear of the<br />
unknown, but you can rest assured that these values will ensure the success of all of those who decide <strong>to</strong><br />
become a part of <strong>our</strong> community. I look forward <strong>to</strong> welcoming you <strong>to</strong> y<strong>our</strong> future.<br />
Mr Tom Hill<br />
Head of Sixth Form<br />
3
WELCOME: from the Head Student<br />
I would like <strong>to</strong> welcome you very warmly <strong>to</strong> <strong>Lincoln</strong> <strong>Minster</strong> <strong>School</strong> Sixth Form. Please feel free <strong>to</strong><br />
ask myself or any of the other prefects if you have any queries regarding <strong>our</strong> Sixth Form. You are in<br />
the process of making an extremely important decision for y<strong>our</strong> or y<strong>our</strong> child‟s future, so I appreciate<br />
that you will want <strong>to</strong> be as well informed as you possibly can be.<br />
As clichéd as it may sound, I remember attending the same Open Evening almost two years ago now,<br />
and the time has flown by! So I feel that the emphasis must be placed on valuing every single day.<br />
The key <strong>to</strong> success in the Sixth Form is a sustained approach and consistently high standard of school<br />
work; AS and A2 levels are not suited <strong>to</strong> „cramming‟. Our Sixth Form environment facilitates this<br />
independent study and enc<strong>our</strong>ages its pupils <strong>to</strong> utilize their time effectively.<br />
I currently study Chemistry, Biology and Philosophy, and the aspirations that I have in terms of<br />
w<strong>here</strong> and what I hope <strong>to</strong> study have been enc<strong>our</strong>aged realistically and positively by staff and the<br />
culture of the Sixth Form. As a direct result of my time at <strong>Lincoln</strong> <strong>Minster</strong> <strong>School</strong>, I feel that I can<br />
embark on the next stage of my education with confidence, independence and enthusiasm. This year<br />
we have eight Oxbridge applicants, and from Medicine <strong>to</strong> Law, Drama <strong>to</strong> Graphics, the school ethos<br />
„The Best in Everyone‟ is evident through the rich and diverse variety of c<strong>our</strong>ses that <strong>our</strong> students are<br />
in the process of applying for.<br />
I hope that <strong>Lincoln</strong> <strong>Minster</strong> <strong>School</strong> will be the place w<strong>here</strong> you can realise y<strong>our</strong> individual hopes and<br />
aspirations, and then strive <strong>to</strong> achieve these, aided by strong teaching and pas<strong>to</strong>ral support. Immersing<br />
y<strong>our</strong>self in <strong>our</strong> vibrant Sixth Form culture will facilitate y<strong>our</strong> own personal development, so do not<br />
hesitate <strong>to</strong> join clubs and societies; such experiences will shape you in<strong>to</strong> a well rounded individual<br />
and influence y<strong>our</strong> views and attitudes forever.<br />
With my very best wishes,<br />
Eleanor Green<br />
Head Student<br />
4
Curriculum Information<br />
In September 2012 you will be the fifth year of students <strong>to</strong> study the new National Curriculum. The 14 <strong>to</strong> 19<br />
<strong>curriculum</strong> is very much about giving you the opportunity <strong>to</strong> study a wider range of subjects, whilst at the same<br />
time retaining the overall depth of the traditional A level c<strong>our</strong>ses. The sixth form <strong>curriculum</strong> is modular in<br />
character and divided in<strong>to</strong> two separate qualifications. Pupils are entered for a one year c<strong>our</strong>se (AS) in Year 12<br />
and then if suitable progress has been made they are then entered for another one year c<strong>our</strong>se (A2).<br />
AS levels: which you will study in Year 12, and<br />
A2 levels: which you will study in Year 13.<br />
By passing both of these levels, you will be awarded an A level in that subject. The AS modules will be at a<br />
lower sixth standard and will contain the more straightforward material from A level c<strong>our</strong>ses. The A2 modules,<br />
however, will contain more challenging work from the syllabuses.<br />
The aim behind these proposals is <strong>to</strong> enc<strong>our</strong>age more able students <strong>to</strong> consider taking f<strong>our</strong> AS levels in Year<br />
12, prior <strong>to</strong> completing three A2 levels in Year 13. This is the normal pattern not only for students at <strong>Lincoln</strong><br />
<strong>Minster</strong> <strong>School</strong>, but in the majority of schools and colleges throughout the country. The advantage of taking<br />
f<strong>our</strong> AS levels is that it gives more breadth <strong>to</strong> y<strong>our</strong> education. Scientists could continue with a foreign<br />
language, for example, while arts or humanities students could take mathematics or a creative subject beyond<br />
GCSE.<br />
The above model is not compulsory, the majority of students will complete three subjects at A2, some will<br />
complete two. T<strong>here</strong> is an indication that a proportion of students may only start with three AS levels and<br />
complete all three at A2 level. Whatever you decide we will help you choose c<strong>our</strong>ses that are appropriate <strong>to</strong><br />
y<strong>our</strong> interests and abilities.<br />
Subject Choices<br />
You must give careful thought <strong>to</strong> y<strong>our</strong> choice of which subjects <strong>to</strong> study in the sixth form; more advice on this<br />
is given later in this <strong>booklet</strong>. A wide range of subjects are available <strong>to</strong> you:<br />
Art His<strong>to</strong>ry<br />
Biology ICT<br />
Business Studies Mathematics<br />
Chemistry Music<br />
Dance Pho<strong>to</strong>graphy<br />
Drama & Theatre Studies Physics<br />
English Psychology<br />
French Religious Studies<br />
Food Technology Sociology<br />
Further Mathematics Spanish<br />
Geography Sports & Physical Ed<br />
Graphics Travel and T<strong>our</strong>ism<br />
5
These will be presented in pools of subjects from which you may choose one out of each pool. These pools<br />
have been established after discussions with pupils, staff, careers advisors and Universities.<br />
In addition <strong>to</strong> the subjects in Year 12 or Year 13, t<strong>here</strong> are also many chances for students <strong>to</strong> broaden their<br />
studies with non-academic opportunities. Some of these will include Physical Education, Careers, Information<br />
Communication Technology, Young Enterprise, India Project and H.O.S.T. (<strong>our</strong> Romanian charity).<br />
The actual subject pools will be confirmed early in February. You will be asked <strong>to</strong> make provisional choices at<br />
the end of February. If a subject does not have sufficient students <strong>to</strong> make it viable, we reserve the right <strong>to</strong><br />
withdraw it from <strong>our</strong> program for that year. Obviously, we will keep you fully informed of developments and<br />
advise you of alternatives that will suit y<strong>our</strong> needs.<br />
An example option blocks pattern for Year 12 is set out on the following page. However, this is just one model<br />
and next year‟s pattern will be different according <strong>to</strong> the „best fit‟ for the majority of the students committed <strong>to</strong><br />
staying in <strong>our</strong> Sixth Form.<br />
Option Blocks<br />
An example of possible<br />
options (Assuming<br />
sufficient demand) and<br />
the most balanced<br />
combinations.<br />
A B C D E<br />
Mus ICT Art Maths Drama<br />
Eng Geog Phys Socio Chemistry<br />
Graphics Psych Biol Pho<strong>to</strong> Sports Studies<br />
Spanish French Hist Biol Food Tech<br />
Trav & T<strong>our</strong> F.Math Rel.St Bus.St His<strong>to</strong>ry<br />
Geog Graphics<br />
Please note that this is only a starting point for the process of determining next year‟s option blocks.<br />
What subjects can I choose?<br />
This <strong>booklet</strong> lists the subjects on offer. You need <strong>to</strong> consider y<strong>our</strong> career aspirations, y<strong>our</strong> particular strengths<br />
and weaknesses, and y<strong>our</strong> interests. Talk <strong>to</strong> y<strong>our</strong> subject teachers, tu<strong>to</strong>rs, parents, careers specialists and take<br />
some time <strong>to</strong> think about y<strong>our</strong> future!<br />
We do <strong>our</strong> utmost <strong>to</strong> be flexible but we have <strong>to</strong> ensure that y<strong>our</strong> choice is realistic and compatible with the<br />
overall timetable. You will be asked <strong>to</strong> make choices from the subject pools by the end of March. As with Key<br />
Stage 4 Options, once the pools are formed you may change y<strong>our</strong> choices only within subject pools, and of<br />
c<strong>our</strong>se subject <strong>to</strong> the availability of a place.<br />
Mr Simon Grocott<br />
Direc<strong>to</strong>r of Studies<br />
6
Examinations<br />
When you join <strong>Lincoln</strong> <strong>Minster</strong> <strong>School</strong> Sixth Form you will find y<strong>our</strong>self faced with many new and exciting<br />
challenges. However, do not lose sight of the ultimate goal at the end of y<strong>our</strong> two years of study: <strong>to</strong> achieve the<br />
best possible examination results <strong>to</strong> enable you <strong>to</strong> access the next stage of y<strong>our</strong> educational career or training.<br />
Examinations are a regular feature of the Sixth Form, and you may well find that the first unit of assessment in<br />
one, or all, of y<strong>our</strong> subjects is in January of Year 12 – so t<strong>here</strong>‟s no time <strong>to</strong> sit around!<br />
T<strong>here</strong> are two main examination sessions during the year – January and May/June – and most examinations<br />
last 1 – 2 h<strong>our</strong>s. Most GCE A Levels are examined in 4 modules, one of which may be c<strong>our</strong>sework.<br />
Today, the Examination Boards offer a range of services <strong>to</strong> enable you <strong>to</strong> gain the best possible results in y<strong>our</strong><br />
external examinations. These range from extra time <strong>to</strong> return of scripts and resit opportunities. The<br />
Examination Office administers these services and t<strong>here</strong> is frequent contact between myself and the Sixth Form<br />
tu<strong>to</strong>rs and students.<br />
You will also find useful information and reminders in the VLE, from which you can <strong>download</strong> and print off a<br />
variety of examination related forms.<br />
If you have a problem or query regarding y<strong>our</strong> examinations do please contact the Examinations Office as<br />
early as possible <strong>to</strong> discuss it. I am sure that either I, my Deputy, Mr Hart, or my Assistant Mrs Glynn will be<br />
able <strong>to</strong> help you.<br />
If you have joined us from another centre, please provide me with copies of y<strong>our</strong> previous external<br />
examination results when you first arrive. These are needed for my records, and <strong>to</strong> enable me <strong>to</strong> enter you for<br />
an examination with the Unique Candidate Identifier you have used before.<br />
I wish you every success in y<strong>our</strong> studies, and good luck in y<strong>our</strong> examinations!<br />
Mrs Angela Pullen<br />
Examinations Officer<br />
7
Why is it important <strong>to</strong> dress smartly at Sixth Form?<br />
Dressing smartly at Sixth Form is essential in order <strong>to</strong> perform <strong>to</strong> the best of y<strong>our</strong> ability and <strong>to</strong> take work<br />
seriously. The dress code for Sixth Form prepares us for life in the business world. We are given more choice<br />
and freedom but we still have a code which must be respected.<br />
How we dress reflects <strong>our</strong> personality and t<strong>here</strong> is plenty of scope within the dress code <strong>to</strong> express <strong>our</strong>selves<br />
whilst abiding by the rules which are essentially common sense and represent what most employers would<br />
expect from their staff. The teachers are on hand <strong>to</strong> remind us of the importance of the Sixth Form dress code<br />
as at the end of the day, we are representing <strong>Lincoln</strong> <strong>Minster</strong> <strong>School</strong>.<br />
Dress Code:<br />
Ladies<br />
Gentlemen<br />
Appropriate skirt, smart dress or smart suit trousers<br />
No low neck line/visible cleavage<br />
No vest <strong>to</strong>ps<br />
Smart shoes – appropriate for a school environment<br />
Smart jacket/blazer<br />
Smart suit with jacket/blazer<br />
But<strong>to</strong>ned shirt with tie<br />
Smart sensible shoes (no trainers)<br />
8
SUBJECT INFORMATION<br />
2012-2013<br />
9
Art AS/A2<br />
H161/H561OCR Fine Art<br />
Why Choose Art?<br />
Teaching approaches<br />
The c<strong>our</strong>se is orientated <strong>to</strong>wards Fine Art. However, within this main area of study candidates will be<br />
given the opportunity <strong>to</strong> pursue different specialisms such as printmaking, painting and drawing, 3<br />
dimensional design, sculpture and Pho<strong>to</strong>graphy. The “Personal Investigation” may be in any<br />
specialist art and design field and can be a combination of practical explorations and written research.<br />
The two-year c<strong>our</strong>se represents a gradual progression of activity leading from a highly taught centre<br />
of activity in the first term <strong>to</strong> individual and student centered activity in the later part of the c<strong>our</strong>se.<br />
Art and Design is essential for anyone who wishes <strong>to</strong> undertake further studies in Art and Design at<br />
University (Art College) or for those of you who are looking <strong>to</strong> take up a career for which an art and<br />
design background is relevant. We send students <strong>to</strong> leading art institutes, such as Central St Martins<br />
and Chelsea.<br />
Entry requirements<br />
The nature of Art and Design requires students with a genuine interest in the subject and a high<br />
degree of self-motivation. A large amount of the work for assessment is completed outside the<br />
timetable structure. You must be keen, well-motivated and be able <strong>to</strong> work on extended research<br />
assignments. If you have an aptitude for the subject and if you are creative you may have the basic<br />
skills <strong>to</strong> succeed, but hard work and determination is the key <strong>to</strong> success. AS/A level Art and Design is<br />
not an easy option and you should be prepared <strong>to</strong> work hard <strong>to</strong> succeed in developing y<strong>our</strong> abilities.<br />
AS Units<br />
Unit F410-F416: C<strong>our</strong>sework Portfolio<br />
• Candidates produce a portfolio of work from starting points/<strong>to</strong>pics or themes <strong>to</strong> include<br />
figurative painting, life drawing, sculpture.<br />
• The focus is on including work that shows exploration, research, acquisition of techniques and<br />
skills.<br />
Unit F410-F416: Controlled Assignment<br />
• Candidates select one starting point from an early release question paper.<br />
• Candidates are <strong>to</strong> be given at least three weeks in which <strong>to</strong> plan and prepare.<br />
• Candidates are then given five h<strong>our</strong>s of controlled time <strong>to</strong> work on developing<br />
their ideas <strong>to</strong> realization(s)/outcome(s).<br />
10
“Controlled Assignment “ Yr 13<br />
A2 Units<br />
Unit F431-F436: Personal Investigation<br />
11<br />
“Personal Investigation”<br />
• Candidates submit one major practical project that has personal significance.<br />
• The investigation includes a related personal analysis that must be between 1000 <strong>to</strong> 3000<br />
words.<br />
Controlled Assignment Yr 13<br />
15 h<strong>our</strong> examination with additional prep work
Units F441-F446: Controlled Assignment<br />
• Candidates select one starting point from an early release question paper,<br />
• Candidates are <strong>to</strong> be given at least three weeks in which <strong>to</strong> plan and prepare.<br />
• Candidates are then given 15 h<strong>our</strong>s of controlled time <strong>to</strong> realize their ideas <strong>to</strong> culminate in a<br />
final outcome or outcomes.<br />
Many students choose 3 Art subjects and apply directly <strong>to</strong> universities, bypassing the<br />
foundation c<strong>our</strong>se.<br />
Art entries 2011:<br />
James Shore: Unconditional offer <strong>to</strong> study Landscape architecture Leeds<br />
Sian Patterson: Direct entry Newcastle University<br />
Libby Owen Jones: Direct entry Loughborough<br />
Phil Eager Direct entry Lancaster<br />
Adam Waghorne <strong>Lincoln</strong> (Foundation in Art and Design)<br />
Molly Lyon Falmouth (Foundation Art and Design)<br />
Subject: Art and design A2 level<br />
Year of<br />
exam<br />
Student<br />
numbers<br />
Predicted<br />
A-C %<br />
Predicted<br />
A-E %<br />
12<br />
LMS<br />
A-C<br />
%<br />
LMS<br />
A-E %<br />
National<br />
A-C %<br />
National<br />
A-E %<br />
2010 9 77.7 100 77.7 100 80.3 98.4<br />
2011 8 87.5 100 87.5 100 81.2 98.8<br />
Subject: Art AS level<br />
Year of<br />
exam<br />
Student<br />
numbers<br />
Predicted<br />
A-C %<br />
Predicted<br />
A-E %<br />
LMS<br />
A-C<br />
%<br />
LMS<br />
A-E %<br />
National<br />
A-C %<br />
National<br />
A-E %<br />
2010 13 77 92.3 77 92.3 68.4 86.9<br />
2011 7 86 100 86 100 71.3 94.8
The department runs two residential study trips for 6 th form students.<br />
13<br />
“Private<br />
Viewing”<br />
For Yr 13<br />
students.<br />
A f<strong>our</strong> day trip <strong>to</strong> Paris <strong>to</strong> experience the art treasures held in the abundance of Galleries and<br />
Museums.<br />
A three day residential trip <strong>to</strong> London <strong>to</strong> study Paintings, Sculpture, Pho<strong>to</strong>graphy and Graphic<br />
Design.<br />
Both trips run at the beginning of the Oc<strong>to</strong>ber half term.<br />
Life Drawing<br />
Students benefit from additional “Life Drawing classes” which run on a Saturday from 10.00 –<br />
4.00pm and on a Wednesday evening 7.00pm – 9.00pm.
Biology<br />
Why study Biology at AS/A level?<br />
Studying biology gives you the opportunity <strong>to</strong> understand the living world. It lets you understand the<br />
processes that control living organisms and give you insights in<strong>to</strong> the nature of life on earth. You will<br />
study fascinating <strong>to</strong>pics, learning interesting facts. In addition biology is a rigorous scientific<br />
discipline and training in it will give you a real understanding of the nature of science; how we use<br />
scientific method <strong>to</strong> begin <strong>to</strong> understand the world around us. Lessons in biology will also give you<br />
an opportunity <strong>to</strong> discuss real world issues with ethical, moral and social dimensions based on a solid<br />
understanding of the science that underpins these <strong>to</strong>pics. Rapid developments in biotechnology,<br />
ecology, medicine and applied genetics are changing the world we live in; as a citizen of the 21 st<br />
century you will need <strong>to</strong> make informed choices. Studying biology will give you the information that<br />
you will need whether you chose <strong>to</strong> follow a carrier in science or not. It will help you <strong>to</strong> develop an<br />
independent approach <strong>to</strong> y<strong>our</strong> studies and will help <strong>to</strong> develop communication and presentation skills.<br />
Biology is not an easy option but the hard work it requires is more than paid back in the pleasure it<br />
will bring you as you see the world around you in a different light.<br />
What can it lead <strong>to</strong>wards?<br />
As well as providing an understanding of living systems biology opens many doors <strong>to</strong> a wide range of<br />
future career options. Medicine, Veterinary sciences, Dentistry, Nursing and Pharmacy all need an<br />
understanding of biology. Students often go in<strong>to</strong> other fields such as Ecology, Biotechnology,<br />
Genetics, Microbiology, Pharmacology, Radiography, Food Sciences, Dietetics, Physiotherapy, Plant<br />
Studies, Zoology, Marine Biology; the list is very long and highlights how useful a qualification in<br />
biology can be.<br />
How is it studied at LMS?<br />
At present we study the OCR c<strong>our</strong>se leading <strong>to</strong> AS and A2 qualifications. The AS c<strong>our</strong>se is split in<strong>to</strong><br />
three units namely, „Cells, Exchange and Transport‟, „Molecules, Biodiversity and Health‟ and a<br />
practical unit. A2 also tests practical skills and in addition two modules, „Communication,<br />
Homeostasis and Energy‟ and „Control, Genomes and Environment‟. Practical skills in both AS and<br />
A2 are practiced through the c<strong>our</strong>se and are formally assessed by the teachers using tasks set by the<br />
examination board. Practical activities, which form an essential part of the c<strong>our</strong>se, are also taught<br />
during a residential Field Trip which is a very enjoyable experience and is often a highlight of the<br />
year.<br />
Students are taught by two biology teachers who share the responsibility for each of the units of work.<br />
Useful combinations<br />
Biology is a fascinating <strong>to</strong>pic in its own right but it is also a very helpful subject in combination with<br />
other subjects w<strong>here</strong> it shares common strands. Biology compliments Chemistry, Physics,<br />
Mathematics, Geography, Psychology and Food technology.<br />
Is biology for you?<br />
This is a fascinating and rewarding subject <strong>to</strong> study. If you are interested in the living world around<br />
you, if you want <strong>to</strong> understand the science behind cutting edge scientific discoveries in medicine and<br />
the changing face of the ecology of the world you will enjoy biology at A level. For some people it<br />
will lead <strong>to</strong> a specific career in science but an understanding of biology will always be useful <strong>to</strong> you<br />
as a human being.<br />
14
Business Studies AS/A2<br />
Business Studies is accessible <strong>to</strong> every student, as everyone will work for or run some form of<br />
business.<br />
Business Studies is directly relevant <strong>to</strong> almost all careers and forms a component of many modern<br />
degrees – whether this be traditional subjects such as marketing, law, personnel, economics or<br />
accountancy; or with other combinations such as social sciences, politics, languages or media.<br />
Business Studies continues <strong>to</strong> be the largest growth area of academic and vocational study.<br />
A thorough insight in<strong>to</strong> the nature of business is highly beneficial.<br />
The nature of the c<strong>our</strong>se<br />
As the business economy changes around us, students studying this subject will explore how different<br />
businesses work in a modern context – whether this is local sole traders or multinational<br />
organisations.<br />
The c<strong>our</strong>se draws upon the real world at local, national and global level. The c<strong>our</strong>se is taught through<br />
a blend of theory and application of real case studies. Students will be enc<strong>our</strong>aged <strong>to</strong> read widely,<br />
develop a critical approach <strong>to</strong> current affairs and embrace relevant business programmes such as “The<br />
Apprentice” and “Dragon‟s Den”.<br />
Students are enc<strong>our</strong>aged <strong>to</strong> subscribe <strong>to</strong> “Business Review” publication, written specifically for AS<br />
and A2 students. Guest speakers, debate, presentations, research and the opportunity <strong>to</strong> witness<br />
business activity will be integrated throughout the c<strong>our</strong>se. Whilst NO previous study at GCSE level is<br />
necessary for this c<strong>our</strong>se, a grade „C‟ or above is required for those who have.Those who have a<br />
GCSE in Business Studies will find the approach very similar, although the content more demanding.<br />
Business Studies is a dynamic subject that has few „right‟ answers. What is more important is the<br />
ability <strong>to</strong> justify y<strong>our</strong> conclusions in the context set in the examination room. T<strong>here</strong> is no c<strong>our</strong>sework<br />
and all examinations will be based on a case study which may be issued before the examination.<br />
Assessment<br />
With a recent change in all subject syllabuses, the structure of the c<strong>our</strong>se has meant that students will<br />
sit two AS modules and two A2 modules. C<strong>our</strong>sework is no longer a formal requirement. Students<br />
will learn about the following:<br />
• The nature and classification of business<br />
• Objectives and business behavi<strong>our</strong><br />
• External influences and the economy<br />
• Marketing<br />
• Accounting and finance<br />
• People in business<br />
• Operations management<br />
• Business strategy and critical thinking<br />
15
Career Education Information, Advice & Guidance<br />
Throughout the Sixth Form students will participate in a programme of Careers Education<br />
Information, Advice & Guidance activities. The aim of the careers programme is as follows:<br />
To ensure that before leaving the Sixth Form, each student has made a clear decision about the<br />
next stage of their career, based on a realistic appraisal of their abilities and interests.<br />
Decisions are rational and can be justified in terms of the criteria of the student concerned.<br />
Each student should understand his/her own criteria and be able <strong>to</strong> describe them.<br />
Decisions have been made after considering a range of accurate information.<br />
Students recognise the degree of realism, or lack of it, which is in<strong>here</strong>nt in their ideas, and can<br />
identify barriers <strong>to</strong> achieving their aims.<br />
Students have a plan for putting their ideas in<strong>to</strong> effect, and a contingency plan in case the first<br />
c<strong>our</strong>se of action does not bring success.<br />
To achieve this, students are entitled <strong>to</strong> receive careers sessions on a variety of career planning<br />
activities. Careers sessions are in place for Year 13 students <strong>to</strong> take part in between late September<br />
and January 15 th (which is the closing date for UCAS applications). Careers Adviser support is in<br />
place during these sessions <strong>to</strong> assist students in completing their UCAS applications, and also<br />
advising those students who are not progressing on<strong>to</strong> H.E. Students are treated as individuals and in<br />
turn their Post 18 plans are explored fully and planned effectively.<br />
Year 12 students‟ careers sessions begin from January 19 th and continue through <strong>to</strong> May. Prior <strong>to</strong><br />
students beginning these sessions they would have the option <strong>to</strong> complete a „Centigrade‟<br />
questionnaire through Cambridge Occupational Analysts (COA). The findings from the<br />
questionnaire allow the students <strong>to</strong> effectively continue their research in<strong>to</strong> H.E and career areas, in<br />
turn enabling students <strong>to</strong> make a well informed and realistic decision regarding their career planning.<br />
Students‟ individual ideas are explored from degree c<strong>our</strong>ses <strong>to</strong> employment or Gap Year<br />
opportunities; taking in<strong>to</strong> account financial elements for all options.<br />
As entry <strong>to</strong> H.E becomes more competitive, and universities are looking for much more than just<br />
academic qualifications, we enc<strong>our</strong>age <strong>our</strong> Y12 students <strong>to</strong> take up work shadowing during the<br />
summer (for 1-2 weeks) and before they return <strong>to</strong> school for Y13. This type of life experience is<br />
paramount during the university selection process, and may be the deciding fac<strong>to</strong>r. Students make<br />
their own arrangements for work shadowing, which is an excellent <strong>to</strong>ol for building independence.<br />
Sixth Form students are also provided with information from guest speakers throughout the academic<br />
year particularly from career areas that may be difficult <strong>to</strong> enter or are highly competitive and major<br />
businesses who offer Advanced Apprenticeships. In addition Gap Year providers will be talking <strong>to</strong><br />
students, and can offer a wide range of structured experiences abroad, w<strong>here</strong> students also have the<br />
opportunity <strong>to</strong> obtain additional certified qualifications as well as valuable life experiences.<br />
16
Sixth Form is an extremely important time for students, w<strong>here</strong> they are enc<strong>our</strong>aged as young adults <strong>to</strong><br />
take independent ownership of their career planning by:<br />
taking part in designated career sessions<br />
talking <strong>to</strong> tu<strong>to</strong>rs and subject teachers<br />
talking <strong>to</strong> Mrs Burnett (6 th Form Centre Manager and Head of Careers)<br />
talking <strong>to</strong> Mr Hill (Head of 6 th Form)<br />
<strong>to</strong> attend the Higher Education Convention and University Open Days <strong>to</strong> obtain a broad range<br />
of information required <strong>to</strong> enable them <strong>to</strong> make well informed realistic decisions about their<br />
future career path.<br />
In the last 3 years these are the subject areas students have matriculated in<strong>to</strong>:-<br />
Animation Design Film & TV Production Microbiology with Virology<br />
Architectural Studies Forensic Science Modern Languages<br />
Art and Design French & Russian Music<br />
Bio Chemistry Geography & Geology Paramedic Science<br />
Biomedical Science Graphic Design & Pho<strong>to</strong>graphy Philosophy<br />
Business Management His<strong>to</strong>ry ancient & medieval Pho<strong>to</strong>graphy<br />
Business and Spanish His<strong>to</strong>ry Politics/International relations<br />
Chemistry His<strong>to</strong>ry & Politics Psychology (& Forensics)<br />
Chemical Engineering Hospitality Business Management Retail Marketing<br />
Chinese Studies J<strong>our</strong>nalism Sociology<br />
Civil Engineering Landscape Architecture Sports Development<br />
Dentistry Law Sport & Exercise Science<br />
Dietetics & Nutrition Law with Psychology Sports Performance<br />
Digital Art & Technology Management (& Marketing)<br />
Sports & T<strong>our</strong>ism<br />
Management<br />
Drama Mathematics Stage Management<br />
Drama & Theatre Studies Math & Astrophysics Study of Religions<br />
Education Math & Physics Systems Engineering<br />
Engineering (systems) Medical Engineering Wildlife Conservation<br />
English Medicine<br />
European Studies<br />
Fine Art<br />
Media Production<br />
17
Universities students were accepted for over a 3 year period:<br />
Anglia Ruskin University SOAS<br />
University of Birmingham* University of Southamp<strong>to</strong>n*<br />
University of Bradford University of Sussex<br />
University of Brigh<strong>to</strong>n St Andrews University<br />
University of Bris<strong>to</strong>l* St Martins, London<br />
Canada University College London*<br />
University of Cumbria Kings College, London*<br />
Bishops Grosseteste University of Central Lancaster<br />
Brunel University University of Leeds*<br />
Cardiff University* Leeds Metropolitan<br />
University of Cambridge* Leicester University<br />
Canterbury University University of <strong>Lincoln</strong><br />
Central, Birmingham London College of Fashion<br />
University of Derby Loughborough University<br />
DeMontfort University, Leics Newcastle University*<br />
University of Durham University of Northumbria<br />
University of East Anglia University of Nottingham*<br />
University of Exeter Nottingham Trent University<br />
Greenwich University University of Oxford*<br />
University of Hertfordshire Oxford Brookes University<br />
University of Hong Kong Royal Scottish Academy of Music<br />
Hong Kong Uni of Sci. & Tech. Reading University<br />
University of Hull Royal Holloway<br />
Imperial College, London* University of Sheffield*<br />
University of Keele Sheffield Hallam University<br />
Oxford <strong>School</strong> of Drama University of Western England<br />
Plymouth University University of Westminster<br />
Queen Mary's, London University of Winchester<br />
Royal Academy of Dramatic Arts University of York<br />
Royal Academy of Music<br />
University of Kent<br />
*Russell Group Universities<br />
18
Chemistry AS/A2<br />
Examination Board: OCR<br />
Why Choose Chemistry?<br />
Chemistry is as up <strong>to</strong> date as the clothes you wear, the food you eat, the air you breathe and the car you ride in.<br />
Almost every aspect of y<strong>our</strong> daily lives if affected or controlled by Chemistry. Chemists create new materials<br />
and test existing ones. They are involved in engineering, fuel technology, electronics, space travel and every<br />
other form of modern science. A world without chemists and chemistry would be a very difficult place in<br />
which <strong>to</strong> live.<br />
Entry Requirements<br />
Those who have taken the 21st Century GCSE Science and Additional Science would be expected <strong>to</strong> have<br />
gained „B‟ grades in both. For those taking GCSE Separate Sciences, a grade B in Chemistry and one other<br />
science subject would be the expectation. Supporting grades in mathematics are also a requirement.<br />
The c<strong>our</strong>se is designed <strong>to</strong> enable candidates <strong>to</strong>:<br />
• develop essential knowledge and understanding of the concepts of Chemistry and the skills needed<br />
<strong>to</strong> use them in new and challenging situations;<br />
• develop an understanding of the link between theory and experiment;<br />
• sustain and develop their enjoyment of, and interest in Chemistry;<br />
• recognise the value of Chemistry <strong>to</strong> society and how it may be used responsibly;<br />
• develop problem solving skills.<br />
C<strong>our</strong>se Description<br />
The Advanced Subsidiary forms 50% of the assessment weighting of the full A Level. AS is assessed at a<br />
standard between GCSE and A Level and can be taken as a stand-alone specification or as the first part of the<br />
full A Level c<strong>our</strong>se. Assessment is by means three units taken at AS and a further three at A Level as detailed<br />
in the table below:<br />
LEVEL UNIT UNIT TITLE<br />
EXAMINATION DURATION &<br />
MARKS<br />
AS F321 A<strong>to</strong>ms, Bonds & Groups 1h (60 marks)<br />
AS F322 Chains, Energy & Res<strong>our</strong>ces 1.75h (100 marks)<br />
AS F323 Practical Skills in Chemistry 1 C<strong>our</strong>sework (40 marks)<br />
A2 F324 Rings, Polymers and Analysis 1.25h (60 marks)<br />
A2 F325 EQUILIBRIA, Energetics & Eleements 2h (100 marks)<br />
A2 F326 Practical Skills in Chemistry 2 C<strong>our</strong>sework (40 marks)<br />
19
Drama & Theatre Studies<br />
Examination Board: Edexcel<br />
Drama and Theatre Studies at A’ level – a C<strong>our</strong>se Outline<br />
We follow the Edexcel specification for the GCE in Drama and Theatre Studies, chosen specifically<br />
for its excellent balance between the practical and academic elements of theatre.<br />
Drama and Theatre Studies as a discipline is an excellent preparation for many future careers. In<br />
addition <strong>to</strong> those students intending <strong>to</strong> pursue a life as performers, technicians and designers, others<br />
will find the skills learnt complement university degrees in Law, Languages, English, His<strong>to</strong>ry and<br />
Philosophy – indeed, it is hard <strong>to</strong> think of a career in which it is not beneficial <strong>to</strong> have the ability <strong>to</strong><br />
communicate, analyze and work effectively alone or with others.<br />
The AS c<strong>our</strong>se provides an opportunity <strong>to</strong> study plays from the point of view of a direc<strong>to</strong>r, designer,<br />
performer and critic. The qualification is designed <strong>to</strong> enable you <strong>to</strong> acquire a knowledge and<br />
understanding of the language of drama and theatre as well as <strong>to</strong> develop y<strong>our</strong> performing and<br />
analytical skills.<br />
• In devising theatre, you will alternate roles between being playwright, performer, designer and<br />
direc<strong>to</strong>r and apply y<strong>our</strong> knowledge of different theatre forms and structures gained from<br />
Advanced Subsidiary <strong>to</strong> the creation of y<strong>our</strong> own work.<br />
• In performing theatre, you will be required <strong>to</strong> apply y<strong>our</strong> knowledge, skills and understanding<br />
within the structure of a direc<strong>to</strong>r‟s interpretation of a play and <strong>to</strong> operate at a highly<br />
intellectual level as well as at a highly skilled practical level.<br />
Unit 1 (AS) Exploration of Drama and Theatre<br />
Content summary:<br />
This unit will introduce you <strong>to</strong> the content of plays written for the theatre. You will<br />
learn how <strong>to</strong> analyze plays in a variety of ways so that you become familiar with the way text can be<br />
interpreted for realization in performance. This unit is internally assessed and externally moderated.<br />
20
Unit 2: AS Theatre Text in Performance<br />
Content summary:<br />
You will have the chance <strong>to</strong> demonstrate y<strong>our</strong> skills in a performance environment, as ac<strong>to</strong>r,<br />
technician or designer. The first section requires students <strong>to</strong> offer either a monologue or duologue;<br />
this is chosen by the student with advice from teachers. The second section requires students <strong>to</strong><br />
contribute <strong>to</strong> a performance of a professionally published play by a known writer. The play is chosen<br />
by teachers, with input from students. The module is externally examined.<br />
Unit 3: A2 Exploration of Dramatic Performance<br />
Content summary:<br />
This unit requires the creation of a unique and original piece of devised theatre. The knowledge and<br />
understanding gained in the AS units can now be applied <strong>to</strong> a created production. All elements of this<br />
unit are internally assessed and externally moderated.<br />
A2 Unit 4: Theatre Text in Context<br />
Content summary:<br />
This externally examined written unit requires the detailed study of one set play text and one<br />
prescribed his<strong>to</strong>rical period of theatrical development. This unit will be externally set and assessed in<br />
the form of a 2 h<strong>our</strong> and 30 minute written paper in three sections.<br />
Extra-Curricular<br />
Students have the opportunity <strong>to</strong> audition for the Senior Production in December. Recent productions<br />
have included Guys and Dolls, The Crucible, West Side S<strong>to</strong>ry and Ibsen‟s Pillars of the Community.<br />
Past AS students have led entries in<strong>to</strong> the National Youth Shakespeare festival, forming their own<br />
theatre company, and in the summer of 2009 a group of students <strong>to</strong>ok a production <strong>to</strong> the Edinburgh<br />
Fringe Festival. Visiting groups and individuals give talks and lead workshops <strong>to</strong> extend students‟<br />
knowledge and skills. T<strong>here</strong> will also be an opportunity <strong>to</strong> show y<strong>our</strong> practical exam pieces <strong>to</strong> a wider<br />
audience in the Lent term.<br />
21
English Literature AS/A2<br />
The study of English Literature at AS and A level is both challenging and immensely rewarding. For<br />
students who enjoy reading, analysing and exploring literary texts this subject provides the<br />
opportunity <strong>to</strong> develop the necessary skills <strong>to</strong> communicate understanding and insight in a range of<br />
texts and <strong>to</strong> make meaningful connections between them. The c<strong>our</strong>se enc<strong>our</strong>ages students <strong>to</strong> develop<br />
interest in and enjoyment of English Literature, through reading widely, critically and independently,<br />
across centuries, genre and gender.<br />
At the beginning of the c<strong>our</strong>se students are invited <strong>to</strong> question what is meant by „Literature‟ and<br />
consider how we decide what is and is not worthy of study. The c<strong>our</strong>se begins by looking at defining<br />
moments in <strong>our</strong> literary heritage and students start <strong>to</strong> understand the importance of the his<strong>to</strong>rical and<br />
social context in which texts are both written and received. Students develop their ability <strong>to</strong> respond<br />
with knowledge and understanding <strong>to</strong> literary texts of different types and periods and learn <strong>to</strong> evaluate<br />
the effect of context.<br />
Through extensive reading and class discussion students hone their ability <strong>to</strong> confidently articulate<br />
independent opinions and judgements. Through exploration of the interpretations of literary texts by<br />
other readers and writers, as well as their peers, they broaden their own understanding of texts and<br />
gain the confidence <strong>to</strong> argue a point of view with clarity and self-assurance. Students move <strong>to</strong>wards<br />
articulating a mature understanding of the significance of differing critical positions and learn <strong>to</strong> make<br />
sophisticated judgements based upon informed consideration of various possibilities.<br />
AS English Literature<br />
At AS level students will explore „The Struggle for Identity in Modern Literature‟. Two novels, two<br />
drama texts and a wide range of poetry, form the basis of the wider reading for c<strong>our</strong>sework and the<br />
context question part of the examination, whilst the study of Carol Ann Duffy‟s „The World‟s Wife‟<br />
provides the close reading study for the examination. Students are expected <strong>to</strong> read independently;<br />
contribute <strong>to</strong> class discussions and develop their ability <strong>to</strong> write in a focused, articulate manner with a<br />
clear sense of argument and purpose.<br />
Unit 1: Texts in Context<br />
60% of AS, 30% of A level<br />
2 h<strong>our</strong> written examination (open book) – 90 marks<br />
Unit 2: Creative Study<br />
40% of AS, 20% of A level<br />
C<strong>our</strong>sework – 60 marks<br />
22
A2 English Literature<br />
A level study invites students <strong>to</strong> move from a defined area of study <strong>to</strong> the whole of Literature from<br />
Chaucer <strong>to</strong> the present day. Students‟ literary studies are both widened and deepened as they become<br />
au<strong>to</strong>nomous readers. The <strong>to</strong>pic for the A2 c<strong>our</strong>se is „Love Through the Ages‟. This includes<br />
romantic love but is not restricted <strong>to</strong> that single definition. The examination requires students <strong>to</strong><br />
comment upon, and make connections between, texts which have been previously unseen, whilst<br />
referring <strong>to</strong> their own wider reading when making comparisons and contrasts. Here is an examination<br />
which provides students with the opportunity <strong>to</strong> put their skills in<strong>to</strong> practice. The c<strong>our</strong>sework<br />
element of A2 involves an extended study of three texts (approximately 3000 words in length) w<strong>here</strong><br />
students are able <strong>to</strong> develop their research and drafting skills, explore differing interpretations and<br />
make meaningful comparisons.<br />
Unit 3: Reading for Meaning<br />
30% A level<br />
2 h<strong>our</strong> examination (closed book) – 80 marks<br />
Two questions involving unprepared extracts and wider reading.<br />
Unit 4: Extended essay and Shakespeare study<br />
20% of A level<br />
C<strong>our</strong>sework – 70 marks<br />
Extended comparative essay of 3000 words<br />
What do you need <strong>to</strong> be successful in y<strong>our</strong> study of English Literature at this level?<br />
You need <strong>to</strong> love reading; be inquisitive about the art of writing; get excited about concepts and ideas;<br />
want <strong>to</strong> share y<strong>our</strong> opinions with others and be prepared <strong>to</strong> modify y<strong>our</strong> ideas in the light of further<br />
study.<br />
Why should you study English Literature?<br />
Apart from the fact that great Literature contains a vast range of human experience and, in<br />
investigating the thoughts, feelings and lives of others; you will learn more about y<strong>our</strong>self and the<br />
world in which you live; through analysing what makes great writing so effective you will learn <strong>to</strong><br />
express y<strong>our</strong> own thoughts more articulately, which is a great asset, regardless of the career path you<br />
choose <strong>to</strong> follow.<br />
23
Design and Technology AS/A2: Food Technology<br />
Examination Board: AQA<br />
A Level Food Technology is an excellent preparation for students wishing <strong>to</strong> pursue careers in<br />
nutrition, food science, sports science, food technology and food manufacturing.<br />
What’s covered<br />
Health promotion<br />
Social fac<strong>to</strong>rs<br />
Lifestyles & cultural influences<br />
Current health concerns & special diets<br />
Media & current issues<br />
Food choices & environmental issues<br />
Issues affecting the design of new products<br />
� Product development<br />
� Stages of food production<br />
� Communicating and representing ideas<br />
� Design methods<br />
� Design processes<br />
Macro & Micro nutrients<br />
Water and its importance<br />
Relationship between diet and health<br />
Energy<br />
Food additives<br />
Processes and Manufacture<br />
Food safety & hygiene<br />
Health, Safety and Quality<br />
Food Labeling<br />
This specification has been designed <strong>to</strong> enc<strong>our</strong>age candidates <strong>to</strong> take a broad view of Design,<br />
Technology, Food Science and Nutrition, <strong>to</strong> develop their capacity <strong>to</strong> design and make products and<br />
<strong>to</strong> appreciate the complex relations between design, materials, manufacture and marketing. In <strong>to</strong>tal<br />
f<strong>our</strong> modules are completed, two are completed in the lower sixth form and two further modules are<br />
completed in the upper sixth form. Each year a piece of c<strong>our</strong>se work is completed, <strong>to</strong> allow pupils <strong>to</strong><br />
consolidate and develop further knowledge and understanding of the subject<br />
24
AS Level (lower 6 th form)<br />
Unit 1: Materials, components and application<br />
In this unit candidates gain an understanding of a broad range of ingredients and components.<br />
This is the taught part of the qualification, which will end in an exam during the summer. This<br />
module makes up 50% of you <strong>to</strong>tal AS marks for the year and 25% of y<strong>our</strong> final A level<br />
qualification.<br />
Unit 2: Learning through design and making<br />
This is a design and make unit w<strong>here</strong> the AS knowledge of the subject is applied <strong>to</strong> the designing and<br />
making of the candidates own projects. Various c<strong>our</strong>sework titles are discussed, researched and<br />
developed. This module makes up 50% of you <strong>to</strong>tal AS marks for the year and 25% of y<strong>our</strong> final A<br />
level qualification.<br />
A2 (upper 6 th form)<br />
Unit 3: Design and manufacture<br />
Candidates will learn about food science, processing and manufacture.<br />
This module makes up 25% of the whole A level qualification, which is combined with the marks<br />
from the AS level in the lower sixth form.<br />
Unit 4: Designing and making practice<br />
Knowledge of the AS and A2 subject content is applied <strong>to</strong> the design and manufacture of the<br />
candidates own project. This module makes up 25% of the whole A level qualification, which is<br />
combined with the marks from the AS level in the lower sixth form.<br />
25
Geography AS/A2<br />
Examination Board: AQA<br />
Geography is a wide-ranging subject, which brings <strong>to</strong>gether the study of people and their<br />
environment. It relates <strong>to</strong> the many social, economic and environmental problems of the<br />
contemporary world and allows consideration of different perspectives. New insights are afforded by<br />
<strong>to</strong>pics as varied as glacial landforms, <strong>to</strong>bacco transnationals and the nature of climate patterns in the<br />
United Kingdom.<br />
Physical Geography tends <strong>to</strong> be a concrete factual subject w<strong>here</strong>as Human Geography gives scope for<br />
discussion, argument and even disagreement! Out of the classroom, you will need <strong>to</strong> be prepared <strong>to</strong><br />
spend time reading and writing notes <strong>to</strong> build up y<strong>our</strong> knowledge as well as putting this knowledge <strong>to</strong><br />
the test by answering past examination questions.<br />
Fieldwork is an integral part of Geography at AS or A2 level. Within the AS year fieldwork may<br />
include an investigation of the Humber estuary, visit <strong>to</strong> the London Docklands and the site of the<br />
2012 Olympics and GIS mapping following a natural hazard within the local area. The culmination of<br />
the AS year is a unique fieldwork experience in Saas Grund, Switzerland. This opportunity provides a<br />
satisfying culmination for one year AS students whilst paving the way forward for students<br />
continuing <strong>to</strong> A2.<br />
At AS or A2 Level, Geography combines particularly well with Sociology, His<strong>to</strong>ry, Biology,<br />
Information Communication Technology and Languages and it also complements Mathematics,<br />
English, Home Economics and Physics. Geography is accepted at universities as a Science or an Arts<br />
subject and will gain entry <strong>to</strong> almost any degree c<strong>our</strong>se. Former geographers have gone on <strong>to</strong> a variety<br />
of degree c<strong>our</strong>ses including Geography at Cambridge, Oxford, Bris<strong>to</strong>l and Durham, Land<br />
Management, Business Studies, Philosophy, His<strong>to</strong>ry, Medicine and Law.<br />
Geographers are both literate and numerate. Geography A-level is an increasingly important<br />
qualification for many careers such as T<strong>our</strong>ism, Conservation, Management, J<strong>our</strong>nalism and<br />
Marketing. You will develop skills that are of value both for further education c<strong>our</strong>ses and demanded<br />
by many employers.<br />
The basic guide <strong>to</strong> studying AS/A2 Level Geography<br />
How?<br />
The unfit can read books, magazines, newspapers, watch TV and videos, browse the Internet, sit on<br />
the beach and watch the waves… The fit can walk and learn.<br />
What?<br />
Geography is all about humankind and their world.<br />
Why?<br />
Because the world is foreign, fascinating, amazing, unfamiliar, different, exotic and, on occasions,<br />
even fun!<br />
26
The Bare Facts<br />
The AS/A2 Geography c<strong>our</strong>se followed is examined by AQA (2030). The c<strong>our</strong>se provides natural<br />
progression from GCSE <strong>to</strong> GCE level, ensuring that t<strong>here</strong> is development of content, for example<br />
„Rivers‟ and „Population‟ whilst the c<strong>our</strong>se also offers new challenges relevant <strong>to</strong> a modern society<br />
such as „Health‟, Cold Environments‟ and „Conflicts‟. Practical fieldwork and wider Geographical<br />
Skills are examined in specialist papers in both the AS and A2 years; these will be assessed in the<br />
January external examination series of Year 12 and 13 respectively. Physical and Human Geography<br />
content is examined in the summer of the AS year and Contemporary Geographical Issues in the<br />
summer of the A2 year. The summer examinations include structured and more open-ended<br />
questions, including an essay response at A2.<br />
Switzerland Field C<strong>our</strong>se<br />
Geography at any level is about throwing windows open and asking questions. Geography makes the<br />
outside world make sense. Hence fieldwork – <strong>to</strong> get us out t<strong>here</strong>, seeing, doing, investigating,<br />
discussing …<br />
Yes of c<strong>our</strong>se the A2 examination is always in <strong>our</strong> thoughts – and the practical paper is covered by all<br />
the investigations experienced. But much of the A-level theory is reinforced and enhanced <strong>to</strong>o. If<br />
stunning locations like Zermatt and Sion, and incomparable landscapes like the Aletsch Glacier and<br />
the Matterhorn don‟t sort it all out in y<strong>our</strong> head then, frankly, you‟re not a true anorak! You‟ve<br />
chosen the wrong option.<br />
Yes it‟s hard work – but like white-water rafting, the buzz on successful completion lasts a long, long<br />
time. You‟ll find qualities in y<strong>our</strong>self that you didn‟t know were t<strong>here</strong> – the capacity <strong>to</strong> lead groups,<br />
<strong>to</strong> gather data at first hand, <strong>to</strong> work with others <strong>to</strong>wards a common goal, <strong>to</strong> present findings with<br />
confidence, <strong>to</strong> laugh with rather than at …<br />
The Switzerland Field C<strong>our</strong>se has evolved over nearly 20 years of new examinations, experience and<br />
contacts in the Alps. It really brings the best out of everyone. For most it‟s the highlight of their<br />
school days and for many promotes a lifelong love of this amazing country. It certainly doesn‟t seem<br />
<strong>to</strong> do the A-level results much harm either!<br />
Pho<strong>to</strong> caption: This year‟s Sixth Form Geographers enjoying the snow at over 4,000m above sea<br />
level, Saas Fee, Switzerland, July 2011<br />
27
Graphics AS/A2<br />
H162/H562 OCR Graphic Communication<br />
Why choose Graphics?<br />
Graphics is a c<strong>our</strong>se aimed at creative students with a genuine interest in new media and design. The c<strong>our</strong>se<br />
will mainly cover the following areas of study: Animation, Illustration, and Poster Design (Text & Image<br />
manipulation).<br />
Throughout the c<strong>our</strong>se, students will need <strong>to</strong> respond practically, <strong>to</strong> a variety of design briefs using both<br />
traditional and new media industry standard software packages such as Flash MX for computer animation,<br />
Pho<strong>to</strong>shop Creative Suite for digital image and text manipulation and Illustra<strong>to</strong>r for vec<strong>to</strong>r illustration.<br />
Technology will t<strong>here</strong>fore be an integral part of the c<strong>our</strong>se underpinning the outcome of most projects, in one<br />
way or another. You do not necessarily need <strong>to</strong> have any knowledge of the software packages above<br />
mentioned. A number of workshops have been designed <strong>to</strong> ensure that students, at all different levels, feel<br />
comfortable using the different software needed <strong>to</strong> undertake the c<strong>our</strong>sework tasks.<br />
Despite the ICT element, students must be aware that the share of tasks will be 50% ICT and 50%<br />
development of traditional media: drawing, painting, modeling.<br />
C<strong>our</strong>se details<br />
The AS/A2 Graphics c<strong>our</strong>se explores the Design process of question-answer by training students <strong>to</strong> respond <strong>to</strong><br />
practical briefs and respond <strong>to</strong> them visually through still and moving imagery.<br />
The unit specification will run in parallel with the Art AS/A2 c<strong>our</strong>se, and they are broken down as follows:<br />
AS Units<br />
Unit F410-F416: C<strong>our</strong>sework Portfolio<br />
• Candidates produce a portfolio of work from starting points/<strong>to</strong>pics or themes, music graphics,<br />
illustration and animation.<br />
• The focus is on including work that shows exploration, research, acquisition of techniques and skills.<br />
Unit F410-F416: Controlled Assignment<br />
• Candidates select one starting point from an early release question paper,<br />
• Candidates are <strong>to</strong> be given at least three weeks in which <strong>to</strong> plan and prepare.<br />
• Candidates are then given five h<strong>our</strong>s of controlled time <strong>to</strong> work on developing their ideas <strong>to</strong><br />
realization(s)/outcome(s).<br />
28
Controlled Assignment (In Part)<br />
Jasmine Coupland<br />
Will Lismore<br />
29
A2 Units<br />
Unit F431-F436: Personal Investigation<br />
• Candidates submit one major practical project that has personal significance.<br />
• The investigation includes a related personal study that must be between 1000 <strong>to</strong> 3000 words.<br />
“Skateboarding magazine” designed by Joe Price<br />
“Graphic Novel cover design” by Sam Wilkins<br />
Units F441-F446: Controlled Assignment<br />
• Candidates select one starting point from an early release question paper,<br />
• Candidates are <strong>to</strong> be given at least three weeks in which <strong>to</strong> plan and prepare.<br />
• Candidates are then given 15 h<strong>our</strong>s of controlled time <strong>to</strong> realize their finals in<strong>to</strong> a final outcome or<br />
outcomes.<br />
30
Graphic Novel Work by Francis Jesson<br />
Many students choose 3 Art subjects and apply directly <strong>to</strong> universities, bypassing the foundation c<strong>our</strong>se.<br />
Subject: Graphics A2 level<br />
Year<br />
of<br />
exam<br />
Student<br />
numbers<br />
Predicted<br />
A*-C %<br />
Predicted<br />
A-E %<br />
LMS<br />
A-C %<br />
31<br />
LMS<br />
A-E %<br />
National<br />
A-C %<br />
National<br />
A-E %<br />
2010 16 75 100 75 100 80.3 98.4<br />
2011 6 100 100 81.2 98.8<br />
Subject: Graphics AS level<br />
Year<br />
of<br />
exam<br />
Student<br />
numbers<br />
Predicted<br />
A-C %<br />
Predicted<br />
A-E %<br />
LMS<br />
A-C %<br />
LMS<br />
A-E %<br />
National<br />
A-C %<br />
National<br />
A-E %<br />
2010 18 83 100 83 100 68.4 86.9<br />
2011 12 91.6 100 91.6 100 71.3 94.8
Why choose His<strong>to</strong>ry?<br />
His<strong>to</strong>ry<br />
The best reason for choosing His<strong>to</strong>ry in the Sixth Form is that the past interests you.<br />
You will learn not only what happened in the past but how <strong>to</strong> find out why it happened. You will come<br />
<strong>to</strong> understand better how <strong>to</strong>day‟s world works and how things came <strong>to</strong> be the way they are.<br />
Whilst you are learning about the past you will acquire a number of useful and valuable skills. As a<br />
His<strong>to</strong>ry student you will learn <strong>to</strong> analyse information, make judgments on it and formulate<br />
conclusions. You will develop the ability <strong>to</strong> write a report or essay which is concise, analytical,<br />
supported by evidence and which clearly addresses the issue.<br />
These are skills which are highly relevant in many careers.<br />
Higher Education<br />
A His<strong>to</strong>ry degree in itself is a highly marketable commodity. Almost all careers [outside specialist<br />
areas like engineering, natural sciences and medicine] are open <strong>to</strong> the His<strong>to</strong>ry graduate such as law,<br />
accountancy, administration, public relations and the media. More direc<strong>to</strong>rs of FTSE 100 companies<br />
have his<strong>to</strong>ry degrees than any other single subject.<br />
Entry requirements<br />
Those of you wishing <strong>to</strong> study His<strong>to</strong>ry in the Sixth Form should have an interest in the world about<br />
you, an enquiring mind and an ability <strong>to</strong> weigh up different arguments or evidence. You should have<br />
a minimum of five GCSE passes at grade C or above, including English Literature or English<br />
Language. A GCSE in His<strong>to</strong>ry is an obvious advantage but is not essential.<br />
C<strong>our</strong>se details<br />
You will study f<strong>our</strong> units, two in Year 12 [giving you an AS] and two in Year 13:<br />
Unit 1: His<strong>to</strong>rical Themes in Breadth [Examined]<br />
The first section, Russia in Revolution 1881-1924, investigates the challenges <strong>to</strong> the Tsarist state,<br />
its destruction in the revolutions of 1917 and the construction of the Soviet Union under Lenin. The<br />
second section, Stalin’s Russia, 1924-1953, focuses on Stalin‟s rise <strong>to</strong> power and the establishment<br />
of his <strong>to</strong>talitarian superpower state.<br />
Unit 2: British His<strong>to</strong>ry Depth Study [Examined]<br />
This unit focuses on the British Government‟s gradual acceptance of responsibility for Poverty and<br />
Public Health in the nineteenth century in response <strong>to</strong> the squalor of the industrial urban<br />
experience.<br />
Unit 3: Depth Study and Associated His<strong>to</strong>rical Controversy [Examined]<br />
The World in Crisis, 1879-1941 focuses on the causes of the First World War, particularly the<br />
shifting alliances systems, European imperialism and the pre-War naval race. Additionally the<br />
causes of the Second World War are studied including the responsibility of the post-Great War<br />
settlements, the failure of the League of Nations and the rise of Hitler.<br />
Unit 4: His<strong>to</strong>rical Enquiry [C<strong>our</strong>sework]<br />
The c<strong>our</strong>sework unit concerns the development of representative systems of government in Britain<br />
from just before the 1832 „Great Reform Act‟ <strong>to</strong> just after 1928 when women received the vote on the<br />
same basis as men.<br />
32
What <strong>our</strong> Students say:<br />
“If you have enjoyed His<strong>to</strong>ry at GCSE, you are sure <strong>to</strong> continue <strong>to</strong> be thrilled by the subject at AS<br />
level study, if not more so. The <strong>to</strong>pics can be studied in depths that were not covered in previous<br />
years, allowing you <strong>to</strong> be fully absorbed in the subject and get a real sense of what it was like.”<br />
Henry Gregory.<br />
“His<strong>to</strong>ry is a truly exciting and engaging subject and thoroughly worth studying at AS level. Although<br />
t<strong>here</strong> are essays they are fairly evenly distributed throughout the year. His<strong>to</strong>ry is utterly amazing.”<br />
Olivia Martin.<br />
“The lessons and <strong>to</strong>pics are really interesting and were a highlight of my week – be aware that you<br />
will have <strong>to</strong> write essays often but as the year progresses you get used <strong>to</strong> the style and they become<br />
less daunting.” Nadege Serna.<br />
33
Information and Communications Technology (ICT)<br />
Examination Board: AQA<br />
At A level we teach <strong>to</strong> the AQA Information and Communication Technology (2521) specification.<br />
What do I need <strong>to</strong> be able <strong>to</strong> take this c<strong>our</strong>se?<br />
Most candidates will have gained skills, knowledge and understanding of ICT through successful completion<br />
of a GCSE c<strong>our</strong>se. You should also have an interest in the subject and a desire <strong>to</strong> study it at a higher level.<br />
Why study GCE ICT?<br />
This c<strong>our</strong>se is suitable you if you wish <strong>to</strong> further y<strong>our</strong> education in ICT. You can take this c<strong>our</strong>se as a 1 year<br />
AS level c<strong>our</strong>se which would be beneficial for use with almost every subject you would like <strong>to</strong> study in the<br />
future and it would also be beneficial in practically every career. If you go on <strong>to</strong> study the full GCE (ie both the<br />
AS and A2 c<strong>our</strong>se) then it would provide a good foundation for students going on <strong>to</strong> further study at university<br />
or for students going in<strong>to</strong> the world of work.<br />
What can I do with a qualification in ICT?<br />
GCE ICT can lead in<strong>to</strong> either further education in a range of fields or directly in<strong>to</strong> employment. An ICT<br />
qualification can lead <strong>to</strong> a wide range of careers including ICT management, multimedia, software design,<br />
games design, computer programming, graphic design, CAM engineering, CAD design.<br />
Overview of the c<strong>our</strong>se<br />
AS outline<br />
At AS, t<strong>here</strong> are 2 complementary units concerned with applying ICT <strong>to</strong> solve problems and the study of<br />
the opportunities for and effects of using ICT in the world <strong>to</strong>day.<br />
Candidates have the opportunity <strong>to</strong> put in<strong>to</strong> practice a wide range of software and hardware <strong>to</strong> create<br />
solutions <strong>to</strong> solve problems:<br />
INFO1: Practical Problem Solving in the Digital World (50% of AS, 25% of A level)<br />
INFO2: Living in the Digital World (50% of AS, 25% of A level)<br />
A2 outline<br />
At A2, students study the concepts associated with the use of ICT in the 21st century. They also have<br />
opportunities for acquiring skills needed in the IT profession such as co-operative working and project<br />
management.<br />
These practical skills can be developed in areas of ICT that are of interest <strong>to</strong> them. Students can also use<br />
these newly acquired skills as a springboard in<strong>to</strong> other qualifications and working environments:<br />
INFO3: The Use of ICT in the Digital World (60% of A2, 30% of A level)<br />
INFO4: C<strong>our</strong>sework: Practical Issues Involved in the Use of ICT in the Digital World. (40% of A2, 20% of<br />
A level)<br />
34
Mathematics AS/A2<br />
Examination Board: Edexcel<br />
C<strong>our</strong>se Description<br />
A Level Mathematics deepens y<strong>our</strong> understanding of the natural world. We go from statistical analysis <strong>to</strong><br />
predicting outcomes – statistics. We model real life, practical scenarios and calculate results – mechanics. And<br />
crucially, abstracting concepts from theoretical problems which develops algebraic ability through pure<br />
mathematics. The c<strong>our</strong>se gives you the techniques required for other science-based disciplines as well as a<br />
solid foundation for further mathematical study.<br />
Study Methods<br />
Students will be involved in problem solving and discussion which is aimed <strong>to</strong> develop an analytical<br />
understanding of the mathematical concepts required. This will be done through a combination of task-focused<br />
teaching and practice using both text book and ICT s<strong>our</strong>ces.<br />
Career Opportunities<br />
Mathematics is a desirable qualification for entry in<strong>to</strong> any field, whether science or art based. It is<br />
recommended for any form of engineering, scientific or business focused careers.<br />
AS Entry Requirements<br />
Grade A in GCSE mathematics higher tier<br />
Assessment<br />
AS level<br />
Core Mathematics 1:C1<br />
Core Mathematics 2:C2<br />
Statistics: S1<br />
A2 level<br />
Core Mathematics 3:C3<br />
Core Mathematics 4:C4<br />
Mechanics: M1<br />
35
Further Mathematics AS/A2<br />
Examination Board: Edexcel<br />
C<strong>our</strong>se Description<br />
Further Mathematics is for the student determined <strong>to</strong> follow a mathematical path. It extends, deepens and<br />
broadens the knowledge and understanding of the <strong>to</strong>pics covered in the AS/A2 C<strong>our</strong>se. It refines the<br />
mechanical applications, gives the experiences for more sophisticated statistical analysis and enc<strong>our</strong>ages a<br />
student <strong>to</strong> cope with pure mathematical concepts, like complex numbers, which were devised <strong>to</strong> solve more<br />
theoretical problems.<br />
Study Methods<br />
Students will be involved in problem solving and discussion which is aimed <strong>to</strong> develop an analytical<br />
understanding of the mathematical concepts involved. This will be done through a combination of task-focused<br />
teaching and practice using both text book and ICT s<strong>our</strong>ces.<br />
Career Opportunities<br />
A Further Mathematics A Level is a definite advantage when applying for higher education c<strong>our</strong>ses in<br />
Mathematics, many sciences and other areas such as finance and accountancy.<br />
AS Entry Requirements<br />
A* in GCSE Mathematics<br />
Assessment<br />
AS level<br />
Further Pure Mathematics 1:FP1<br />
Decision Mathematics 1: D1<br />
Mechanics 2:M2<br />
A2 level<br />
Further Pure Mathematics 2:FP2<br />
Further Pure Mathematics 3:FP3<br />
Statistics 2:S2<br />
36
Modern Foreign Languages AS/A2<br />
FRENCH<br />
Examination Board: AQA<br />
Why study French at AS and A2 level?<br />
• It combines well with any group of subjects at AS and A Level<br />
• It enjoys considerable prestige on university applications for the communication and analytical skills<br />
the subject demands<br />
• It‟s interesting! By the end of the c<strong>our</strong>se you will be able <strong>to</strong> discuss a range of controversial<br />
subjects such as AIDS, homelessness, freedom of the press…IN FRENCH! How impressive is that?<br />
• It opens doors <strong>to</strong> fashion, art, cinema AND it‟s the language of LOVE!<br />
Which <strong>to</strong>pics will we study at AS?<br />
• Media<br />
• Popular culture<br />
• Healthy living<br />
• Family/relationships<br />
Which <strong>to</strong>pics will we study at A2?<br />
• Environment<br />
• Multicultural society<br />
• Contemporary and social issues<br />
• Cultural <strong>to</strong>pic based on 2 of the following:<br />
a region of France/French community<br />
a period of 20th Century his<strong>to</strong>ry from France<br />
the work of an author /dramatist/poet/direc<strong>to</strong>r/architect/musician/painter from a French<br />
speaking country/community<br />
How will we be examined?<br />
AS level<br />
Listening, reading and writing paper – 2 h<strong>our</strong>s<br />
Oral exam – 15 minutes<br />
A2 level<br />
Listening , reading and writing paper – 2 h<strong>our</strong>s 30 minutes<br />
Oral exam – 15 minutes<br />
What will we spend <strong>our</strong> time doing?<br />
• Lots of texts on contemporary issues which we use <strong>to</strong> discuss, debate, argue, summarise, translate<br />
• Listening <strong>to</strong> lots of audio material both CDs and live news items <strong>to</strong> broaden <strong>our</strong> l istening skills<br />
• Grammar exercises <strong>to</strong> master the rules once and for all<br />
• Keep track of current events in France<br />
Remember! 75% of the world’s population does not speak English! French, however, is spoken as the<br />
native language on 5 continents! W<strong>here</strong> could French at LMS take you?<br />
37
Modern Foreign Languages AS/A2<br />
SPANISH<br />
Examination Board: AQA<br />
Why study Spanish at AS and A2 level?<br />
• Almost 400 million people speak Spanish as their first language.<br />
• Spanish is the official language in over 20 countries.<br />
• You will develop y<strong>our</strong> ability <strong>to</strong> communicate in one of the world‟s most widely spoken languages.<br />
• Spanish is increasingly a language of global business as well as one of leisure and <strong>to</strong>urism.<br />
• You will extend y<strong>our</strong> appreciation of the Spanish language and culture as well as having the<br />
opportunity <strong>to</strong> study a literary text.<br />
Which <strong>to</strong>pics will we study at AS?<br />
• Media<br />
• Popular culture<br />
• Healthy living<br />
• Family/relationships<br />
Which <strong>to</strong>pics will we study at A2?<br />
• Environment<br />
• Multicultural society<br />
• Contemporary and social issues<br />
• Cultural <strong>to</strong>pic based on 2 of the following:<br />
a region of Spain/Spanish community<br />
a period of 20th Century his<strong>to</strong>ry from a Spanish country<br />
the work of an author /dramatist/poet from a Spanish country/community<br />
How will we be examined?<br />
AS level<br />
Listening, reading and writing paper – 2 h<strong>our</strong>s<br />
Oral exam – 15 minutes<br />
A2 level<br />
Listening , reading and writing paper – 2h<strong>our</strong>s 30 minutes<br />
Oral exam – 15 minutes<br />
38
MUSIC<br />
Examinations offered: AS and A2 Levels<br />
Examination Board: OCR<br />
MUSIC<br />
Outstanding venues: a superb music school and recital hall and <strong>Lincoln</strong> Cathedral<br />
National recognition for choral and jazz work and for many of <strong>our</strong> solo performers<br />
<strong>Lincoln</strong> <strong>Minster</strong> <strong>School</strong> has built a national reputation for its Music, both as an academic subject and<br />
for its extra-curricular provision. A team of 6 full-time staff and more than 30 instrumental teachers<br />
work in a striking music school opened in September 2010. Many concerts are held in the school‟s<br />
recital hall, with the main concert each term being given in the nave of <strong>Lincoln</strong> Cathedral.<br />
AS and A2 Music<br />
The department follows the OCR c<strong>our</strong>se, which enables pupils <strong>to</strong> give performances on either one or<br />
two instruments in each year, <strong>to</strong> learn the techniques of harmony and composition, and <strong>to</strong> develop an<br />
understanding of musical his<strong>to</strong>ry through set works and general listening.<br />
AS: Unit 1: Performing Music<br />
Solo recitals on one or two instruments and a viva voce 40%<br />
AS: Unit 2: Composing<br />
4-part harmony exercises and an instrumental composition 30%<br />
39
AS: Unit 3: Understanding<br />
Unseen listening, 3 classical and 3 jazz set works 30%<br />
A2: Unit 4: Extended performance<br />
15m recital and a viva voce 40%<br />
A2: Unit 5: Composition<br />
Stylistic exercises and a vocal composition 30%<br />
A2: Unit 6: Further understanding<br />
Aural analysis, 3 larger set works 30%<br />
At <strong>Lincoln</strong> <strong>Minster</strong> <strong>School</strong> we are very proud of <strong>our</strong> consistently high results at both GCSE and A<br />
Level. At A Level we have had a 100% pass rate for 11 years, with all 4 of <strong>our</strong> A Level candidates in<br />
2009 gaining A grades and 6/9 gaining A grades in 2011, including 2 at A*. The results at GCSE<br />
have also been extremely high for a long time, with a 100% A/A* rate in 2009 and a complete list of<br />
A/A* grades for <strong>our</strong> Year 9 express for the last 7 years!<br />
Many of <strong>our</strong> students have gone on <strong>to</strong> study Music at higher education, including former <strong>Lincoln</strong><br />
pupils at Cambridge, the Royal College of Music, the Royal Academy of Music, the Royal<br />
Conserva<strong>to</strong>ire of Scotland, Southamp<strong>to</strong>n, RNCM in Manchester, RWCMD in Cardiff, Cardiff<br />
University, Royal Holloway and many more. In an ever more competitive market, universities and<br />
employers are looking both for impressive grades and subjects which demonstrate a student‟s<br />
versatility. Music is a varied discipline which is recognised by all universities as a rigorous academic<br />
subject and as excellent preparation for higher education and beyond.<br />
40
Extra-curricular Music<br />
<strong>Lincoln</strong> <strong>Minster</strong>‟s provision for sixth form musicians is outstanding. With more than 16,000 music<br />
lessons being taught each year and more than 20 activities each week, t<strong>here</strong> is something for<br />
everyone. Our Chamber Choir were finalists in the National Choir of the Year 2010, and performed at<br />
the National Festival of Music for Youth in July 1011. The Choir has broadcast on BBC1, Radio 4<br />
and Radio <strong>Lincoln</strong>shire and has performed in Venice, Oxford and Birmingham. In Oc<strong>to</strong>ber 2011, they<br />
will be performing with English T<strong>our</strong>ing Opera in a concert of Bach Cantatas and in November will<br />
be performing in the world premiere of Howard Goodall‟s „Every Purpose Under the Heavens‟. Our<br />
50-piece Symphonic Wind Band has been on <strong>to</strong>ur <strong>to</strong> Switzerland and Paris. We have 10 choirs,<br />
several orchestras, a lot of jazz, a folk group and many bands. We cater both for the nervous beginner<br />
and for students of national standard!<br />
For <strong>our</strong> most gifted students t<strong>here</strong> are auditioned school ensembles with opportunities <strong>to</strong> perform in<br />
outstanding professional venues, such as the Birmingham Symphony Hall, <strong>Lincoln</strong> Cathedral,<br />
Oxford‟s Sheldonian Theatre, St Giovanni e Paolo Cathedral in Venice, <strong>to</strong> work with professional<br />
musicians such as composers John Rutter, Bob Chilcott and Howard Goodall and singer James Laing.<br />
In addition <strong>to</strong> their music-making in school, <strong>Lincoln</strong> has a vibrant musical culture and many of <strong>our</strong><br />
students are at its forefront: playing in Jazz Vehicle, in the County Orchestra and singing in the<br />
Cathedral‟s Consort choir. About 10 students travel <strong>to</strong> London and Manchester for extra tuition on<br />
Saturdays at conserva<strong>to</strong>ires and some sing and play in the National Youth Choir and Orchestra.<br />
<strong>Lincoln</strong> <strong>Minster</strong> enc<strong>our</strong>ages pupils <strong>to</strong> play and sing as much as possible in a wide range of styles and<br />
environments.<br />
It is a privilege <strong>to</strong> be part of a close-knit team of musicians at <strong>Lincoln</strong> <strong>Minster</strong>, w<strong>here</strong> many pupils<br />
enjoy working <strong>to</strong>gether <strong>to</strong> produce performances which are outstanding standard.<br />
£5.00 each £3.00 each<br />
41
Pho<strong>to</strong>graphy AS/A2<br />
Examination Board: OCR (H163)<br />
Why choose Pho<strong>to</strong>graphy?<br />
Pho<strong>to</strong>graphy will enhance students who are creative in mind, providing an opportunity <strong>to</strong> explore<br />
communication of ideas responding at all levels. Students need <strong>to</strong> have a genuine interest in the subject and be<br />
very self-motivated, working upon initiative and completing work outside the timetable structure in order <strong>to</strong><br />
reach their full potential in response <strong>to</strong> the work of others.<br />
You do not necessarily have <strong>to</strong> have studied Art at GCSE but must be fully committed <strong>to</strong> learning all aspects of<br />
the c<strong>our</strong>se, which will enable students <strong>to</strong> develop spiritual, moral, ethical and social/cultural issues. This<br />
learning will be explored in their practical work.<br />
C<strong>our</strong>se Details<br />
The AS/A2 Pho<strong>to</strong>graphy c<strong>our</strong>se explores creating visual meaning through Art by an expressive or interpretive<br />
response <strong>to</strong> still and moving imagery through lens based media, experimental pho<strong>to</strong>graphy and digital<br />
(Pho<strong>to</strong>shop).<br />
Students will use formal elements, techniques and technologies and their application <strong>to</strong> selected lens based<br />
media. Using this acquired knowledge their understanding and personal development of creative practical work<br />
will be demonstrated in an expressive outcome reflecting the ideas they wish <strong>to</strong> communicate. The unit<br />
specifications run in parallel with the Art AS/A2 c<strong>our</strong>se, and are broken down as follows:<br />
AS Units<br />
Unit F410-F416: C<strong>our</strong>sework Portfolio<br />
• Candidates produce a portfolio of work from starting<br />
• Points/<strong>to</strong>pics or themes. Portraiture, movement and Still Life.<br />
• The focus is on including work that shows exploration research acquisition of techniques and skills.<br />
Unit F410-F416: Controlled Assignment<br />
• Candidates select one starting point from an early release question paper,<br />
• Candidates are <strong>to</strong> be given at least three weeks in which <strong>to</strong> plan and prepare.<br />
• Candidates are then given five h<strong>our</strong>s of controlled time <strong>to</strong> work on developing their ideas <strong>to</strong><br />
realization(s)/outcome(s).<br />
42
Adam Waghorne<br />
A2 Units<br />
Unit F431-F436: Personal Investigation<br />
• Candidates submit one major practical project that has personal significance.<br />
• The investigation includes a related personal study that must be between 1000 <strong>to</strong> 3000 words.<br />
Molly Lyon<br />
43<br />
Molly Lyon
Adam Waghorne<br />
F441-F446: Controlled Assignment<br />
• Candidates select one starting point from an early release question paper,<br />
• Candidates are <strong>to</strong> be given at least three weeks in which <strong>to</strong> plan and prepare.<br />
• Candidates are then given 15 h<strong>our</strong>s of controlled time <strong>to</strong> realize their finals in<strong>to</strong> a final outcome or<br />
outcomes.<br />
Students will learn a wide range of approaches <strong>to</strong> working with images, signs and symbols through<br />
observation, analysis, self-expression communicating with imagination. They will also develop a basic<br />
understanding of conventions and genre e.g. figurative, abstract and symbolic. In addition <strong>to</strong> this they will<br />
explore documentary, pho<strong>to</strong>graphy, portraiture and narrative pho<strong>to</strong>graphy, developing a confident<br />
understanding of these, combined with using a range of techniques using pic<strong>to</strong>rial space, composition, rhythm,<br />
sequence and structure.<br />
Many students choose 3 Art subjects and apply directly <strong>to</strong> universities bypassing the foundation c<strong>our</strong>se.<br />
44
Subject: Pho<strong>to</strong>graphy AS level<br />
Year<br />
of<br />
exam<br />
Student<br />
numbers<br />
Predicted<br />
A-C %<br />
Predicted<br />
A-E %<br />
45<br />
LMS<br />
A-C %<br />
LMS<br />
A-E %<br />
National<br />
A-C %<br />
National<br />
A-E %<br />
2010 11 72 100 72 100 68.4 86.9<br />
2011 6 83.3 100 83.3 100 71.3 95.3<br />
Subject: Pho<strong>to</strong>graphy A2 level<br />
Year<br />
of<br />
exam<br />
2010<br />
Student<br />
numbers<br />
Predicted<br />
A-C %<br />
Predicted<br />
A-E %<br />
LMS<br />
A-C %<br />
LMS<br />
A-E %<br />
National<br />
A-C %<br />
National<br />
A-E %<br />
7<br />
A* 42.8 %<br />
71.4%<br />
100 71.4 100 80.3 98.4<br />
2011 9 88.8 100 88.8 100 81.2 98.8
Physics AS/A2<br />
Examination Board: OCR<br />
In many ways, Physics is the fundamental Science subject. It deals with matters from sub-a<strong>to</strong>mic<br />
particles <strong>to</strong> the Universe. An understanding of Physics may someday lead <strong>to</strong> someone coming up<br />
with a “Theory of Everything”.<br />
Physics certainly is one of the most relevant subjects in the running of <strong>our</strong> daily lives and extremely<br />
highly thought of by employers in a huge range of careers.<br />
If you are the sort of person who has always asked “How?”, “Why?”, and always want <strong>to</strong> know how<br />
and why things work, then Physics may just be the subject for you.<br />
It is also important <strong>to</strong> many that Physicists are statistically the highest paid Scientists!<br />
Entry Requirements<br />
You will be expected <strong>to</strong> achieve at least a grade B in GCSE Physics, or in both GCSE Core Science<br />
and GCSE Additional Science. A similar standard in Maths is also advisable, but not essential.<br />
The C<strong>our</strong>se<br />
The OCR Physics A-Level is a modular A-Level c<strong>our</strong>se that continually builds on knowledge and<br />
understanding developed through successive modules. The c<strong>our</strong>se bridges the gap between GCSE<br />
and A Level standard of thinking and problem solving. The AS c<strong>our</strong>se assesses the knowledge and<br />
understanding of key concepts. The A2 c<strong>our</strong>se also assesses important links between different areas<br />
of Physics. Practical skills are integrated within the scheme but are assessed separately.<br />
The Modules<br />
AS<br />
Unit Title Assessment Method and Weighting<br />
G481: Mechanics 1H Written Paper – 30% AS (15% A2)<br />
G482: Electrons, Waves and Pho<strong>to</strong>ns 1h45 written Paper – 50% AS (25% A2)<br />
G483: Practical Skills in Physics1<br />
A2<br />
Internal Assessment – 20% AS (10% A2)<br />
Unit Title Assessment Method and Weighting<br />
G484: New<strong>to</strong>nian World 1h15 Written Paper –15% A2<br />
G485: Fields, Particles and Frontiers<br />
of Physics<br />
2h written Paper –25% A2<br />
G486: Practical Skills in Physics2 Internal Assessment –10% A2<br />
Higher Education and Careers<br />
Students studying A-Level Physics can go on<strong>to</strong> a huge variety of degrees and careers including:<br />
Physics Scientific Research Civil Engineering<br />
Mechanical Engineering Electronic/Electronic Engineering Medicine<br />
Chemical Engineering Aeronautical Engineering Architecture<br />
Production Engineering Environmental Engineering Law<br />
Computing Accountancy Teaching<br />
If you have an interest in the <strong>to</strong>pics, questions or future career prospects mentioned and are expecting<br />
good grades in science, you can speak <strong>to</strong> Mr Grocott or Mrs Mason for further information.<br />
46
Psychology AS<br />
Psychology:<br />
Psychology is the scientific study of people, the mind and human behavi<strong>our</strong>. The mind is something<br />
intangible that exists within <strong>our</strong> brains – an unseen process of enzymes, chemicals and electric current<br />
moving within the structure of <strong>our</strong> neutral networks that dictates why we feel, think and behave in the<br />
way we do. This is what psychologists strive <strong>to</strong> understand.<br />
How does the memory work? Is eye-witness testimony reliable? How important are the first<br />
attachments a baby forms? What effect can day care have on a child‟s development? What causes<br />
stress and how does it actually affect a person physiologically? Is it „evil‟ people who carry out evil<br />
acts, or can t<strong>here</strong> be something about a particular situation that could lead even „normal‟ people <strong>to</strong><br />
become perpetra<strong>to</strong>rs of evil? How can minority groups bring about change in society? What is<br />
abnormality, and how can mental illness be treated?<br />
These are some of the questions posed during the AS psychology c<strong>our</strong>se, but as a science, psychology<br />
is not particularly interested in the individual students‟ personal opinions or anecdotal evidence.<br />
Psychologists observe and measure behavi<strong>our</strong>, and base their theories and therapies upon empirical<br />
evidence and it is this research evidence that students have <strong>to</strong> consider carefully throughout the<br />
c<strong>our</strong>se. The fact that much of this research is cutting edge and has real world applications <strong>to</strong> issues in<br />
everyday life makes it even more fascinating.<br />
Students who take psychology need a combination of curiosity and scepticism, and an interest in<br />
human nature. Psychology students often also study, sociology, biology, English and sports studies,<br />
but any students, who are considering a career in any of the caring services, or in marketing or<br />
business, will find an understanding of psychology useful.<br />
(At <strong>Lincoln</strong> <strong>Minster</strong> <strong>School</strong> the AQA Psychology A specification is followed, and full details of this<br />
c<strong>our</strong>se can be found at www.aqa.org.uk)<br />
47
Religious Studies AS leading <strong>to</strong> A2 in 2010/2011<br />
Examination Board: OCR<br />
This c<strong>our</strong>se is designed <strong>to</strong> appeal <strong>to</strong> students from any religious background and those from none.<br />
This c<strong>our</strong>se may build on the knowledge, understanding and skills that students have developed through the<br />
study of GCSE Religious Studies; they do not however, assume or require any previous study of the subject, so<br />
GCSE RS is not a pre-requisite, though may be desirable.<br />
C<strong>our</strong>se aims<br />
• To develop an interest in and enthusiasm for a rigorous study of religion;<br />
• To treat the subject as an academic discipline by developing knowledge and understanding appropriate<br />
<strong>to</strong> a specialist study of religion;<br />
• To use an enquiring, critical and empathetic approach <strong>to</strong> the study of religion.<br />
The c<strong>our</strong>se will focus specifically on Philosophy and Ethics and from Christianity as the main religion.<br />
The AS GCE and Advanced GCE specifications require candidates <strong>to</strong>:<br />
1. Study one or two religions across the following areas:<br />
• Philosophy of Religion;<br />
• Religious Ethics.<br />
2. Acquire knowledge and understanding of:<br />
• The key concepts within Philosophy and Ethics [e.g. religious beliefs, teachings, doctrines, principles,<br />
ideas and theories] and how these are expressed in texts, writings and / or practices;<br />
• The contribution of significant people, traditions or movements <strong>to</strong> Philosophy and Ethics;<br />
• Religious language and terminology;<br />
• Major issues and questions arising from Philosophy and Ethics;<br />
• The relationship between Philosophy and Ethics and other specified aspects of human experience.<br />
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C<strong>our</strong>se Details<br />
This c<strong>our</strong>se follows a modular structure. In Year 12 students will take two modules:<br />
• AS Philosophy of Religion<br />
• AS Religious Ethics<br />
Areas of study will include:<br />
• Ancient Greek Influences on Philosophy of Religion – Pla<strong>to</strong> and Aris<strong>to</strong>tle<br />
• Judaeo – Christian influences on Philosophy of Religion<br />
• Traditional arguments for the existence of God<br />
• Challenges <strong>to</strong> Religious Belief<br />
Ethical theories such as:<br />
• Natural Law<br />
• Kantian Ethics<br />
• Utilitarianism<br />
• Religious Ethics<br />
We will then apply these ethical theories <strong>to</strong> a variety of <strong>to</strong>pics such as:<br />
• Abortion; the right <strong>to</strong> a child<br />
• Euthanasia<br />
• Genetic Engineering<br />
• War and Peace<br />
A further two modules will be taken at A2:<br />
•A2 Philosophy of Religion<br />
•A2 Religious Ethics<br />
Exam Details<br />
Students will sit their exams in January and June.<br />
All f<strong>our</strong> exams are 1 h<strong>our</strong> and 30 minutes.<br />
T<strong>here</strong> will be no c<strong>our</strong>sework option available in this specification<br />
49
Sociology AS/A2<br />
Examination Board: AQA (2190)<br />
What is Sociology?<br />
Sociology is the study of society and the people that live in it. Sociologists will look at the way in which<br />
society is made up and how people react <strong>to</strong> it. They will also look at how this has changed over time and place.<br />
For example: “Is the family a universal institution?”<br />
Sociologists will look at and study the different institutions in society and see how they interact <strong>to</strong>gether.<br />
Sociological theories will then explain the various functions these institutions play in society.<br />
Why study Sociology?<br />
Sociology is a widely respected subject at advanced subsidiary and advanced level. It is highly valued by<br />
universities not only for its academic rig<strong>our</strong>, but also because it demands the learning of many important<br />
transferable skills, useful across the <strong>curriculum</strong> and beyond.<br />
The study of sociology is both interesting and enjoyable <strong>to</strong> those students who possess an enquiring mind. It<br />
will appeal <strong>to</strong> those who want <strong>to</strong> know what is happening in the world <strong>to</strong>day and <strong>to</strong> those who are interested in<br />
how society has changed over time and place. Much more pertinent, however, is the sociological background,<br />
which will equip students with the necessary skills <strong>to</strong> debate and argue logically in all other subjects.<br />
At AS and at A2 level, the content of the c<strong>our</strong>se will particularly complement subjects such as Geography,<br />
Home Economics, Maths, English, His<strong>to</strong>ry, and Religious Studies due <strong>to</strong> the social research involved, the use<br />
of statistics and the ability <strong>to</strong> be able <strong>to</strong> write in a co<strong>here</strong>nt and structured way. In fact it can also be combined<br />
with almost any other subject <strong>to</strong> add breadth <strong>to</strong> the <strong>curriculum</strong>. This is an important consideration if students<br />
are looking <strong>to</strong> add an extra AS subject <strong>to</strong> the ones already chosen <strong>to</strong> be taken through <strong>to</strong> A2 level.<br />
AS outline<br />
At AS, candidates studying this specification will acquire knowledge of contemporary social processes and<br />
social changes. Candidates will be enc<strong>our</strong>aged <strong>to</strong> develop their own sociological awareness through active<br />
engagement with the contemporary social world.<br />
The AS specification has 2 units:<br />
Unit 1: Culture and Identity; Families and Households; Wealth, Poverty and<br />
Welfare<br />
Topic list<br />
• Culture and Identity<br />
• Families and Households<br />
• Wealth, Poverty and Welfare.<br />
50
Assessment<br />
Written Paper: 1 h<strong>our</strong>. Weighting: 40% of <strong>to</strong>tal AS / 20% of <strong>to</strong>tal A Level marks<br />
Candidates choose one <strong>to</strong>pic from three and answer one question. Each question consists of five parts.<br />
Unit 2: Education; Health; Sociological Methods<br />
Topic list<br />
• Education<br />
• Health<br />
• Sociological Methods.<br />
Assessment<br />
Written Paper: 2 h<strong>our</strong>s. Weighting: 60% of <strong>to</strong>tal AS / 30% of <strong>to</strong>tal A Level marks<br />
Candidates choose one <strong>to</strong>pic (Education or Health) and answer:<br />
(a) one question on the chosen <strong>to</strong>pic. This question consists of f<strong>our</strong> parts<br />
(b) one question on sociological research methods in the context of the chosen <strong>to</strong>pic.<br />
This question consists of one part.<br />
In addition, candidates answer one question on free-standing research methods.<br />
A2 outline<br />
At A2, candidates will continue <strong>to</strong> focus on contemporary society but they should demonstrate a wider range<br />
and greater depth of knowledge and understanding and more highly developed skills of application, analysis,<br />
interpretation and evaluation.<br />
The A2 specification has 2 units:<br />
Unit 3: Beliefs in Society; Global Development; Mass Media; Power and Politics<br />
Topic list<br />
• Beliefs in Society<br />
• Global Development<br />
• Mass Media<br />
• Power and Politics.<br />
Assessment<br />
Written Paper: 1 h<strong>our</strong> 30 minutes. Weighting: 20% of <strong>to</strong>tal A Level marks<br />
Candidates choose one <strong>to</strong>pic from f<strong>our</strong> and answer one compulsory question and one question from a choice of<br />
two. The compulsory question consists of either two or three parts and the optional question consists of one<br />
essay.<br />
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Unit 4: Crime and Deviance; Stratification and Differentiation; Theory and Methods<br />
Topic list<br />
• Crime and Deviance<br />
• Stratification and Differentiation<br />
• Theory and Methods.<br />
Assessment<br />
Written Paper: 2 h<strong>our</strong>s<br />
30% of <strong>to</strong>tal A Level marks<br />
Candidates choose one <strong>to</strong>pic (Crime and Deviance or Stratification and Differentiation) and answer:<br />
(a) one question on the chosen <strong>to</strong>pic. This question consists of two parts.<br />
(b) one question on sociological research methods in the context of the chosen <strong>to</strong>pic. This question consists of<br />
two parts.<br />
In addition, candidates answer one question on theory and methods. This question consists of one essay.<br />
Higher Education Opportunities<br />
Sociology is a well-respected subject that can lead <strong>to</strong> a number of other subject disciplines such as Psychology,<br />
Social Sciences as well as Sociology. It also opens up a variety of other humanity c<strong>our</strong>ses.<br />
As regards future careers, students are seen <strong>to</strong> go in<strong>to</strong> a wide variety of occupations. These are just a few:<br />
Teaching Civil Service Lecturing<br />
Nursing J<strong>our</strong>nalism Social Services<br />
Law Police Force<br />
52
Sport and Physical Education AS/A2<br />
Examination Board: AQA<br />
The Sport and Physical Education c<strong>our</strong>se aims <strong>to</strong> enc<strong>our</strong>age you <strong>to</strong>:<br />
develop y<strong>our</strong> understanding of the fac<strong>to</strong>rs influencing • performance and <strong>to</strong> apply these <strong>to</strong> a range of<br />
physical activities<br />
develop knowledge and skills of selected physical activities<br />
develop the skills necessary <strong>to</strong> analyse, evaluate and improve performance<br />
develop y<strong>our</strong> appreciation of the social and cultural issues which affect participation and performance<br />
in physical activity.<br />
AS level specification<br />
At AS, this specification will develop knowledge and skills <strong>to</strong> help understand the opportunities for and effects<br />
of leading a healthy and active lifestyle. Candidates will be given the opportunity <strong>to</strong> build on their experience<br />
and improve their personal skills/techniques across a variety of roles in a sport of their choice <strong>to</strong> improve<br />
performance.<br />
Unit 1 will cover:<br />
the physiological effects of adopting a healthy lifestyle<br />
the short term effect of exercise/performance and the long term effects of training<br />
analysis of movement across a range of sporting actions<br />
acquisition of skills and the impact of psychological fac<strong>to</strong>rs on performance<br />
opportunities for physical activity, benefits <strong>to</strong> the individual and society and the potential barriers<br />
faced by minority groups.<br />
Unit 2 will cover:<br />
execution of skills/techniques in two roles (performer, official/referee/umpire/judge or leader/coach)<br />
in a chosen physical activity<br />
analysis of own performance<br />
application of theoretical knowledge <strong>to</strong> achieve effective performance<br />
A2 level specification<br />
At A2, this specification will develop knowledge and skills <strong>to</strong> help understand the opportunities for and effects<br />
of leading a healthy and active lifestyle. Candidates will be given the opportunity <strong>to</strong> build on their experience<br />
and improve their personal skills/techniques across a variety of roles in a sport of their choice <strong>to</strong> improve<br />
performance<br />
Unit 3 will cover:<br />
the physiological effects of adopting a healthy lifestyle<br />
the short term effect of exercise/performance and the long term effects of training<br />
analysis of movement across a range of sporting actions<br />
acquisition of skills and the impact of psychological fac<strong>to</strong>rs on performance<br />
opportunities for physical activity, benefits <strong>to</strong> the individual and society and the potential barriers<br />
faced by minority groups.<br />
53
Unit 4 will cover:<br />
execution of skills/techniques in one role (performer, official/referee/umpire/judge or leader/coach) in<br />
a chosen physical activity<br />
analysis of own performance<br />
application of theoretical knowledge <strong>to</strong> achieve effective performance<br />
54
Applied Travel and T<strong>our</strong>ism Single Award GCE<br />
AS Level<br />
Examination Board: OCR<br />
Why study Travel & T<strong>our</strong>ism?<br />
Do you want <strong>to</strong> try something different? Are you unsure about y<strong>our</strong> future career path? Do you prefer<br />
c<strong>our</strong>sework <strong>to</strong> exams? Can you work independently and manage y<strong>our</strong> time and studies well? Do you like<br />
holidays? Would you like <strong>to</strong> travel in the future? Then try Travel and T<strong>our</strong>ism.<br />
The travel and <strong>to</strong>urism industry is dynamic, wide-ranging and fast-growing, and it offers a huge variety of<br />
employment opportunities for young people.<br />
An interesting and lively c<strong>our</strong>se, A-Level Travel and T<strong>our</strong>ism began nationally in September 2005 and was<br />
taught for the first time at <strong>Lincoln</strong> <strong>Minster</strong> <strong>School</strong> in September 2010.<br />
What if I haven’t studied Travel and T<strong>our</strong>ism before?<br />
Don‟t worry! For the majority of you, Travel and T<strong>our</strong>ism will be an entirely new subject. T<strong>here</strong> is no specific<br />
prior subject knowledge required, although a background in either Geography and/or Business Studies is<br />
advantageous. Sound ICT literacy is also recommended.<br />
What will I study and how will it be assessed?<br />
We follow the OCR specification.<br />
AS consists of three units:<br />
Introducing Travel and T<strong>our</strong>ism – an introduction <strong>to</strong> the development of the industry and organisations<br />
involved.<br />
Cus<strong>to</strong>mer Service in Travel and T<strong>our</strong>ism – you will learn the importance of cus<strong>to</strong>mer service, whilst<br />
developing y<strong>our</strong> own cus<strong>to</strong>mer service skills and completing a week of experience within a<br />
local/national/international travel and <strong>to</strong>urism setting.<br />
Travel Destinations – an opportunity <strong>to</strong> research two contrasting destinations.<br />
In A2 we cover a further three units:<br />
T<strong>our</strong>ism Development – investigating reasons for <strong>to</strong>urism growth.<br />
Event Management – planning and executing an event within the Travel and T<strong>our</strong>ism industry (2011-12<br />
students are organising an overseas visit <strong>to</strong> Bruges for the 6 th form)<br />
55
Guided T<strong>our</strong> OR Eco<strong>to</strong>urism OR Adventure T<strong>our</strong>ism OR Cultural T<strong>our</strong>ism<br />
(2011-12 students are following Adventure T<strong>our</strong>ism – this unit includes study opportunities and reasons for<br />
Adventure T<strong>our</strong>ism in the UK as well as taking part in it off site!)<br />
F<strong>our</strong> of the six units are assessed through c<strong>our</strong>sework. As this is marked by y<strong>our</strong> teachers and t<strong>here</strong> is plenty<br />
of opportunity for guidance and improvement as it is being done.<br />
Each unit carries equal marks - in other words, both the AS and A2 c<strong>our</strong>se is 2/3 c<strong>our</strong>sework and 1/3 external<br />
examination.<br />
How is an Applied A-Level different <strong>to</strong> my other A-Levels?<br />
A lot of lessons involve working independently <strong>to</strong> research information by using a range of res<strong>our</strong>ces such as<br />
the internet, j<strong>our</strong>nals, newspapers, videos, guidebooks and pamphlets. Also information is gained from trips <strong>to</strong><br />
<strong>to</strong>urism organisations and travel destinations. This includes making full use of local and regional res<strong>our</strong>ces,<br />
such as <strong>to</strong>urist attractions within East Midlands as well as a national or international visit in the AS and<br />
possibly the A2 year.<br />
At AS level past pupils have visited Prague, the capital of the Czech Republic and we are looking in<strong>to</strong><br />
alternative visits for 2012. We have also welcomed a range of visiting speakers, including Visit <strong>Lincoln</strong>shire,<br />
Aviation Heritage and Laureate Hospitality and pupils have taken part in a number of local visits.<br />
An Applied A-Level involves learning by experience and „doing‟ rather than just being a passive observer. In<br />
the Lent term, all students are expected <strong>to</strong> complete a week’s relevant work experience placement within<br />
the travel and <strong>to</strong>urism industry.<br />
An applied A level also relies heavily on c<strong>our</strong>sework meaning that although t<strong>here</strong> is a heavy workload<br />
throughout both years of the c<strong>our</strong>se t<strong>here</strong> is only one exam during each year. This is taken at Christmas of<br />
both years 12 and 13, t<strong>here</strong>fore possibly reducing the pressure during the summer examination period.<br />
W<strong>here</strong> might it lead me?<br />
The Travel and T<strong>our</strong>ism c<strong>our</strong>se will allow you <strong>to</strong> develop a wide range of skills that are important in the<br />
workplace and will help increase y<strong>our</strong> employability in whatever career path you decide <strong>to</strong> follow. IT,<br />
research, time management, teamwork, analytical skills, communication and cus<strong>to</strong>mer service skills are all<br />
vital components of the c<strong>our</strong>se.<br />
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Extra Curricular<br />
T<strong>here</strong> are many Extra Curricular activities for you <strong>to</strong> get involved in including:-<br />
Duke of Edinburgh Award<br />
Sailing<br />
Sports Clubs<br />
Earl Grey Society<br />
Magna Carta<br />
Culture Club<br />
Drama Productions<br />
Young Enterprise<br />
Project India<br />
Reading Buddies<br />
Peer Men<strong>to</strong>ring<br />
Music Clubs<br />
Jeremiah Choir<br />
Art and Graphics Clubs<br />
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Earl Grey Society<br />
In its third year, the society has covered a great deal of diverse ground. The first meeting led <strong>to</strong> a<br />
wonderfully heated discussion over translations of The Bible, between smells and bells traditionalists<br />
and modernising dissenters. Although no-one was actually burnt for <strong>here</strong>sy, voices were raised and<br />
passions vented. Much calmer was a look at the psychology of Wordsworth’s ‘Lucy’ poems and later<br />
we considered the role of Women in World War II literature. A session on metre covered technical<br />
matters and ended with ‘Marlowe’s mighty line’.<br />
In the dark winter afternoons we viewed a film version of ‘the Handmaid’s Tale’ and in Spring<br />
considered the proposition: ‘I may not know much about literature, but I know what I like.’ The<br />
question was about how we validate <strong>our</strong> opinions in studying literature, and, as usual, t<strong>here</strong> was<br />
healthy disagreement.<br />
The new English specifications emphasis on wider reading means that regular members if society are<br />
at an advantage when it comes <strong>to</strong> examinations. Future meeting will be concerned with ‘Love<br />
Through The Ages’, and recent meeting have already considered verse by Sidney, Donne and<br />
Marvell, scurrilous stuff by Rochester and Dorset and by Jonathan Swift¸ and more sublime raptures<br />
from Mil<strong>to</strong>n’s lost paradise.<br />
A tea party in a tea shop on Steep Hill is projected and its hopes <strong>to</strong> repeat The Earl Grey Society<br />
River Cruse and Barbecue as a civilised end <strong>to</strong> the Society’s year.<br />
‘Poetry can be appreciated long before it is unders<strong>to</strong>od’ – T.S.Eliot<br />
‘How reassuring!’- The Earl Grey Society<br />
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Magna Carta<br />
Magna Carta was founded in 2003 on a chilly evening in the chapel, as the school’s debating and<br />
public speaking society. It is appropriately named since <strong>Lincoln</strong> Castle holds one of only f<strong>our</strong><br />
authentic copies. <strong>Lincoln</strong> Cathedral’s copy – currently on display at <strong>Lincoln</strong> Castle- has a his<strong>to</strong>ry at<br />
<strong>Lincoln</strong> since 1216, as the bishop of <strong>Lincoln</strong> was one of the signa<strong>to</strong>ries <strong>to</strong> Magna Carta. It is<br />
appropriate <strong>to</strong>o since Magna Carta has long been regarded as laying the foundations of democracy.<br />
It went <strong>to</strong> the New York fair in 1939 and became a sensation. F<strong>our</strong>teen million people queued <strong>to</strong> see<br />
the parchment before it had <strong>to</strong> be held in Fort Knox, next <strong>to</strong> the original of the US Constitution, until<br />
the Second World War. Having returned <strong>to</strong> <strong>Lincoln</strong>, it has been back <strong>to</strong> America on various<br />
occasions.<br />
Towards the end of 2004, a full meeting of the society was held in which a constitution drafted by the<br />
president was debated, amended and then ratified. This covers rules about quorum (the number of<br />
people necessary <strong>to</strong> constitute an official meeting), franchise (who can vote), forms of address and the<br />
order of debate. Every member of <strong>Lincoln</strong> <strong>Minster</strong> <strong>School</strong> is a member of Magna Carta and may vote<br />
– although it is principally run by and through 6 th Form.<br />
The society has hosted the distinguished guests including Gillian Merron (former Lab<strong>our</strong> MP for<br />
<strong>Lincoln</strong>), Patrick Mercer (Conservative MP for Newark) and The Bishop of <strong>Lincoln</strong>. The summit of<br />
the Magna Carta year is the annual dinner w<strong>here</strong> guest speakers have included an international<br />
diplomat, a j<strong>our</strong>nalist and a representative of the RAF. The society has also sent delegates <strong>to</strong> The<br />
Rotary Club, English Speaking Union and Cambridge Union Society’s competitions. Last year the<br />
team reached the Northern finals of the Cambridge Union competition at King Edwards VI <strong>School</strong> in<br />
Birmingham. Though open <strong>to</strong> all, Magna Carta is very much under the aegis of the English<br />
Department and member of the 6th Form are at its heart.<br />
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Boys Sporting Extra Curricular<br />
Boys sport in the sixth form has fl<strong>our</strong>ished at <strong>Lincoln</strong> <strong>Minster</strong> <strong>School</strong> over the last five years with<br />
both competitive and leisure activities available.<br />
Rugby:<br />
The school has a first XV team which competes against schools in the county and in<strong>to</strong> Yorkshire most<br />
Saturday mornings. They also compete midweek in the Daily Mail RBS under 18 Cup. During the<br />
Lent term Rugby Sevens is conducted with the aim of participating in<strong>to</strong> the County Competition and<br />
National <strong>School</strong>s Festival (Rosslyn Park) in March. The school is proud of its representation and has<br />
several county NLD players and even Leicester Tigers EPDG Academy Players. The climax of the<br />
school rugby season is the „old boys‟ match at Christmas.<br />
Football:<br />
As with rugby, the school runs an U18 XI and has done so for the last five years. Football is played<br />
on Saturdays during the Lent term and the U18 XI is entered in<strong>to</strong> the FA <strong>School</strong>s U18 Cup with<br />
Round 1 matches played in September.<br />
Cricket:<br />
The school runs a successful U18 XI, although fixtures are at a premium with the Trinity Term focus<br />
on external examinations. The team plays Saturday fixtures during the first half-term of the summer<br />
(40 over matches) and mid-week County Cup matches after school (Twenty20 games). We are proud<br />
<strong>to</strong> have several county cricketers in the U18 XI. The last match of the season is the Twenty20 „Old<br />
Boys‟ match and is thoroughly enjoyed by all.<br />
Track and Field Athletics:<br />
Senior athletics are permitted <strong>to</strong> trial for the <strong>Lincoln</strong>shire and Gainsborough District Athletics Team<br />
in the early part of Trinity Term. If successful they compete in the County Championships. These<br />
Championships also act as selection for the East Anglia Championships. In both, performances are<br />
measures and valid for entry in<strong>to</strong> the ESAA National Championships. Sixth Form pupils also compete<br />
in school Sports Day.<br />
Cross Country Running:<br />
Senior Runners compete in the <strong>Lincoln</strong> and Gainsborough event in order <strong>to</strong> be selected for the County<br />
Championships. If successful at County, competi<strong>to</strong>rs are then permitted <strong>to</strong> run at the National Finals<br />
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Squash:<br />
The school runs squash a leisure activity and a school team. Fran Wallis (England Masters Captain)<br />
coaches the team which competes regularly throughout the year on Saturdays. Selection is possible<br />
in<strong>to</strong> the county squad.<br />
Tennis:<br />
The school has a thriving tennis community utilising the Eastgate Tennis Club and resident tennis<br />
coach Simon Taylor and can be played both recreationally or competitively.<br />
Judo:<br />
Over the c<strong>our</strong>se of last year the school has begun a judo club and sessions are available <strong>to</strong> Sixth Form<br />
students conducted by Barry Cooper (5x British Champion). Selection in<strong>to</strong> the County Squad is<br />
possible<br />
Fitness/Weight Training:<br />
Nearby facilities and membership are available at the YMCA and the Lindum. These facilities allow<br />
space for both fitness and weight training and can be used at the Sixth Form student‟s lunch break as<br />
well as after school.<br />
Sports Awards Dinner:<br />
At the end of the academic year the school hosts a very enjoyable formal Sports Awards Dinner,<br />
speeches are conducted by team captains and awards are presented <strong>to</strong> students in all sports throughout<br />
the senior school.<br />
Alumini:<br />
The school not only have several current Sixth Form actively engaged in sport at National Level but<br />
also has ex-students currently enjoying success:-<br />
Elizabeth Simmonds British Olympian, European Swimming Champion<br />
Jamie Clark-Weaver Scotland Rugby Team<br />
Hannah Hume Great Britain Tennis Squad<br />
Gina Ruck Great Britain Equestrian Squad<br />
Aside from all the activities mentioned above students are enc<strong>our</strong>aged <strong>to</strong> participate in many local<br />
clubs, i.e. golf, horse riding, swimming, rugby, football, basketball, karate… the list is endless.<br />
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Christmas Production 2011<br />
<strong>Lincoln</strong> <strong>Minster</strong> <strong>School</strong> Drama Department Presents<br />
OLIVER!<br />
Music, Lyrics and Book by Lionel Bart<br />
Tuesday 6 th , Wednesday 7 th ,<br />
Friday 9 th & Saturday 10 th December<br />
7.30 p.m. in the Watkins Hall<br />
Tickets £7.50 / £5.00<br />
Tickets on sale now from the Senior<br />
<strong>School</strong> office<br />
Tickets can be reserved/bought in person or: Tel: 01522 551300<br />
Email: lincoln.senior@church-schools.com<br />
Payment method: Cash /Cheques payable <strong>to</strong> ‘<strong>Lincoln</strong> <strong>Minster</strong><br />
<strong>School</strong>’ or added <strong>to</strong> extras bill if confirmed in writing.<br />
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