Maida Vale School Sixth Form Booklet
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<strong>Sixth</strong> <strong>Form</strong> Prospectus
Welcome to <strong>Maida</strong> <strong>Vale</strong> <strong>School</strong><br />
<strong>Sixth</strong> <strong>Form</strong><br />
<strong>Maida</strong> <strong>Vale</strong> <strong>School</strong> <strong>Sixth</strong> <strong>Form</strong> is a two-year programme which<br />
will motivate, inspire and equip our students for life beyond the<br />
classroom. Rigorous academic challenge, supportive and proactive<br />
pastoral care, and varied co-curricular endeavours continue to be<br />
central to our approach but in the <strong>Sixth</strong> <strong>Form</strong>, this is extended and<br />
developed by leadership opportunities, in-depth career guidance,<br />
local community volunteering placements, and university and/or<br />
vocational application processes.<br />
Students, having narrowed down their subject options, will become specialists in subjects<br />
which they find exhilarating and have a particular passion for.<br />
First class facilities, combined with exceptional teaching, enable our <strong>Sixth</strong> <strong>Form</strong> students to<br />
study and grow in the most inspiring of teaching spaces; the dedicated <strong>Sixth</strong> <strong>Form</strong> Independent<br />
Learning Centre is where both students and staff plan, prepare, and collaborate.<br />
A highly supportive, inclusive and vibrant environment, <strong>Maida</strong> <strong>Vale</strong> <strong>School</strong> <strong>Sixth</strong> <strong>Form</strong> is<br />
where students develop their sense of self, carving out their young-adult identities against the<br />
backdrop of exciting new subjects, challenges, relationships, opportunities and achievements.<br />
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<strong>Sixth</strong> <strong>Form</strong> Curriculum<br />
<strong>Maida</strong> <strong>Vale</strong> <strong>School</strong> is committed to delivering a wide-ranging curriculum which will allow<br />
the academic development of all our students, while taking into account varying abilities<br />
and interests.<br />
While the emphasis in the curriculum is placed on A Level study to support the progression to degree-level study, we also<br />
support more vocational, creative options through the availability of BTECs and other Level 3 courses.<br />
Subjects at <strong>Sixth</strong> <strong>Form</strong> are likely to include:<br />
• Art and Design<br />
• Biology<br />
• Business<br />
• Chemistry<br />
• Classics<br />
• Computer Science<br />
• Design and Technology<br />
• Drama and Theatre Studies<br />
• Economics<br />
• English Literature<br />
• EPQ<br />
• Food Science & Nutrition<br />
• French<br />
• Further Maths<br />
• Geography<br />
• Government and Politics<br />
• History<br />
• Latin<br />
• Maths<br />
• Music<br />
• Performing Arts BTEC<br />
• Photography<br />
• Physical Education<br />
• Physics<br />
• Psychology<br />
• Spanish<br />
• Sports BTEC<br />
Options are offered subject to demand<br />
We will ask students to select three courses<br />
for study plus a reserve option. We operate<br />
an option block system which aims to facilitate<br />
a wide range of option choices, although,<br />
should a subject combination not be available<br />
we will discuss the reserve option and subject<br />
choices generally at interview in the context<br />
of supporting onward progression to degree<br />
level study or future employment.<br />
In line with current guidance from university<br />
admissions departments we would strongly<br />
advise students to start three A Level courses<br />
although we are happy to discuss the<br />
possibility of a fourth A Level option for<br />
the most academically able students.<br />
As AS and A Level courses are no longer coteachable<br />
we would expect students starting<br />
four courses to do so with the intention of<br />
following all of them to completion at<br />
the end of Year 13.<br />
Open-door policy<br />
<strong>Maida</strong> <strong>Vale</strong> <strong>School</strong> operates an open-door<br />
policy, meaning parents are welcome in the<br />
Parent Café at any time and can arrange to<br />
meet staff at short notice. Throughout the<br />
<strong>Sixth</strong> <strong>Form</strong> admissions process, all the way<br />
up until the start of Year 12, we are very<br />
happy to support option choice discussions<br />
with parents and students and, within the<br />
constraints of the timetable, will endeavour to<br />
change option choices where necessary. Even<br />
once Year 12 has begun, should a student<br />
wish to change their options, we will try our<br />
best to facilitate this.<br />
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<strong>Sixth</strong> <strong>Form</strong> Curriculum<br />
Modern, innovative, passionate teaching and learning.<br />
• We operate a longer teaching day than<br />
most other schools. Lessons start at<br />
8.30am and finish at 4.00pm, providing<br />
students with six hours of academic<br />
sessions per week in each of their three<br />
<strong>Sixth</strong> <strong>Form</strong> subjects.<br />
• Lessons are blocked in sessions of either<br />
3 hours or 1.5 hours allowing quality<br />
contact time to have a noticeable effect on<br />
progression and allowing greater flexibility<br />
and innovation in teaching approaches.<br />
We expect that students will be able to<br />
learn by doing rather than more traditional<br />
teaching approaches. This is the case in all<br />
subjects and most noticeably in the more<br />
creative and practical subjects such as Art,<br />
Design and the Sciences.<br />
• We do not timetable ‘free periods’ but,<br />
rather, we expect students to develop their<br />
independent learning strategies through<br />
up to six hours of timetabled, subjectspecific<br />
study sessions which take place in<br />
the supervised ILC.<br />
• 1.5 hours per week is timetabled for<br />
IS – Individuals in Society. This subject is<br />
<strong>Maida</strong> <strong>Vale</strong> <strong>School</strong>’s exciting combination<br />
of personal, social and health education;<br />
sex and relationships education; religious<br />
studies; careers; current affairs In <strong>Sixth</strong><br />
<strong>Form</strong>, even further emphasis is placed on<br />
careers planning and research as well as<br />
on applications for UCAS, European or<br />
American universities, or apprenticeships.<br />
The IS programme is supported by a<br />
multitude of external speakers.<br />
• 1.5 hours per week is timetabled during<br />
Year 12 to support the Extended Project<br />
Qualification (EPQ). All students are<br />
encouraged to complete this course<br />
(equivalent to half an A Level) to develop<br />
their independent learning skills amidst<br />
a topic that they have chosen themselves<br />
and are, therefore, particularly passionate<br />
about it. EPQ projects – artefacts or theses<br />
– are continuing to garner huge credence<br />
at interview for both universities and<br />
apprenticeships.<br />
• <strong>Sixth</strong> <strong>Form</strong> students have one afternoon<br />
per week of Games, allowing them to<br />
break from study and enjoy the energy<br />
and happiness derived from physical<br />
activity. Team sports and fixtures continue<br />
to take place against other schools, while<br />
alternative activities are offered such<br />
as: Dance, Pilates, Yoga, Rock Climbing,<br />
Boxing, Spinning, Gym training with a<br />
Personal Trainer.<br />
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Further information about curriculum areas:<br />
Independent Learning in the ILC<br />
Student will have up to six hours of<br />
timetabled, subject-specific study sessions<br />
which take place in the supervised<br />
Independent Learning Centre (ILC). All<br />
students undergo an induction to the ILC<br />
which familiarises them with the resources<br />
available. Students’ subject teachers will set<br />
them relevant work to undertake in their<br />
structured study sessions, with appropriate<br />
deadlines for completion. This simultaneous<br />
independent and structured study time is<br />
an opportunity for students to improve their<br />
knowledge and skills while being supported<br />
and encouraged in their very own <strong>Sixth</strong> <strong>Form</strong><br />
learning space. Indeed, the supervision of<br />
the ILC is split between all subject teachers<br />
and Personal Tutors, meaning at any<br />
given time students have knowledgeable,<br />
experienced help on hand.<br />
Extended Project Qualification (EPQ)<br />
In Year 12, all students are encouraged to<br />
complete an Extended Project Qualification<br />
(EPQ), which is equivalent to half an A Level<br />
(28 UCAS points). An EPQ is highly valued<br />
by universities and within industry and<br />
enables admissions and HR departments to<br />
discriminate between candidates with similar<br />
academic profiles. Designed to extend and<br />
develop students’ abilities beyond their<br />
chosen <strong>Sixth</strong> <strong>Form</strong> subjects, completion of an<br />
EPQ allows students the opportunity to apply<br />
independent learning skills to any topic of<br />
their choice.<br />
UCAS and the Careers Programme<br />
The careers provision within the <strong>Sixth</strong> <strong>Form</strong> at<br />
<strong>Maida</strong> <strong>Vale</strong> has been developed to facilitate<br />
successful applications to competitive<br />
universities, including the Russell Group<br />
and Oxbridge. Our careers programme<br />
is designed to make sure students and<br />
parents are fully informed and supported in<br />
making these important choices surrounding<br />
courses and institutions for post 18 study.<br />
We also build upon the successful careers<br />
programme which runs throughout the lower<br />
school with the aim of making sure that<br />
students are able to demonstrate a broad<br />
range of skills, aptitudes and experiences<br />
in their applications in addition to high<br />
academic grades.<br />
Student and parents alike are supported<br />
in post-18 pathway decisions through a<br />
plethora of planned activities such as: the<br />
IS curriculum, workshops and seminars,<br />
Personal Tutor sessions, Careers talks,<br />
university visits, university talks and fairs, the<br />
use of Unifrog (a user-friendly platform which<br />
encapsulates all possible post-18 pathways).<br />
Aspects of the Careers programme in<br />
the <strong>Sixth</strong> <strong>Form</strong> include:<br />
• Regular careers interviews between<br />
students and members of the <strong>Sixth</strong> <strong>Form</strong><br />
team. Additional support and guidance<br />
available from the Personal Tutor and<br />
subject staff.<br />
• Briefings for parents regarding the<br />
Careers programme and university<br />
application processes. Our open door<br />
policy allows for close communication<br />
between parents and school throughout<br />
the process.<br />
• Careers guidance lessons during IS<br />
sessions.<br />
• A range of speakers in school to inform<br />
students on the breadth of opportunities<br />
available post-18 and possible routes into<br />
these destinations.<br />
• Full support for international applications,<br />
including the US, Canada and Europe.<br />
• Full support for early entry applications<br />
to Oxbridge, medicine, dentistry and<br />
veterinary science including advice and<br />
additional support with work experience<br />
placements, admissions tests and<br />
interviews.<br />
• Visits to universities and UCAS fairs<br />
supported throughout the year.<br />
• Support and guidance for work<br />
experience.<br />
• A UCAS (or non-UK university) mentor who<br />
works through the application process with<br />
students on an individual basis, assisting in<br />
the development of personal statements<br />
and application essays.<br />
The course is designed to develop skills<br />
in research (including critical analysis<br />
of documents and source evaluation),<br />
analysis, presentation, ethical enquiry and<br />
philosophical argument.<br />
Students can approach the qualification<br />
in one of four ways and can produce<br />
a dissertation, an artefact, a scientific<br />
investigation or a performance. The range<br />
of possible projects is, therefore, almost<br />
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unlimited and provides a rare opportunity<br />
for students to completely direct their own<br />
learning. Students are taught the relevant<br />
skills required for successful completion of<br />
the course in a weekly timetabled lesson<br />
and are assigned a subject-specialist mentor<br />
who guides and advises them as their work<br />
on their project progresses. Students end<br />
the course by giving a presentation on their<br />
project to an invited audience with a Q&A<br />
session. Assessment takes place internally<br />
and takes into account the work produced,<br />
the presentation element and the evidence<br />
collected which details the evolution of the<br />
project from beginning to end.<br />
Advice and guidance facilitated through<br />
close contact between <strong>Sixth</strong> <strong>Form</strong> advisors<br />
and students to assist in accepting offers<br />
and on/after results day.<br />
Co-curricular and Enrichment<br />
• The Duke of Edinburgh Gold Award<br />
• Model United Nations<br />
• Student Investor Challenge<br />
• Young Enterprise<br />
• Each subject has a society which, with the<br />
help of <strong>Sixth</strong> <strong>Form</strong> students, organises<br />
external speakers to visit school<br />
<strong>Sixth</strong> <strong>Form</strong> students are<br />
also encouraged to create<br />
and lead enrichment clubs<br />
for the Lower <strong>School</strong><br />
Trips<br />
Each subject runs a range of national<br />
and international trips. National trips<br />
utilise London as much as possible, but<br />
Geographers may visit the Isle of Wight<br />
and English Literature students may travel<br />
to Stratford-upon-Avon. International trips<br />
have can include: Art students visiting<br />
Florence; Government & Politics students<br />
visiting Washington DC; English Literature<br />
and Drama students visiting New York City;<br />
Geography students visiting Iceland; Latin<br />
and Classics students visiting Pompei and<br />
Sorento.<br />
Leadership Opportunities<br />
<strong>Sixth</strong> <strong>Form</strong> signals the time for more<br />
independence and responsibility. Students<br />
will be encouraged to involve themselves<br />
in wider school life, particularly in areas<br />
which they have a passion for. Opportunities<br />
include: creating and running enrichment<br />
clubs; directing KS3 musical and theatrical<br />
productions; representing their PT Group in<br />
the <strong>Sixth</strong> <strong>Form</strong> <strong>School</strong> Council.<br />
Towards the end of Year 12, the application<br />
and recruitment process for Heads of House,<br />
<strong>School</strong> Prefects, and Heads of <strong>School</strong> will<br />
begin. These highly coveted leadership roles<br />
involve election from both students and<br />
members of staff, and offer the successful<br />
students invaluable experience in managing<br />
and leading teams.<br />
Charity & Volunteering<br />
While the school continues to support its<br />
local and international charities, in <strong>Sixth</strong><br />
<strong>Form</strong> all Year 12 students must undertake<br />
a volunteering placement in our local<br />
community. Whether this be time spent in<br />
a nursery or primary school, a care home,<br />
a library, a doctor’s surgery, or a foodbank,<br />
we are committed to ensuring that our<br />
<strong>Sixth</strong> <strong>Form</strong> students are visible, present and<br />
helpful young adults in our community.<br />
Pastoral Care<br />
<strong>Maida</strong> <strong>Vale</strong> <strong>School</strong>’s warm, compassionate<br />
and inclusive pastoral care aims to make the<br />
transition between Year 11 and <strong>Sixth</strong> <strong>Form</strong> as<br />
comfortable and positive as possible.<br />
As the curriculum and expectations in <strong>Sixth</strong><br />
<strong>Form</strong> will feel noticeably different from<br />
those in Year 11, we make sure our students<br />
immediately feel the focused, personalised<br />
and thoughtful support that they can expect<br />
throughout their time at school.<br />
<strong>Sixth</strong> <strong>Form</strong>-specific Personal Tutor Groups<br />
ensure our <strong>Sixth</strong> <strong>Form</strong> students are cared<br />
for, guided and advised by specially-trained<br />
<strong>Sixth</strong> <strong>Form</strong> Personal Tutors. These PTs are<br />
up-to-date with the latest UCAS, European<br />
and North American university and college<br />
application processes, as well as the many<br />
vocational and apprenticeship options that<br />
are possible.<br />
<strong>Sixth</strong> <strong>Form</strong> PTs are also expert in managing<br />
the common challenges that arise during<br />
Years 12 & 13 and take a proactive approach<br />
in helping students navigate difficult<br />
conversations, situations and decisions.<br />
Students will form close, respectable bonds<br />
with their PTs, seeing them every day for at<br />
least twenty minutes. A student’s PT monitors<br />
their academic progress, emotional and<br />
social wellbeing, and is in regular contact<br />
with home.<br />
Each Personal Tutor Group is part of one<br />
of the school’s four Houses, and there<br />
is a wealth of opportunity for students<br />
to represent their House in inter-House<br />
competitions. The community feel of our<br />
House system also results in students<br />
broadening their friendship circles and<br />
extra-curricular experiences.<br />
Students will form close,<br />
respectable bonds with<br />
their PTs, seeing them<br />
every day<br />
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Admissions to the <strong>Sixth</strong> <strong>Form</strong><br />
Below is the admissions process for external <strong>Sixth</strong> <strong>Form</strong> applicants<br />
to <strong>Maida</strong> <strong>Vale</strong> <strong>School</strong>.<br />
VISIT<br />
US<br />
FILL OUT THE<br />
REGISTRATION FORM<br />
& APPLICATION FORM<br />
INTERVIEW &<br />
CONFIRMATION OF<br />
SUBJECT CHOICES<br />
CONDITIONAL<br />
OFFER MADE<br />
CONFIRMED PLACE<br />
IF ENTRY<br />
REQUIREMENTS MET<br />
Entry criteria for external<br />
applicants:<br />
The admissions criteria for external<br />
candidates is as follows:<br />
In addition to a registration and application<br />
form, we will seek predicted grade<br />
information and a confidential reference<br />
from the applicant’s current school.<br />
Applicants will also be requested to submit<br />
a copy of their latest school report to inform<br />
academic progress, commitment to study,<br />
work ethic and engagement with extracurricular<br />
activities.<br />
To register, go to<br />
maidavaleschool.com/<br />
registersixthform<br />
• Achieving at least 5 grade 6s at GCSE<br />
including English and Maths.<br />
• Obtaining at least a grade 6 in those<br />
subjects students wish to study at<br />
A Level (or equivalent).<br />
• Meeting further subject specific entry<br />
criteria where they exist for certain courses<br />
(e.g. obtaining grade 6 in Maths to study<br />
A Level Physics or Computer Science).<br />
Further information is available on the<br />
admissions pages of the school website.<br />
Applicants are advised that any offer of a<br />
place is ultimately at the discretion of the<br />
Head. <strong>Maida</strong> <strong>Vale</strong> <strong>School</strong> fees are the same<br />
for each year group (Year 7 – Year 13).<br />
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<strong>Maida</strong> <strong>Vale</strong> <strong>School</strong><br />
18 Saltram Crescent<br />
London<br />
W9 3HR<br />
www.maidavaleschool.com<br />
E: admissions@maidavaleschool.com T: 020 4511 6000<br />
@<strong>Maida</strong><strong>Vale</strong><strong>School</strong>