Sixth Form Prospectus - September 2013 entry - Poynton High School

POYNTON
th
THE CENTRE
OF EXCELLENCE
Poynton High School
Sixth Form
Prospectus 2013

CONTENTS
Foreword 1
Why Choose Poynton High School Sixth Form? 2-3
Life in Poynton High School Sixth Form 4-5
Sixth Form Facilities 6-7
The Curriculum 8
Subjects Offered – 2013 Entry 9
Entry Requirements 10
Sixth Form Entry from Poynton High School 11
Entry for Students from other High Schools 12
Applied ICT 13-14
Art & Design 15
Biology 16
Business Studies 17-18
Career Academies UK 19
Chemistry 20-21
Computing 22
Dance 23-24
Design and Technology (Product Design) 25-26
Drama and Theatre Arts 27-28
Economics 29-30
English Language 31-32
English Literature 33-34
Extended Project Qualification 35-36
General Studies 37
Geography 38-39
Health and Social Care 40
History 41
Home Economics (Food, Nutrition and Health) 42
Information and Communication Technology 43
Languages 44-45
Mathematics 46-47
Further Mathematics 48-49
Media Studies 50-51
Music 52
Music Technology 53
Physical Education 54
Physics 55-56
Psychology 57-58
Religious Studies 59
Sociology 60
BTEC Diploma in Sport 61
Design and Technology (Textiles) 62
Travel and Tourism 63-64

Foreword
Thank you for your interest in the Sixth Form at Poynton High School. This prospectus will assist you in
making the important decision of where to pursue your further education. It also provides you with all
the dates you need to make note of in making an application.
This is an exciting time to be joining the Sixth Form as our new state of the art Sixth Form Centre
opened in September 2012. This now provides exceptional facilities for you as students.
Our Sixth Form has an established reputation and consistently achieves excellent results at A level. We
also aim to develop a wider range of skills so that students are prepared to take the next step in life
whether it be Higher Education, training or employment. We were delighted to be recognised as ‘Outstanding’
by Ofsted in October 2008 and to be recognised as a High Performing Specialist School in
2010. This was welcome recognition of our commitment to providing all our students with an enjoyable
and stimulating learning experience.
I look forward to discussing your application further and hopefully to welcoming you into our Sixth Form
next year.
Matthew Dean
Director of Sixth Form
October 2012
POYNTON HIGH SCHOOL
AND
PErfOrMING ArTS COLLEGE
POYNTON
th
THE CENTRE
OF EXCELLENCE
Yew Tree Lane Poynton Stockport Cheshire SK12 1PU
Tel: (01625) 871811 Fax: (01625) 874541 Email: info@phs.cheshire.sch.uk
Head of School: Mrs S Adamson B.A. (Hons) F.R.S.C
Director of Sixth Form: Mr M Dean B.A. (Hons)
For further information about the 6th Form please contact:
Mrs A Bibby Sixth Form Support Officer

WHY CHOOSE POYNTON HIGH SCHOOL SIXTH fOrM
OUr VISION STATEMENT
Our Sixth Form welcomes students who are committed to learning and achievement and who will make
a positive contribution to the life of our school, taking advantage of the opportunities offered by an 11-
19 community and benefiting from these.
We believe the Sixth Form experience should be enjoyable and stimulating, providing opportunities
for students to gain the qualifications, skills and attitudes which will enable them to shape their futures
positively and will equip them to be lifelong learners.
We offer opportunities to gain qualifications and employment skills which are matched to the needs of
individual students and which prepare them for their future lives.
WHAT OfSTED SAY
“Students’ achievement is outstanding, helped by the strength and impact of the
high quality teaching and learning particularly in the specialist subjects. As a result
of this, standards at the end of Year 13 are well above average and rising.
Students’ personal development is particularly good, they are articulate young peo- peo-
ple who are polite, confident and have high aspirations. The percentage of students
who do not complete their studies is very low and practically everyone moves on to
further education, training or employment. As in the main school, all other aspects,
including leadership and management are outstanding because the school has developed a strong
sense of shared purpose and responsibility for raising standards and improving the lives of all the students
in its care.”
Ofsted 2008
WE PrOVIDE:
• High Quality Tuition. In 2012 our students achieved a 99.4% pass rate with 72.8% of papers
awarded A*-C. Additionally, ten students were awarded three A*/A grades or more. These excellent re-
sults enabled our students to move on to the university or career of their choice. These include a large
number of students who gained places at the most prestigious Russell Group universities.
• Extensive Curriculum Choice. We offer a wide range of AS and A2 courses including Applied A
levels. We also offer BTEC in Sport (Development, Coaching and Fitness) which is equivalent to two A
Levels. Students are also given the opportunity to complete the Extended Project Qualification and to
join the Career Academy scheme (see pages 35 and 19 for further information).
• Careful Charting of Each Student’s Progress. Parents are sent assessment reports at regular
intervals throughout both Year 12 and Year 13 and parents and students are invited to attend Consultation
Evenings with subject tutors to discuss every individual student’s progress. Detailed reports are is-
sued in the Spring for both Year 12 and 13 and additionally, during the Spring Term we have a Progress
Review Day for our Year 12 students involving students, parents and Form Tutors.
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• Advice, Guidance and Support. This begins with the transition from Year 11 to the Sixth Form and
continues right through to the provision of care and support offered in Year 13 to ensure each of our
students in Year 13 progresses to Higher Education or employment. Shortly after joining the Sixth Form,
Year 12 students and their parents are invited to a Sixth Form Information Evening to ensure they have
all the information they require for an effective transition into the Sixth Form and a clear overview of our
expectations of students through Years 12 and 13.
A student’s time in the Sixth Form will be vital to their future lives. They will not only be facing the challenge
of passing their A Levels, but also making decisions about the future direction of their careers
whilst facing many personal challenges as they move towards adulthood. As a result, we will ensure
that they receive a great deal of guidance and support and will try to ensure their individual needs are
met.
Students will have a personal tutor who they will see every day. Their tutor will help them with matters
such as adjustment to Sixth Form work, study habits, academic progress, welfare, career and higher
education issues. In addition, the personal tutor will be asked to write any references that may be required.
The Year Head and the Director of Sixth Form will advise students on any serious problems
and will monitor their progress. Students are encouraged to talk to staff to ensure any difficulties are
resolved early on.
• Access to Careers and Higher Education Information. We aim to enable our students to make
good choices. We do this by organising visits to Universities and to the Higher Education Fair. Students
are given full support through the UCAS process with a dedicated planning day, and individual coun-
selling by a member of the Sixth Form Team. Students seeking employment or apprenticeships are
supported through the Employ Scheme delivered as part of the tutorial programme by Miss Webb, our
Head of Careers. All students will take part in a dedicated tutorial session focusing on individual career
research. They will be taught how to use ICT software and Internet search tools most efficiently to help
plan their next steps.
All students also have regular access to an on-site advisor from the Cheshire East Youth Support Ser- Ser-
vice (formerly Connexions) and our Head of Careers, Miss Webb. During Apprenticeship Week we will
be raising awareness of other opportunities students may wish to consider through assemblies, form
time with their personal tutors and displays around the Sixth Form Centre.
• Social and Cultural Activities. One of the strengths of the school is the opportunity it provides for
our students to involve themselves in a wide range of School and House activities which broadens their
education beyond A Level study. In addition to academic courses, we offer students an Enrichment
Programme which provides support and guidance for each students’ future. There are opportunities for
students to develop valuable personal and social skills and to work with others through extra-curricular
activities and community service.
3

LIfE IN POYNTON HIGH SCHOOL SIXTH fOrM
Students find that life in the Sixth Form is different from what they have experienced before. They have
chosen to join the Sixth Form because they want to gain further qualifications. They are anxious to
benefit from the experience of their teachers. This positive attitude creates a much more adult relationship
between students and teachers. It is a shared partnership which can be a very stimulating and
beneficial experience. As a school, we have high expectations of our Sixth Form students, requiring
them to act as role models within the school to younger students and also to approach their studies in
a professional and committed manner.
Sixth Form students at Poynton are given more adult responsibilities and privileges. They are expected
to take responsibility for their work and progress, with their teachers providing support and guidance.
In Year 12, about 20% of a student’s timetable will be allocated to Private Study time. These times are
to be used for self-directed private study, completing any homework tasks set but also using time to
review lesson notes and read or research around the topics being taught to broaden knowledge and
understanding. Proper use of this time will reduce the amount of home study required and the ability
to organise free time effectively is one of the most valuable skills that can be learned in the Sixth Form,
particularly for those students who intend to go into Higher Education. Extensive use of private study
time and home study time is essential for examination success at A Level.
Students are given freedom of dress within reasonable constraints which are negotiated between the
Sixth Form and Mr Dean.
Students who are given a place in the Sixth Form make a contract with the school which sets out all of
these responsibilities and also details what they can expect the Sixth Form to provide for them.
It is true to say that the Sixth Form at Poynton provides our students with an excellent preparation for
future study and employment and we are very proud of the contribution our Sixth Form students make
to the life of our school.
ENrICHMENT AND EXTrA CUrrICULAr OPPOrTUNITIES
We recognise that prospective employers and admissions tutors are increasingly looking at the whole
individual, not just their academic record. With this in mind, we offer a wide range of extra-curricular
activities for students to involve themselves in which will help with their own personal development,
gain them experience that will enhance a UCAS form or a CV and also contribute to the wider school
community in a positive way.
Poynton’s Sixth Form, although large enough to give an excellent range of curricular options, is small
enough for everyone to know everyone else and for friendships to be extensive. Students in our Sixth
Form mix well socially and involvement in extra-curricular activities helps to broaden a student’s social
range.
Some may choose to involve themselves in activities which involve working with younger students by
supporting lessons or through the 1-2-1 Counselling programme. Each year entrepreneurs come to-
gether to form a Young Enterprise Company, entering regional competitions and gaining recognition
from the Young Enterprise scheme for outstanding involvement. Students may choose to explore a
personal interest by involving themselves in the Eco Group, editing a Student Newspaper or running a
Debating Society.
4

Students may choose to stretch themselves by entering one of the many competitions that we participate
in every year. These are broad ranging and include the Bar Mock Trial, Public Speaking Competitions,
UK Youth Parliament and National Maths Challenges.
We must also recognise the valuable charitable contribution our students make every year. They take
leading roles in organising a number of charitable events such as a Fashion Show, Battle of the Bands,
Children in Need Day and the Sixth Form ‘Sponsored Sleep Out’ in support of a local homeless charity.
The Performing Arts offer our students a huge range of extra-curricular opportunities which are open
to all students, not just those taking Performing Arts subjects. Students are involved in a wide range
of clubs and help extensively with the large number of public performances and productions that take
place. They help with technical support for school shows and drama, dance or music events for example,
stage management, lighting, sound, set design, construction, make up or costumes.
All of these activities develop leadership and teamwork skills as well as being very enjoyable. Students
who demonstrate particular dedication to leading activities or events can gain Prefect status in Year
12. All activities that students take part in gain them ‘Extra Credit’ and at the end of each term their
successes are celebrated.
5

SIXTH fOrM fACILITIES
The new Sixth Form Centre opened in September 2012. It provides state of the art facilities for the
exclusive use of Sixth Form students. The ground floor provides an internet café style coffee bar offering
both hot and cold food and there is a large space for collaborative study. Sixth Form students can also
use the main school canteen allowing them to purchase hot and cold drinks, snacks and full meals.
The new centre has fully equipped classrooms and the office and meeting space needed in a modern
Sixth Form. There are further private study facilities on the first floor as well as classrooms and two ICT
suites for use in Sixth Form teaching. The building is equipped with the latest technology and meets
rigorous environmental standards. This, combined with the main school facilities, provides our Sixth Form
students with the very best facilities possible.
6

Learning Resources Centre
The Learning Resources Centre has a library with a wide range of fiction and non-fiction, a separate
Sixth Form study area and reference section, as well as a designated Sixth Form computer area.
The computers are all on the school network, enabling students to access the full range of software
available and the internet.
There are two staff members available in the LRC to assist students with a variety of study and research
activities. Independent study guides and advice are also available. The Centre also remains open after
school to meet student needs.
Computer Area
Performing Arts Facilities
Private Study Area
Performing Arts College Status offers our students a wide variety of opportunities in addition to their
studies and has ensured that we have purpose built spaces for the teaching of these subjects. Our
Dance Studio has a fully sprung floor and we have two purpose built teaching spaces for Drama. We
have a number of well-equipped Music rooms including a sequencing studio for the Music Technology
students.
Main School Facilities
Many Sixth Form lessons take place in the appropriate teaching areas of the main school so students
benefit from the main school Science Laboratories, Media Studies Suite and fully equipped Language
rooms.
7

THE CUrrICULUM
Why Study Advanced Level Subjects?
Advanced Level subjects are extremely useful qualifications, for a number of reasons. Firstly, they
are valued by universities and colleges and offers made to students usually require A Level grades.
Secondly, employers value them as evidence of high ability and achievement. Finally, they are flexible.
They do not lock students into one narrow vocational area but lead to an extremely wide range of
possible options at 18. Our range of courses and options are designed to enable students to tailor their
own programme of study to their interests and strengths.
Structure of Courses.
Up to five AS courses are taken in Year 12 and most AS Levels consist of two units which are examined
in either January or June. Some of the units are coursework units and for full information on this, please
see the relevant subject page. The AS makes up 50% of the A Level. The other 50% is studied in Year
13, this is known as the A2. The Government has recently consulted on changes to the structure of A
Level. We will keep students and parents informed of any changes
The vast majority of students will study four AS courses. At the end of Year 12, one of the courses is
usually discontinued and three of the courses are taken through to the full Advanced Level. When the
A2 units are completed in Year 13 the AS results are subsumed into the overall result to provide an
A Level grade. It is sometimes possible to take some AS courses if needed in Year 13 but this is by
specific arrangement with the Director of the Sixth Form.
Course Grades.
The AS qualifications will be graded A-E. The full A Level qualification will be graded A* - E. To be
awarded an A* students must have achieved both of the following:
• Grade A overall (that is 80% of the maximum uniform marks for the whole A level qualification).
• 90% of the maximum uniform marks on the aggregate of the A2 unit scores.
If a student fails to reach an E the grade is Unclassified (U).
To proceed to the second year of study in any subject students MUST have achieved at least an E
grade in the subject to be studied. Students must achieve at least three E grades to continue into Year
13 or have passed the first year BTEC course plus one other AS level. This should not be undertaken
without first discussing an agreed course of action with subject tutors.
Examination Boards.
The Head of Department selects the most appropriate board for the students.
The boards offered currently are:
AQA www.aqa.org.uk
Edexcel www.edexcel.org.uk
OCR www.ocr.org.uk
WJEC www.wjec.co.uk
The examining board and modules studied are detailed on each subject page.
8

SUBJECTS OFFERED - 2013 ENTRY
The list of courses is accurate at the time of going to press. All the listed courses will run subject to
demand. We will, of course, inform students of any changes prior to them starting with us in September
2013.
SUBJECT TITLE ENTRY REQUIREMENTS SPECIAL NOTES
Applied ICT 5 grade Cs or above
Art and Design Grade C in Art
Biology Grades BB in Science or B in GCSE Biology Must be fr from om higher level papers.
Business Studies 5 grade Cs or above Grade C in Business Studies if taken
Chemistry Grades BB in Science or
B in GCSE Chemistry
Must be from higher level papers.
Computing Grade B in Mathematics
Dance Grade C in Dance if previously studied Previous Contemporary Dance
experience is highly desirable with
knowledge of choreography,
performance analysis.
DT- DT Product Design
Grade C in Systems and Control, Graphics Must include a mark of 50% plus in D&T
or Resistant Materials Theory exam.
Drama & Theatr Theatre e Arts Grade C in English Language and Drama
Economics 5 grade Cs or above Grade B in Mathematics is desirable.
English Language Grade C in English Language It is beneficial to also have a grade C in
English Literatur Literature. e.
English Literature Grade C in English Literature It is beneficial to also have a grade C in
English Language.
Fr French ench Grade C or above in Fr French ench GCSE
General Studies 5 grade Cs or above
Geography Grade C in Geography
German Grade C or above in German GCSE
Health & Social Car Care 5 grade Cs or above
History 5 grade Cs or above including a C or above A grade B in English Language is
in History if taken at GCSE pr preferable. eferable.
Home Economics 5 grade Cs or above
ICT 5 grade Cs or above A grade B in English Language is
pr preferable. eferable.
Mathematics Grade B or above in Mathematics
Further Mathematics Grade A in Mathematics
Media Studies 5 grade Cs or above. A grade C in English An interest in film or television is
is essential beneficial particularly if this subject has
not been studied at GCSE.
Music 5 grade Cs or above including a C in Music A grade 4/5 on an instrument or in voice
GCSE if taken with Grade 5 Music Theory is essential if
Music GCSE was not studied.
Music Technology T echnology
5 grade Cs or above The ability to read music and play a
keyboar keyboard d instrument is essential.
Physical Education 5 grade Cs or above If P.E. P has been studied to GCSE,
students must have scored 50% in the
written examination. It is also beneficial
to have grade A or B in Science.
Physics Grade BB in Science or
B in GCSE Physics Must be fr from om higher level papers.
Psychology 5 grade Cs or above Grade B in Maths or Science is helpful
Religious Studies 5 grade Cs or above Grade C in RS if studied pr previously eviously
Sociology 5 grade Cs or above Grade B or above in English would be
beneficial.
Spanish Grade C or above in Spanish GCSE
Sport (Development,
Coaching & Fitness)
5 grade Cs or above
Textiles 5 grade Cs or above A grade C in this subject is pr preferable eferable
Travel & Tourism 5 grade Cs or above
9

ENTRY REQUIREMENTS
The following criteria will apply with respect to the admission of all students to the Sixth Form.
1. Entry to the Sixth Form requires students to have gained good qualifications in a range of subjects.
A minimum of five GCSEs at grade A*-C are required for entry and some individual subjects have
their own requirement. Where students have followed a GCSE equivalent course which leads to
more than two passes in one subject, passes in three additional full course GCSE subjects are
required. This ensures that all our students have a successful background in a range of academic
subjects. Students whose GCSE record suggests that they are capable of continuing with more
courses may follow a 5 AS programme. In a few exceptions some students in Year 12 may follow
a three AS programme and the additional curriculum time will be devoted to an appropriate ‘linked
learning’ commitment. Most students follow four AS courses in Year 12.
2. The school expects that all students will adhere to the Sixth Form guidelines with particular reference
to Attendance, Behaviour, Study and Dress Codes which are laid out in the student planner.
3. All students seeking admission to the Sixth Form will have a personal consultation with a member
of the Sixth Form Team to determine whether the school can meet the needs of the student. The
meeting will ascertain whether or not the school offers the courses that will best match the aptitudes
of the potential student.
A final decision on admission to the Sixth Form cannot take place until the student’s results are known.
ENTRY REQUIREMENTS FOR STUDENTS FROM OTHER HIGH SCHOOLS OR COLLEGES
The general entry requirement detailed above applies for all students submitting an application form
before the deadline of 29th January 2013. In addition, as we have a maximum number of places we
can offer to external candidates of 50, the following over subscription policy as laid down by the Local
Authority will be applied. Consideration will be given to applications falling into the following criteria,
listed in descending order of priority.
1. Looked after students.
2. Students for whom there are particular medical or social reasons which, in the Council’s view,
justify admission to a particular school.
3. Students resident esident within the designated catchment zone of the school.
4. Students living nearest the school (distance).
10

SIXTH fOrM ENTrY frOM POYNTON HIGH SCHOOL
As a member of Year 11 you have to make serious decisions about your future. For most of you continuing
your education in Poynton’s Sixth Form will be the right decision. This prospectus and the supporting
programme of activities, outlined below, will help you to decide whether you should join our
Sixth Form.
PrOGrAMME Of ACTIVITIES
1. OPEN EVENING
On 4th October 2012 you and your parents will have an opportunity to discuss with staff and existing
Sixth Form students the range of courses available.
The evening is from 6pm to 8.30pm.
2. OPTIONS AFTERNOON
On 22nd January 2013 there is an opportunity for you to ask questions of the staff who teach the subjects
that you are interested in to help you clarify your plans. You may approach Heads of Department
or other members of staff at any time to discuss your individual needs.
3. SIXTH FORM PRESENTATION
In tutorial lessons in January each Year 11 form will receive a presentation by Mr Dean. There will be a
chance to ask any general questions then.
4. OTHER OPPORTUNITIES FAIR
On 29th January 2013 you will have the opportunity to find out about the extensive range of extra- extra-
curricular activities in the Sixth Form. Current students will be available to answer any questions that
you may have.
5. APPLICATION FORM
Forms will be given out in January. Return your application form by 29th January 2013. This will enable
us to ensure that your needs are met. Whilst we cannot guarantee that every combination is possible
we are almost always successful due to the large size of the Sixth Form.
6. INDIVIDUAL MEETINGS
Members of the Sixth Form team will meet you for a 15 minute individual discussion to discuss your
application from 4th to 14th February 2013. This will help to ensure that your transition into the Sixth
Form is as effective as possible. Please contact Mrs Bibby if you wish to discuss any other issues.
7. REGISTRATION DAY
In September 2013 you will be able to enrol for courses. Teaching staff will be available to advise you
on the best combination of courses.
8. INDUCTION DAY
At the start of term there is an induction day which will provide the support needed for all students to
make an effective start to their Sixth Form education.
9. INFORMATION EVENING FOR PARENTS AND STUDENTS
In early September 2013, there will be an evening for you and your parents to introduce you to the Sixth
Form.
11

ENTrY fOr STUDENTS frOM OTHEr HIGH SCHOOLS
Increasingly students are joining the Sixth Form from other High Schools or Colleges. We are keen to
welcome these students as part of our Sixth Form. The only requirement for such students is that they
achieve the minimum entry requirements that apply to all students.
Students from outside are fully supported by the Year Head in order to ensure a smooth transition. Any
enquiries about entry to the Sixth Form from outside Poynton High School should be directed to Mrs A
Bibby - Sixth Form Support Officer.
PrOGrAMME Of ACTIVITIES
1. OPEN EVENING
On 4th October 2012 you and your parents will have an opportunity to discuss with staff and existing
Sixth Form students the range of courses available.
The evening is from 6pm to 8.30pm.
2. APPLICATION FORM
To be completed by 29th January 2013 (please refer to Entry Requirements on page 12). You will then
be invited in to school for an individual discussion with a member of the Sixth Form Team to ensure that
your transition into the Sixth Form is as effective as possible.
3. REGISTRATION DAY
Shortly before the first day of term in September you will be able to enrol for courses. Staff will advise
you on the best combination of courses. Mr Dean will meet with you to discuss any issues of concern
and to ensure the transition is smooth.
4. INDUCTION DAY
At the start of term there is an induction day which will provide the support needed for all students to
make an effective start to their Sixth Form education.
5. INFORMATION EVENING FOR PARENTS AND STUDENTS
In early September 2013, there will be an evening for you and your parents to introduce the Sixth Form.
Students and/or parents from outside Poynton are welcome to visit the school and discuss issues at
any time. Please contact Mrs Bibby if you require any further information.
12

Examination Board
OCR
Assessment AS Full A level
AS External examination 33.3% 16.7%
Coursework 66.7% 33.3%
A2 External assignment 16.7%
Coursework 33.3%
AS Level consists of the following Units:
Unit 1 - Using ICT to Communicate - Portfolio
Unit 2 - How Organisations use ICT – Externally assessed
Unit 3 - ICT Solutions for Individuals and Society – Portfolio
A2 Units are as follows:
Unit 9 - Working to a Brief – Externally assessed
Unit 10 - Numerical Modelling using Spreadsheets - Portfolio
Unit 12 - Publishing Portfolio
Unit 14 - Developing and Creating Websites - Portfolio.
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level
Staff Contact: Mr L Bemowski, Mrs J Woodyer
APPLIED ICT
Course Description
The Applied AS and Advanced GCE in Information and Communication Technology have been
designed to form qualifications which provide knowledge and understanding of this vocational area.
There is an emphasis on the practical elements of ICT, achieved through a variety of approaches
including links with local employers, case studies, research and the use of advanced ICT tools.
You will enjoy this course if you would like to:
• be able to select and use appr appropriate ICT tools and techniques to help you carry out investigations;
• capture e and handle data; solve problems; make decisions; present and communicate information;
• increase ease your awareness of the benefits and drawbacks of ICT and its impact on the way people
live their lives;
• lear learn n how to plan and manage projects and work effectively with others.
To study Information and Communication Technology (ICT) at AS or Advanced GCE you need have no
formal qualification in the subject, but if you do have a level 2 qualification in ICT you will find that this
course will build on the knowledge and skills you have already developed. The most important factor is
that you have an interest in ICT and in developing the knowledge and skills you need to be a competent
and informed ICT user and practitioner.
13

Learning Method
The Applied ICT course combines teacher led learning and independent learning where students undertake
their own research and make use of resources to develop their skills. Excellent resources, support
and guidance are provided by staff and are available for the student to access online both in school
and remotely. There is an innovative ‘hands-on’ assessment of assessed units.
Student Progression
The GCE in Applied ICT qualifies for UCAS points so if you complete it successfully you could move on
to study for a degree in related subjects such as ICT, Computer Science, Information Systems, Multimedia,
Software Engineering, Computer Networking, e-Business and Information Management. You could
also go on to work based training such as IT User/Practitioner NVQs or vendor-specific qualifications.
14

Awarding Body:
AQA
Assessment AS A2
Unit 1 Development of a coursework portfolio 50% 25%
exemplifying work carried out during the AS course.
Unit 2 An externally set task (EST). The Board provide a question 50% 25%
paper with several starting points. Candidates choose one.
Unit 3 A personal investigation in which candidates develop 25%
work in response to an idea, issue, concept or theme
of their choosing. 1000 word project analysis.
Unit 4 An externally set task (EST). The Board provide a question 25%
paper with several starting points. Candidates choose one.
ENTRY REQUIREMENTS A minimum of a C grade in Art at GCSE level.
Staff Contact: Mr S George
ArT & DESIGN
Course Description
The Art and Design course is designed to develop your artistic and creative abilities. You will cover a
range of different techniques and you will investigate the work of a variety of artists and craftspeople
from different times and cultures. You will visit exhibitions in order to gain first hand information.
AS Outline
At AS, students will be introduced to a variety of experiences employing a range of media, processes
and techniques.
A2 Outline
At A2, students are required to build upon the knowledge, understanding and skills gained in the AS
with greater depth of study.
Learning Method
An interest in all types of art and design is fundamental to success. You will undertake practical work
which will be initiated by your tutors and you will be encouraged to develop the ability to research and
develop your projects independently. You will analyse your work and the work of others and use ap-
propriate vocabulary to explain your findings. You will use sketchbooks to produce your practical work
which will contribute to your coursework portfolio.
Student Progression
Many students progress on to local Art Foundation Courses and then are accepted on a wide range of
Degree Courses across the country.
15

BIOLOGY
Examination Board
AQA
Assessment AS Full A level
AS Written Paper 80% 40%
Coursework 20% 10%
A2 Written Papers 40%
Coursework 10%
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level including a BB or above in
Double Science or a B in GCSE Biology. Higher level examination papers
must have been taken in this subject. Additionally, it would be helpful if
students have achieved a grade B or above in Mathematics GCSE.
Staff Contact: Mrs D Howells
Course Description
This is a modular course consisting of six modules:
Unit 1. Biology and Disease }
Unit 2. The Variety Variety V of Living Organisms } AS level
Unit 3. Practical and Investigative Skills }
Unit 4. Populations and Environment }
Unit 5. Control in Cell and in Organisms } A2 level
Unit 6. Practical and Investigative Skills }
UNITS 1 AND 4 ARE
EXAMINED IN JANUARY
The GCE course is a modular course consisting of 3 modules at AS and 3 at A2. At AS, Biology and
Disease is followed by study of the Variety of Living Organisms. Areas covered include diseases and
lifestyle, digestion, cells and aspects of human biology. A2 studies incorporate populations and the
environment together with control in cells and in organisms. There are units in both AS and A2 on in-
vestigative and practical skills. Units 1 and 4 are examined in January and units 2 and 5 in the summer
term to spread the workload.
Learning Method
If you opt to take Biology you will be involved in regular practicals, problem solving exercises and activi- activi-
ties as well as the usual note taking and answering structured questions. Regular assessment allows
teachers and students to monitor performance and target areas to improve.
Student Progression
A level Biology can be used as entry to many tertiary education courses and is an excellent basis for
many careers. Medicine, physiotherapy, midwifery and other biomedical sciences all welcome Biology,
and with the increase in environmental awareness and monitoring other aspects of the syllabus can
be explored in the job market. If Biology is taken along with non-science subjects it shows aptitude for
problem solving, practical working and logical and objective thinking.
16

Examination Board
AQA
Assessment AS Full A level
AS
Unit 1 Planning and Financing a Business 40% 20%
Unit 2 Managing a Business 60% 30%
A2
Unit 3 Strategies for Success 25%
Unit 4 The Business Environment and Managing Change 25%
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level, including a C or above in this
subject if taken at GCSE
Staff Contacts: Ms H Williams, Mrs L Howlett, Mrs V Gilmore
BUSINESS STUDIES
Course Description
Unit 1
This unit looks at what is needed to start up a business and includes essential financial planning. Would
your idea pass the ‘Dragons’ Den’ test?
Unit 2
Unit 2 focuses on the four main functional departments in many businesses – Marketing, People, Op- Op-
erations Management and Finance. By the end of the unit you will be expected to be an expert in areas
such as recruitment, quality assurance, budgeting and the marketing mix.
Unit 3
This unit focuses on larger businesses and you will be expected to be an effective manager of the four
departments deploying a range of strategies to ensure the success of a business. This involves using
your knowledge selectively to judge the performance of a business; taking decisions and identifying and
solving problems using your departmental expertise.
Unit 4
In this final unit you are in the board room, making decisions about the future direction of the business
and considering how external factors will affect an organisation. Forecasts for economic growth, ex-
change rates, social and technological changes could provide opportunities or threats. Can you drive
the change needed to stay successful?
Learning Method
A range of teaching styles are deployed to ensure that lessons are interesting and accessible to
students. Role plays, presentations, case studies and simulations are all used regularly. Recent Student
Voice feedback reported a very good range of learning activities, valuable support and feedback from
staff and excellent preparation for examinations.
Conference visits focusing on the unit examination are arranged for students and provide an excellent
opportunity for students to develop their examination technique.
17

Students studying the subject will also have the opportunity to take part in the national BASE competition,
which is organised by the Institute of Chartered Accountants (ICAEW). The competition involves
students preparing a business presentation based on a case study task, and is judged by a number of
senior managers from the accountancy profession.
Student Progression
The majority of our students continue to study Business and related subjects (such as Human Resources,
Business Law, E-Commerce, Accountancy, Management and Economics) at university before
pursuing a range of careers in the management of local, national and multinational businesses. Former
students have been successful in the fields of Advertising, Market Research, Financial Services, Retailing,
Public Relations and Personnel. Other enterprising students become self-employed and a few even
begin this in the 6th Form!
18
Trip to Cadbury World regarding Acquisitions and Mergers

What is the Career Academies UK Programme? (CAUK)
The Career Academy is a two year programme for 16 to 19 year olds, supported by some of the
biggest names in British business. Students joining the Career Academy within the school will benefit
from:
• support for their learning, leading to national qualifications
• an internship with a local employer during the summer.
• special employer-led lectures, seminars and company visits
• one-to-one mentoring by an experienced employee volunteer
• networking opportunities with other Career Academy students around the UK.
What qualifications do Career Academy students achieve?
The Career Academy curriculum is delivered within school and is delivered alongside the students’ A
level subjects. All students following the Career Academy programme must be committed to their own
development and have a keen interest in work related study.
The students receive three Career Academy lessons per fortnight and during these lessons they will be
working on BTEC Level 3 Work Skills Units. They will be fully prepared for the prospect of Employment,
Apprenticeships or University.
What are the benefits of the programme?
Career Academies help young people achieve their full potential. Hand in hand with the qualifications
and workplace experience, Career Academy students develop life skills - time management, interview
techniques, public speaking etc – and significantly grow in confidence.
Where do Career Academy students move on to?
The unique combination of classroom teaching and ‘real’ experience of the world of work shows stu- students
just where their studies can take them. Nationally over 95% of graduates go on to higher educa-
tion, or an equivalent level of work-related training.
The Career Academy is hard work and it won’t suit everybody. You’ve got to be prepared to put in extra
hours of study, live up to an employer’s expectations of its own employees and be ready to work as part
of a team of like-minded young people. Your teachers will push you and have very high demands and
expectations. The rewards are certainly worth it.
If you are interested in this exciting programme please speak to Mr Bemowski, the Career Academy
Coordinator. Competition for Career Academy places will be stiff. If you think you’re ready for this sort
of challenge, we look forward to meeting you.
For further information about The Career Academies UK visit;
www.careeracademies.org.uk
CAREER ACADEMIES UK (CAUK)
19

CHEMISTrY
Examination Board
AQA
Assessment AS Full A level
AS Written Papers 80% 40%
Practical Assessment 20% 10%
A2 Written Papers 40%
Practical Assessment 10%
ENTRY REQUIQUIREMENTS 5 grade Cs or above at GCSE level including a BB or above in Double
Science or a B in GCSE Chemistry. Higher level examination papers
must have been taken in this subject. Additionally, it would be
helpful if students have achieved a grade B or above in Mathematics
GCSE.
Staff Contact: Mr S Acreman
Course Description
AS Units - Foundation Chemistry
Chemistry in Action
A2 Units - Kinetics, Equilibria and Organic Chemistry
Energetics, Redox and Inorganic Chemistry
Some GCSE concepts are taken further, but much of the content is new material. Some of the topics
you will study are:-
Atomic Structure, Bonding and Periodicity Inorganic Chemistry
Equilibria Organic Chemistry
Reaction Kinetics Physical Chemistry
Learning Method
Chemistry at Advanced level is a modular course in which you will be given lots of feedback by your
teachers over the two years. Advanced Chemistry aims to develop your intellectual, practical and teamworking
skills. Opportunities will be given for planning, research, problem solving and team work. Prac-
tical skills such as observation, manipulation of equipment, interpretation and planning will be carried
out within each module and examined during the course of AS and A2.
You will be expected to engage in six hours of reading and written work outside lessons per week. You
will be expected to read texts to improve your understanding of each topic and to make your own notes
where necessary. Your basic mathematics needs to be good, and an ability to take responsibility for
your own learning is essential.
You will be asked to think and reason in a logical manner and you must be willing to work hard from the
beginning of the course. A positive commitment is essential and Chemistry should be chosen because
you are interested in the subject and determined to do well. The students who have achieved the great-
est success are those who have been most involved from the start and almost inevitably obtained the
most enjoyment.
20

Student Progression
Advanced Chemistry is a good subject to study with a wide range of others and can lead to a variety of
options in Higher Education from Accountancy to Medicine or straight into employment - a number of
companies preferring to train students with an Advanced level background themselves.
Possible careers include:-
Medicine Pharmacy
Dentistry Physiotherapy
Meteorology Geology
Biochemistry Veterinary V Science
Forensic Science Chemical Engineering
Environmental Science Law
21

COMPUTING
Examination Board
Wje Wje WjeC jeC
Assessment AS Full A level
AS One theory paper 66% 33%
Board Set Assignment (coursework) 34% 17%
A2 One theory paper 33%
Coursework (project of own choice) 17%
ENTRY REQUIQUIREMENTS 5 grade Cs or above at GCSE level, including a B grade in
Mathematics.
Staff Contact: Mr A Hughes
Course Description
A Level Computing focuses on the technical aspects of computer use, particularly the actual develop-
ment of software in contrast to simply using and evaluating software, which is commonly the focus of
ICT courses. Students learn to program computers using VB.Net for developing business applications
and BlitzBasic for creating games applications. Students also study theory topics connected to computing.
In general about 50% of lessons are devoted to learning programming or producing program-
ming coursework and about 50% of lessons are devoted to theory topics.
Learning Method
Programming is learnt through practical lessons. Students produce programs to solve a series of
progressively more challenging tasks. These tasks mostly have a business application
orientation to prepare students for their coursework. However students also produce 2 and 3D games to
stimulate their interest in programming. About 50% of the content of the AS examination is based on
programming, so the practical lessons prepare students for both the theory and coursework elements
of the course. Theory lessons, largely based on past paper materials, cover non-programming topics.
A2 lessons follow a similar pattern to AS lessons, but with a greater percentage of lessons given to
implementing the students’ projects.
Student Progression
Computing is a good qualification for those wishing to be an IT professional or go on to study IT related
degrees at University. Programming is a sought after skill in its own right. Programming skill is required
to perform the more complex aspects of web site development such as online shopping systems.
Programmers are the key people responsible for the development of all software including games,
business applications, artificial intelligence and operating systems. Programming skill is also useful for
engineers who benefit from adding software skills to their knowledge of hardware. Former students
have also found programming skills to be an advantage on Music Technology courses. The logical
thinking ability of Computing students is also valued by employers in the financial services sector. In
summary, given the huge importance of computers to modern economies the relevance of a formal
computing qualification can only increase.
22

Examination Board
AQA
Assessment AS Full A level
AS
Unit 1 Understanding Dance 40% 20%
Written paper 1 hour 30 minutes
Unit 2 Choreography and Performance 60% 30%
Section A - Solo choreography & performance
Section B - Performance in a duo/trio
A2 Dance Appreciation
Unit 3 Content and Context 25%
Written paper 1 hour 30 minutes
Unit 4 Group Choreography and Solo Performance 25%
Section A - Group Choreography
Section B - Solo performance
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level, including a C or above in this
subject if previously studied at GCSE. Previous Contemporary Dance
experience is highly desirable, with knowledge of choreography,
performance and analysis.
Staff Contact: Mrs C Hardicre
DANCE
Course Description
The course primarily focuses on creating, performing and analysing dance. There are two units of study
each year, one practical and one theoretical.
AS LEVEL
Understanding Dance
Students study a range of Professional Dance works to enable them to discuss the constituent features
of Dance such as physical setting, lighting, costume and accompaniment. Choreographic processes
such as stimuli research, structuring movement, developing motifs, and choreographic devices are
studied in theory as well as practice. The dancer as a performer is also investigated with a focus on
diet, lifestyle, safety and anatomical knowledge needed by dancers to withstand the demands of pro-
fessional performance.
Choreography and Performance
The process and craft of choreography are taught practically through workshop exploration of choreo- choreo-
graphic skills. This provides students with the necessary skills to choreograph their own solo dance of
two to three minutes duration. This solo task is based on stimuli such as pictures, quotes, poems or
specific pieces of music. To demonstrate performance skills, students create and perform a duo or trio
of three to four minutes duration in any style or genre. They learn how to apply technical, interpretative
and performance skills to their own dances.
23

A2 LEVEL
Dance Appreciation
Students focus on an area of study: Alvin Ailey’s American Dance Theatre 1958 - current. Stylistic
features, practitioners and their techniques and styles are all explored and put into historical and social
context. Two main practitioners and five professional dance works in this genre are studied in detail.
One set work is also studied in detail, looking at the subject matter, form, constituent features, origins,
context of the piece, and technique and style of the choreographer.
Group Choreography and Solo Performance
Students develop their knowledge and skills from AS Unit 2, and create a group choreography piece
for 3, 4 or 5 dancers, lasting two to three minutes. Students do not perform in their own pieces of choreography
and are examined on their ability to create, develop, manipulate and structure movement
material. Students select one of the practitioners from their chosen genre in the Dance Appreciation
unit, and create a solo performance piece in that practitioner’s choreographic style. This is a solo dance
of two to three minutes duration.
Learning Method
Students should have a keen interest in choreographing, performing and appreciating dances. Independent
research, rehearsals, participation in additional workshops, classes and theatre visits are key
to success in this course. This is a challenging, but highly rewarding course which develops interpersonal,
social and cognitive skills. There is extensive opportunity to work with Britain’s most prestigious
dance companies such as Rambert Dance Company, Retina Dance Company, The Ballet Boys and
Matthew Bourne’s New Adventures.
Student Progression
A Level Dance nurtures talent and develops numerous skills for aspiring dancers and performers. Many
students find that the independence and responsibility required to achieve in this subject are more-
over an excellent preparation for the future. Students are required to communicate, perform in front of
an audience, work as a team and indeed teach each other during the course. This A Level provides
students with transferable interpersonal skills which are invaluable in any workplace. Previous A Level
Dance students have gained places at world renowned training schools including Northern School of
Contemporary Dance, London School of Contemporary Dance, The Northern Ballet School and The
Laban Centre, London.
24

Examination Board
AQA
Assessment AS Full A level
AS
Unit 1 Written Examination (2 hrs) 50% 25%
Unit 2 Coursework project (approx 50hrs) 50% 25%
A2
Unit 3 Written Examination (2hrs) 25%
Unit 4 Coursework project (approx 60hrs) 25%
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level, including a C or above in D&T:
Product Design. A grade C student must have achieved over 50% in
their GCSE D&T theory examination.
Staff Contact: Mr V Ryan
Course Description
You will have the opportunity to study, propose and realise prototype solutions to designing and making
opportunities closely linked to the real world of product/system manufacture.
Initial minor projects and focus tasks are concerned with basic
processes in the production of well-designed goods, also
providing a set of experiences, i.e. visual, tactile, structural and design
procedures (test pieces, mock-ups, models, prototypes and
realisations).
Unit 1 - All questions are based primarily on Materials and
Components consisting of three sections:
Section 1 contains compulsory limited response questions
Section 2 offers a choice of one question from two
Section 3 contains one compulsory question
Unit 2 - Individual project manufactured in conjunction with a
written (or electronic) design portfolio. Developed by the students
with teacher guidance.
Unit 3 - All questions are based primarily on Design and Manufacture.
Students answer three questions from a choice of six.
DESIGN AND TECHNOLOGY PrODUCT DESIGN
Unit 4 - Individual project manufactured in conjunction with a written (or electronic) design portfolio.
Developed by the students with teacher guidance.
25

Learning Method
The aims of the course are to encourage the achievement
of the following designing, communicating and
personal skills:
• to stimulate and sustain your interest in Design
and Technology;
• to develop awareness in all aspects of design
and construction, including aesthetic factors,
accuracy and the choice and use of materials;
• to develop the ability to compare and make
value judgements;
• to provide a body of knowledge and skills which
will be of considerable benefit to you in your
personal and working lives, whether or not you continue
further studies in this or related subjects;
• to provide an opportunity for you to exercise initiative,
imagination and resourcefulness in the
solution of design problems;
• to give an understanding and appreciation of the role
of design and technology in society and an awareness
of modern technological developments.
• to encourage you to apply your knowledge and
understanding of design and technology, to
familiar and unfamiliar situations;
• to develop communication skills appropriate opriate to design and technology.
Student Progression
The course is particulary suitable for those preparing for courses in architecture, product design, fash- fashion
design, ergonomics, engineering design, engineering, furniture design, teaching design and technology
and art and design.
26

Examination Board
Wje WjeC jeC
Assessment AS Full A level
AS
Unit 1 Practical Performance 40% 20%
A practical exploration of scripted and devised
performance basing your work on the ideas of two
practitioners
Unit 2 Set text analysis and live theatre performance 60% 30%
Written paper
A2
Unit 3 Practical performance 30%
A practical exploration of scripted and devised
performance basing your ideas on a set theme.
A written evaluation of the performances.
Unit 4 Set text analysis and directorial written paper 20%
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level, including a C or above in English
Language and Drama.
Staff Contact: Mr M Hogden
DrAMA AND THEATrE ArTS
Course Description
The AS and A level Drama courses are exciting and challenging and suit anyone who is interested in
theatre. They are not, however, training grounds for actors and as with any A Level, there is a signifi-
cant amount of written work involved. The modules include opportunities for groups to perform both
scripted and devised pieces of drama as well as to gain an insight into the technical aspects of theatre
and the work of the playwright. In 2012 the Drama department contributed to the school’s sucessful
re-certification of Artsmark Gold.
AS LEVEL
DA1: Practical performance
In the first unit you will explore a set text as a stimulus for a practical examination. In small groups you
will produce an extract from the set text and a devised piece based on themes from the set text. These
performance pieces will be influenced by the ideas of two theatre practitioners. This is assessed inter-
nally by your teachers and externally moderated.
DA2: Set text analysis and live theatre performance. Written paper
For Unit 2 you will study two set texts and a theatre performance that you have seen live. You will
answer two questions in a written examination that focus on the interpretation of roles on stage, the
atmosphere and staging potential of the texts and the way that the plays would have originally been
staged. The third question is a critical evaluation of a live performance seen during the course. This unit
is assessed externally.
27

A LEVEL
DA3: Practical performance
Unit 3 involves you putting on two performances in response
to a set theme. You will also complete a written evaluation of
the performances, set in controlled conditions. You will be
externally marked.
DA4: Set text analysis and directorial written paper
The final examination explores your understanding of two
set texts, focusing on theatrical context of the texts and
the challenges that they present for an actor and for a
production team. The third question on this paper is a
directorial analysis of an unseen text. For this section you
will learn about the ground plan, design/costume, lighting/
sound and movement. You will prepare a prompt copy of
the unseen text in examination conditions, where you can
explore your ideas as a director.
Learning Method
Students should have a keen interest in devising, performing
and appreciating theatre. Independent research, rehearsals,
working productively as part of a group, participation in
additional workshops, classes and theatre visits are key to
success in this course. This is a challenging, but highly rewarding, course which develops interpersonal,
social and cognitive skills. There is extensive opportunity to work with professional practitioners from
the world of theatre, including an intensive weekend when directors will help students to stage extracts
from the set texts being studied in DA2 and DA4.
Student Progression
A Level Drama nurtures talent and develops numerous skills for aspiring actors, directors, performers
and technical designers and operators. Many students find that the independence, responsibility and
organisation required to achieve in this subject are an excellent preparation for the future. Students are
required to communicate to a high level, perform in front of an audience, work as a team and indeed
teach each other during the course. This A Level provides students with transferable interpersonal skills
which are invaluable in any workplace. The Drama A Level is of course accepted as a qualifying subject
for Higher Education. There are a growing number of related degree courses which include Perfor-
mance; Directing; Technical Theatre; Theoretical Study; Stage Management; Arts Administration; Arts
Therapy and many others. In addition, Drama is seen as an increasingly valid subject for other careers
in developing interpersonal and people skills. Previous A Level Drama students have gained places
at world renowned training schools including LIPA, Rose Bruford, East 15 and RADA. They have also
made successful applications to Oxford and Cambridge Universities.
28

Examination Board
Wje WjeC jeC
Assessment AS Full A level
AS
Unit 1 An Introduction to Microeconomics
and Macroeconomics 1 ½ hour exam 40% 20%
Unit 2 Microeconomic and Macroeconomic
Theory and Policy 1 ½ hour exam 60% 30%
A2
Unit 3 Competitive Behaviour, Macroeconomics
and Globalisation (1) 2 hours written paper 25%
Unit 4 Competitive Behaviour , Macroeconomics
and Globalisation (2) 2 hours written paper 25%
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level. A grade B in Maths is desirable
Staff Contact: Ms H Williams, Mrs V Gilmore, Mrs L Howlett
ECONOMICS
Course Description
Economics has never been more relevant to students: understanding why the world has been in reces- reces-
sion, what options are open to governments and how individuals and businesses are affected.
Units 1 and 2
These units look at why we all need to make economic choices; how competitive markets work and
why they sometimes fail. How does the government intervene in markets to correct market failure?
Would a tax on processed foods reduce waistlines? You are also introduced to how total demand and
supply work together to affect the government’s economic policy objectives for growth, inflation, unem-
ployment. What policies can the Chancellor use to reach these targets? Could you do better?
Units 3 and 4
By the end of these units you will understand the nature of markets and the ways in which govern- govern-
ments intervene to promote competition. You will discuss the role of privatisation and the economics
arguments for and against this. Should the water, gas and telecommunication industries have been
privatised? You will also look at the whole picture, the global economy. What are the causes and con-
sequences of economic growth? How are countries dependent on each other for trade? Globalisation
– its characteristics and consequences. Is globalisation a good thing?
Learning Method
A range of teaching styles are deployed to ensure that lessons are interesting and accessible to stu- stu-
dents. Role plays, presentations, case studies and simulations are all used regularly. Recent Student
Voice feedback reported a very good range of learning activities, valuable support and feedback from
staff and excellent preparation for examinations.
29

Student Progression
Economics is a subject highly regarded by employers and universities. Students studying this subject
could expect to make progress in a range of related careers. These include the management of local,
national and multinational organisations, actuarial and insurance work, town planning, logistics, law
and financial services. Economists are involved in business decision making, advising companies on a
whole range of important issues.
30
ICAEW BASE Competition 2011

Examination Board
Wje WjeC jeC
Assessment AS Full A level
AS
Unit 1 (LG1) Introduction to the Language of Texts: 60% 30%
January and/or June Examination (2 questions)
Unit 2 (LG2) Internal Assessment: Original Writing and Analysis
of Spoken Media (two pieces of coursework with 40% 20%
accompanying commentary & transcript)
A2
Unit 3 (LG3) Internal Assessment: Language Investigation
and Writing for Specific Purposes (two pieces of 20%
coursework, one with a commentary)
Unit 4 (LG4) Analysing and Evaluating Language Modes and
Contexts: January and/or June Examination 30%
(two questions)
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level, including a C or above in this subject.
It would be beneficial to have a C in English Literature at GCSE
Staff Contact: Mr A Graham, Mr R Hardman
Course Description
ENGLISH LANGUAGE
AS
Unit 1 (LG1) Introduction to the Language of Texts: January and/or June Examination
(2 questions)
In this unit students will study a wide range of texts focusing on how language is used and why. This
will include an analysis of texts’ bias, opinion and attitude. Students will learn the Key Constituents of
language which will framework their analysis.
Unit 2 (LG2) Internal Assessment: Original Writing (two pieces of coursework with
accompanying commentaries)
In this unit students will produce two pieces of coursework with accompanying commentaries
totalling 3,000 words in length. One piece will be literary based e.g. a short story, a play script for radio, a
dramatic monologue etc., the other, an analytical study of spoken language in the media e.g. chat
shows, soap operas, interviews etc.
A2
Unit 3 (LG3) Internal Assessment: Language Investigation and Writing for Specific Purposes
(two pieces of coursework, one with a commentary)
In this unit students will produce two pieces of coursework, one with an accompanying commentary,
totalling 3,000 words in length. One will be a language investigation based on a topic from a set list e.g.
Language and Political power, accents and dialects etc. The other will involve the study of a non-fiction
genre and the production of a text in that style e.g. travel writing, sports writing, obituaries, film or music
reviews etc.
31

Unit 4 (LG4) Analysing and Evaluating Language Modes and Contexts: January and/or June
Examination (two questions)
In this unit students will study spoken language and explore how language has changed over time. For
section (a) of the examination students will be taught how to analyse, discuss and evaluate how spoken
language is used and affected by context. For section (b) of the examination students will be expected
to analyse and evaluate how context affects language use, and how writers make linguistic choices to
convey attitudes, values, opinions, prejudices and viewpoints.
Learning Method
The course is delivered by two teachers who will employ a range of interesting, stimulating and
varied teaching methods including class debate, independent learning, presentations, paired and group
work and research. Learning is bolstered by a reading group which meets monthly and half-termly
respectively.
Student Progression:
English Language is an extremely versatile course that will help in the progression to a wide range of
careers such as teaching, journalism and publishing. This subject will help you progress onto university
courses such as Creative Writing, English Literature, and of course, Linguistics. Moreover, the course
will equip you with the vital skills of analysis, essay writing and independent study which are transferable
to any Degree course or future professional career that you should choose to pursue.
32

Examination Board
Wje WjeC jeC
Assessment AS Full A level
AS
Unit 1 (LT1) Poetry and Drama: January and/or 60% 30%
June Examination (2½ hours, 2 questions)
Unit 2 (LT2) Prose Study and Creative Reading, 40% 20%
Internal Assessment (3,000 word folder)
A2
Unit 3 (LT3) Period and Genre Study Internal Assessment 20%
Unit 4 (LT4) Poetry and Drama 2, January and/or June 30%
Examination (2½ hours, 2 questions)
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level, including a C or above
in this subject.
Staff Contact: Mr A Graham, Mr R Hardman, Mr S Hoyle
Course Description
ENGLISH LITErATUrE
AS
Unit 1 (LT1) Poetry and Drama: January and/or June Examination (2½ hours, 2 questions)
In section (a) of this unit students will study in depth one core poetry text (post-1900) and study for
wider reading a designated ‘partner’ poetry text e.g. Heaney and Sheers, Larkin and Abse. In section
(b), candidates will study one post-1900 drama text ‘Broken Glass’ by Arthur Miller.
Unit 2 (LT2): Prose Study and Creative Reading, Internal Assessment (3,000 word folder)
In section (a) of this unit candidates will study a prose text from a list of 1800 – 1945 authors such as
Fitzgerald, Hardy or Austen. They will be expected to read other texts by this author or from the same
period to illuminate their reading of the core text and then produce a 1,500 word essay. Section (b)
of this unit requires them to write creatively in the same style as their studied author(s) e.g. create a
Fitzgerald-inspired short story of 750 words accompanied with a 750 word commentary. Again, this will
require them to complete additional reading and research.
A2
Unit 3 (LT3) Period and Genre Study Internal Assessment
In this unit students will study three texts of different types and periods, linked by a theme or genre e.g.
War in Literature. They will then produce a 3,000 word essay that explores the three texts. The focus of
this unit is independent reading and research.
Unit 4 (LT4) Poetry and Drama 2, January and/or June Examination (2½ hours, 2 questions)
For section (a) of the examination students will study in depth one pre-1800 poetry text e.g. ‘Songs of
Innocence and Experience’ by Blake, ‘Paradise Lost’ by Milton. In section (b), students will study one
Shakespeare play in depth and a designated ‘partner’ text for wider reading e.g. ‘Measure for Measure’
and ‘The Duchess of Malfi’ by Webster.
33

Learning Method
The course is delivered by two teachers who will employ a range of interesting, stimulating and varied
teaching methods including class debate, independent learning, presentations, paired and group work
and research. Whenever possible, we will take students to see performances of drama texts we are
studying. Learning is bolstered in the Department by the popular theatre and reading groups who meet
monthly and half-termly respectively
Student Progression
English Literature is an extremely versatile course that will help in the progression to a wide range of
careers such as teaching, journalism and publishing. This subject will help you progress onto university
courses such as Classics, History, American Studies, Linguistics, and of course, English Literature.
Moreover, the course will equip you with the vital skills of analysis, essay writing and independent study
which are transferable to any Degree course or future professional career that you should choose to
pursue.
34

Examination Board
AQA
ENTRY REQUIREMENTS 5 grade C’s or above at GCSE level
Staff Contact: Ms A Cutler, Mr M Dean
EXTENDED PROJECT QUALIFICATION
Course Description
The Extended Project is a qualification that we offer to students after the AS examinations are
completed. It provides the students with the opportunity to explore an area of interest outside the
main area of study. Projects may be in the form of a written dissertation, an artefact or a performance.
Students will decide on a topic with the help of a supervisor. The process allows students to develop
valuable skills in research, project management and independent working. As the Extended Project is
worth half the points of an A Level grade, (i.e. an A* is worth 70 UCAS Points), a good project can have
a great influence on your results.
Learning Method
While there are taught sessions, the emphasis is on independent research leading to the end product
which will have been decided by the student with guidance from the supervisor. During the course of
the EPQ, the student will be required to complete a production log which documents their research and
their progress and this accounts for half of the overall marks.
Should the student choose to do something practical for their project, then this will be accompanied
by a 1000 word essay. Otherwise the end product will be a 5000 word investigation of the student’s
choosing, containing footnotes, bibliography, appendices, records of interview, evidence as appropriate
to the project and evidence of the final presentation.
The student will then present their findings through a public presentation to an audience. In addition to
the taught sessions, each student will have a minimum of 5 one to one sessions with their supervisor
which they need to document as part of their production log. All taught sessions are run in the style of
university seminars and tutorials.
Assessment
The Extended Project will be assessed internally with some studies being chosen to be moderated by
the examination board. In the first instance it will be marked by the supervisor. All enquiries are then
second marked by the coordinator.
Example Project Titles
• How far do the dangers of human cloning outweigh the benefits?
• To T o what extent did the Socialist workers of the late 19th century and early 20th century have an
impact on the social and political environment and how did it, in turn, influence them?
• How far ar are e eating disorders caused by the media?
• How far is the B.P B.P. B.P oil leak a disaster for the Gulf of Mexico?
• How far should the law allow assisted suicide?
• To To T o what extent is the media to blame for the increasing obsession females have with body image?
• To T o what extent does the higher earning potential of medical professionals influence a student’s deci deci-
sion to apply for medicine?
• How far did the FIF FIFA FIF A World Cup help the development of South Africa?
35

• To T what extent is the government responsible for the current economic situation?
• Should people with severe psychological disorders be allowed to have children?
• To T what extent were the suffragettes responsible for achieving Women’s Suffrage?
• To T what extent does shooting impact on conservation in the UK?
• Three short stories in the style of J D Salinger
• A short story in the dark fantasy genre
Student Comment
Students who have undertaken the Extended Project have found it to be a valuable experience in preparation
for university and some have undertaken topics relevant to their degree courses to strengthen
their UCAS applications. Students view the Extended Project as a very positive experience and when
asked said they would all recommend participation to other students. They have particularly enjoyed
being able to undertake a project on something they feel passionate about or have a particular interest
in.
University Comments
“We certainly welcome students who have undertaken the EPQ, as it provides an excellent introduction
to the type of work they will be expected to do at university. It encourages development in all skills
required of our undergraduates, such as research, analysis, independent work and thought, and the
ability to communicate ideas.”
University of Southampton
Russell Group University
Qualifications taken in addition to your main exams, such as the EPQ, will improve your application by
enabling you to develop study skills that will be useful in higher education. Although we do not usually
make offers based on such qualifications, we encourage applicants to take them and to note them on
their application form.
University of Birmingham
Russell Group University
We welcome the introduction of the Extended Project and would encourage you to undertake one as
it will help you develop independent study and research skills and ease the transition from school/ col-
lege to higher education. Completion of an Extended Project will not, however, be a requirement of any
offer made.
University of Cambridge
36

Examination Board
AQA
Assessment AS Full A level
Unit 1 Culture and Society 50% 25%
Unit 2 Science and Society 50% 25%
Unit 3 Culture and Society 25%
Unit 4 Science and Society 25%
ENTRY REQUIREMENTS 5 GCSEs at grade C or above
Staff Contact: Mr Dean
GENErAL STUDIES
Course Description
General Studies provides students with an opportunity to broaden their educational experience and
gain some insight into a range of important issues. Students will be able to develop their:
3 Thinking and analytical skills
3 Capacity to construct arguments and draw conclusions
3 Facility to deal with br broad considerations and subject matter
3 Communication skills
3 Ability to work independently
In Year 13, students build on their knowledge in the same areas studied at AS Level but in greater depth.
Learning Method
The subject is delivered by staff from a range of departments and by some outside speakers. Students
are also given a study pack which includes the previous last year’s examination papers and on-line
materials are also available. All students will begin General Studies and attend the fortnightly lectures.
Most will continue and take the examination.
Student Progression
Many students find the General Studies grade helpful in securing a place in Higher Education as it has
the same value in UCAS points as any other A-Level. Interestingly research suggests that the General
Studies grade is a good predictor of general intelligence. Success in General Studies is a good indicator
of future success at degree level across all subjects. The course develops many skills. These include:
information analysis and communication, thinking across a range of subjects and constructing a coher-
ent argument.
37

Examination Board
AQA
Assessment AS Full A level
AS
Unit 1 Physical and Human Geography 70% 35%
Unit 2 Geographical Skills 30% 15%
A2
Unit 3 Contemporary Geographical Issues 30%
Unit 4 Geography Fieldwork Investigation / 20%
Geographical Issue Evaluation
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level, including a C or above in this subject
Staff Contact: Mr G Locke, Miss P Barber, Mrs C Hardman, Miss Gaunt
Course Description
At AS, all candidates will study core human and physical geography. In each area of study candidates
will consider the values and attitudes of decision makers, consider their own values and attitudes to
the issues being studied and support their learning of ideas through the study of specific case studies.
Candidates will also develop a variety of geographical skills, which will broaden and deepen existing
knowledge and be employed with a greater degree of independence.
UNIT 1 (Examined in May)
PHYSICAL GEOGrAPHY
- Rivers, Floods and Management
- Cold Environments
HUMAN GEOGrAPHY
- Global population change
- Energy issues
UNIT 3 (Examined in June)
PHYSICAL GEOGrAPHY
- Plate Tectonics and Associated Hazards
- Challenges Facing Ecosystems
HUMAN GEOGrAPHY
- World cities – Evolution or Revolution?
- Development and Globalisation
UNIT 2 (Examined in January)
APPLIED GEOGrAPHY
Students will develop the use and application
of a variety of geographical skills. They will
undertake two fieldtrips and develop their
investigative skills.
At A2, , candidates will continue to study a combination of human and physical Geography.
38
GEOGrAPHY
UNIT 4B (Examined in January)
GEOGrAPHY INVESTIGATION
Unit 4B
Students will complete an Issue Evaluation
Exercise. This will be based on Pre-Release
Material and will be examined in a 1 ½ hour
examination.

Learning Method
A wide range of skills which are essential to geographers are included in the course, many of them
being within fieldwork activities. These include the analysis and interpretation of a wide range of maps,
analysis and interpretation of photographs, how to collect geographic information and data, the
ability to present data by various graph and cartographic methods and also how to analyse
geographical statistics and use certain formulae to achieve this. Fieldwork is essential and there will be
day trips to local areas and residential trips. In previous years we have undertaken a residential trip to
Switzerland. We hope to continue this in the future.
Student Progression
An A Level qualification in Geography is a passport to success in a wide variety of careers. As well
as carrying on in a career using your subject knowledge you will have acquired many valuable skills
which make geographers valued employees. You will have proved that you have the ability to work
on your own or as part of a team, you will have a knowledge of current affairs and the ever increasing
environmental problems we will face in the future. It is proven that geographers are valued people. It
was also very pleasing that in 2011 one of our students gained entry to study Geography at Cambridge
University.
39

HEALTH AND SOCIAL CArE
Examination Board
AQA
Assessment
AS
Unit 1 Effective Ef Care & Communication (portfolio)
Unit 2 Understanding Health Conditions & Patient Care Pathways (examination)
Unit 3 Health, Illness and Disease (portfolio)
A2
Unit 11 Working in Health and Social Care (portfolio)
Unit 12 Human Development: Factors and Theories (examination)
Unit 16 Early Years Y Education (portfolio)
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level
Staff Contact: Mrs S Motley
Course Description
The GCE Single Award is equivalent to one GCE A Level. It qualifies for UCAS points in exactly the
same way as all other A levels. The course is made up of units that offer you the opportunity to develop
a range of practical skills and an in-depth knowledge and understanding of Health and Social Care in
our society today.
Learning Method
You will learn to use a variety of transferable skills throughout the course, which include collecting, ana- ana-
lysing and interpreting data and communicating findings in different ways. You will undertake individual
research as well as taking part in group activities and tutorials. There will be a heavy emphasis on you
being responsible for your own learning, meeting deadlines and managing your portfolio of evidence.
Your progress will be monitored carefully and you will be given regular feedback ensuring constant pro- pro-
gression and improvement. The success rate on this course is very high.
Student Progression
Having a good insight into a variety of career opportunities during the course you may wish to enter into
employment directly. Alternatively you may wish to progress to Higher Education and undertake profes-
sional training to follow a career in areas such as nursing, childcare, teaching, social work, welfare and
therapeutic services.
40

Examination Board
AQA
Assessment AS Full A level
AS
Module 1 British Study Examination 50% 25%
Module 2 European Study Examination 50% 25%
A2
Module 3 British Study Examination 30%
Module 4 European Study Historical Enquiry 20%
ENTRY REQUIREMENTS 5 Grade Cs or above at GCSE, including a C or above in History
if taken at GCSE and preferably at least a B in English Language
Staff Contact: Miss C Hall
HISTOrY
Course Description
The course aims to give students a chance to explore key areas of British and European History that
are both significant and interesting.
At AS there are two examined units. The first is a British study with a choice of either Tudor History
(1483-1529) or 19th Century History (1815-65). The second unit looks at Life in Nazi Germany under
Hitler; a fascinating period of Modern History.
At A2 there is one examined unit. This is on an element of British History, again with a choice of Tu- Tu-
dor (1547-1603) or 19th Century History (1865-1915). The second unit at A2 comprises an Historical
Enquiry of around 3,500 words. Students will be introduced to Russia from 1855-1968, covering the
Tsars, the 1917 Revolution, life under Stalin and the start of the Cold War. Students will then complete
an individual study on any aspect of this period.
Learning Method
Students will be taught by two members of staff, each specialising in British or European History. A
range of techniques are used and students will experience a variety of learning styles from note-taking
and class discussion to group work and individual research. Students may get the opportunity to go on
a trip to London to enhance their understanding of the British units by visiting sites such as the Houses
of Parliament and Westminster Abbey or a trip to Berlin to enrich their understanding of life under Hitler
in the 1930’s and 1940’s.
Student Progression
Our students go on to a wide variety of things, not just History! The analytical and written skills you
acquire will give access to a diverse range of courses and jobs; English, Politics, Journalism, Law and
Tourism to name but a few.
41

HOME ECONOMICS (FOOD, NUTRITION & HEALTH)
Examination Board
OCR
Assessment AS A Level
Unit 1 Society & Health - 1.5 hr Written Examination 50% 25%
Demography
Family & Society
Environmental Issues
Key issues for society - Poverty, Employment,
Leisure, Housing, The Welfare State, Health Problems,
The Health of the Nation Initiative
Unit 2 Resource Management - 1.5 hr Written Examination 50% 25%
Food Provision
Food preparation, food safety and hygiene
Management of resources & financial awareness
Food preparation equipment
Selection and purchase of food and household goods
Consumer rights
Unit 3 Coursework Unit 25%
Unit 4 Nutrition & Food Production oduction - 1.5 hr Written Examination
Nutrition
Nutrition and energy
Dietary needs of different different dif groups
Developments in the Food industry
25%
ENTRY REQUIREMENTS 5 GCSEs at grade C or above. You do not have to have studied this
subject at GCSE to take this A Level
Staff Contact Mrs Palfreyman eyman / Mrs Aldridge / Mrs Marsh
Course Description
This course, awarded by OCR, is offered at AS and A2 level.
The topics covered are all relevant to today’s complex society.
Learning Method
A variety of teaching and learning methods will be used to appeal to all types of preferred learning styles.
Theory work and practical food preparation will be carried out. Students will be encouraged to take
responsibility for research, asked to give presentations to the group and to take part in discussions.
Student Progression
The specification is aimed at preparing students for careers or higher education in Nutrition, Food
Science, Sports Science, Food Technology and Consumer Protection.
The subject develops awareness of many major issues in today’s society. It carries full UCAS points at
AS and A2 levels.
42

Examination Board
Wje WjeC jeC
Assessment AS Full A level
Unit 1 Theory: Information Systems 60% 30%
Unit 2 Practical Tasks: T Presenting Information
40% 20%
Unit 3 Theory: Use and Impact of ICT 30%
Unit 4 Coursework: Relational Databases 20%
There is a 2 hour 15 minute examination at AS Level and a 2 hour 30 minutes examination at A2 Level.
At AS Level coursework is assessed by both examination and a number of structured practical tasks
completed during lessons, whilst at A2 Level assessment is via a substantial individual project.
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE Level. A grade B in English Language is
preferable.
Staff Contact: Mr L Bemowski, Mrs J Woodyer
INfOrMATION AND COMMUNICATION TECHNOLOGY
Course Description
This modular course aims to develop the knowledge and skills required to understand the use of ICT
in a modern business environment. During the course you will examine the uses of ICT and the re-
sulting implications for members of society. You will learn to develop solutions for real end users using
advanced techniques in a range of software packages, including:
• Desk-top Publishing
• Graphics software
• Web design software
• Multimedia software
• Databases
• Word processing
To study Information and Communication Technology (ICT) at AS or Advanced GCE you need have no
formal qualification in the subject, but if you do have a level 2 qualification in ICT you will find that this
course will build on the knowledge and skills you have already developed. The most important factor is
that you have an interest in, and are enthusiastic about, ICT and about developing the knowledge and
skills you need to be a competent and informed ICT user and practitioner.
Learning Method
The ICT course combines teacher led learning and independent learning where students undertake
their own research and make use of resources to develop their skills. Excellent resources, support and
guidance are provided by staff and are available for the student to access online both in school and
remotely. The lessons will strike a balance between the development and application of IT skills and the
theoretical concepts and issues.
Student Progression
The GCE in ICT qualifies for UCAS points so if you complete it successfully you could move on to study
for a degree in related subjects such as ICT, Computer Science, Information Systems, Multimedia,
Software Engineering, Computer Networking, e-Business and Information Management. You could
also go on to work based training such as IT User/Practitioner NVQs or vendor-specific qualifications.
43

Examination Board
edexcel e
Assessment AS Full A level
AS
LANGUAGES
Unit 1 Spoken Expression & Written Response 30% 15%
Unit 2 Understanding & Written Response 70% 35%
Unit 3 Understanding & Spoken Response 17.5%
Unit 4 Research, Understanding & Written Response 32.5%
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level, including a C or above in
the language(s) to be taken
Staff Contact: Head MFL: Mrs J Barker
French: Miss G Ferrandon
Spanish: Mrs M Garcia-Marlor
German: Mr P Horan
French
Course Description
In AS level French you will begin with a brief introduction to the history, culture and geography of the
French speaking countries. You will study topical themes such as family relationships, healthy living, the
world at work, the media and the environment.
At A2 level, deeper issues such as drug and alcohol addiction and racism are discussed, as well as top- top-
ics such as the occupation of France. Later in Year 12 and in Year 13 students may read, discuss and
write about French literary texts. The viewing of French films is a frequent feature of the course. Grammatical
tuition, which is ultimately inseparable from any language work, is built into the topics through-
out both years of study at Key Stage 5. Students are required to undertake independent research on a
topic area that links to the culture and/or society of a French speaking country.
Learning Method
An interest in France, French culture and society is essential to get the best from this course. You will
be taught in small groups and mainly in the target language. We have a multimedia language laboratory
and students will have full access to a range of listening, reading and writing exercises in a dedicated
MFL suite.
We have a French native speaker who works with students once a week to enhance their speaking
skills and you have the opportunity to participate in the French Exchange and the Paris study visit.
44

German
Course Description
The course will help you to communicate at a higher level in the German language, building on the
work from GCSE. General topic areas include Food and Health, Transport, Travel and Tourism, Current
Affairs, The Media, Relationships, Social Issues, Leisure and the Arts, Education, the World of Work,
ICT, the Environment, Politics, Customs, the EU and Social Issues. At A2 level you will be expected to
undertake independent research of a chosen text, play, film or topic area that links to the culture and
society of a German speaking country.
Learning Method
An interest in Germany, German culture and society is essential to get the best from this course. You will
be taught in small groups and mainly in the target language. We have a multimedia language laboratory
and students will have full access to a range of listening, reading and writing exercises in a dedicated
MFL suite. We have a German native speaker who works with students once a week to enhance their
speaking skills and you have the opportunity to participate in the German Exchange and the Berlin
study visit.
Spanish
Course Description
The course will help you to communicate at a higher level in the Spanish language, building on the
work from GCSE. General topic areas include Food and Health, Transport, Travel and Tourism, Current
Affairs, The Media, Relationships, Social Issues, Leisure and the Arts, Education, the World of Work,
ICT, the Environment, Politics, Customs, the EU and Social Issues. At A2 level you will be required to
demonstrate presentation skills in Spanish and the ability to demonstrate evidence of independent
research of a chosen text, play, film or topic area, linking to Spanish culture or society.
Learning Method
An interest in Spain, Spanish culture and society is essential to get the best from this course. You will
be taught in small groups and mainly in the target language. We have a multimedia language laboratory
and students will have full access to a range of listening, reading and writing exercises in a dedicated
MFL suite. We have a Spanish native speaker who works with students once a week to enhance their
speaking skills and you have the opportunity to participate in the Spanish Exchange and the Barcelona
study visit.
Student Progression for all Languages Students
Any A Level or higher qualification in whatever subject is evidence of an ability to think and analyse and
to see a task through.
Languages are mainly relevant as a supplementary qualification to back up scientific, financial, market- marketing,
engineering skills etc. They are also a direct qualification for the very specialised areas of interpret-
ing, translation and teaching.
45

MATHEMATICS
Examination Board
edexcel e
Assessment: All modules are equally weighted and are assessed by a 90 minute examination
AS 3 modules: Core 1, Core 2 and Decision 1
A2 3 modules: Core 3, Core 4 and one more from either
Statistics 1/Mechanics 1
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level, including a B or above in this
subject.
Staff Contact: Mrs W Milner
Course Description
Mathematics follows the Edexcel syllabus and builds on mathematical and problem solving skills
mastered at GCSE. Alongside a core set of modules studying pure mathematics, students are offered
a choice of applied modules, allowing them to extend their knowledge of mechanics or statistics. The
Decision Module is compulsory in Year 12. Mathematics is a very highly regarded qualification and
provides an essential grounding for many higher education qualifications.
AS Level Mathematics
Students study 2 core modules (C1 and C2) and 1 applied
module (D1)
C1 Indices and surds; polynomials; co-ordinate geometry and
graphs; differentiation, arithmetic sequences and integration
C2 Trigonometry; sequences and series; algebra; integration
and differentiation, exponentials and logarithms
D1 Algorithms; graph theory; networks; linear programming,
critical path analysis, matchings
This gives a total of 3 modules which are combined equally to
give a final grade. Students are usually offered a choice of applied module.
A2 Level Mathematics
In addition to the 3 modules studied for the AS course, students study (in Year 13) 2 additional core
modules (C3 and C4) and 1 additional applied module (Ml, S1 or D2).
C3 Algebra and functions; trigonometry; differentiation and integration; numerical methods
C4 Algebra and graphs; differentiation and integration; first order differential equations; vectors
S1 Representation of data; probability; discrete random variables; bivariate data, The Normal
distribution
M1 Force as a vector; equilibrium of a particle; kinematics of motion in a straight line; Newton’s laws of
motion; linear momentum
This gives a total of 6 modules which are combined equally to give a final grade. The examinations take
place in January and June of Year 12 and 13.
46

Learning Method
Students are taught in two classes, a core class and
an applied class (but you will also study some core
topics in the applied class). Topics are taught and
assessed using past examination paper questions,
providing preparation for final examinations. The
department runs a range of support classes which
have proved very useful to students.
Student Progression
Mathematics is a highly valued qualification and
is essential for many higher education courses,
including engineering, pure and applied sciences,
economics, information technology, architecture,
accountancy, medicine. If you are interested in further study in science, engineering or technology, you
may benefit from studying Further Mathematics, which is described in its own section.
47

fUrTHEr MATHEMATICS
Examination Board
edexcel e
Assessment
All modules are equally weighted and are assessed by a 90 minute examination
AS 3 modules: Further Pure 1 and two applied modules
A2 3 modules: 3 from Further Pure 2, Further Pure 3, Mechanics 2, Decision 2, Statistics 2
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level, including an A or above in
Mathematics.
Staff Contact: Mrs W Milner
Course Description
Further Mathematics could be a stand alone qualification but is usually studied with Mathematics. It
is taught alongside A Level Mathematics in Year 12 with additional classes. In Year 13 it is studied in
completely separate groups. It is suitable for students who are looking towards further study in science,
engineering, or Mathematics. Further Mathematics is a very highly regarded qualification and is essen-
tial for students looking to study related subjects at prestigious universities. Although historically seen
as a qualification for only the most able mathematicians, AS Further Mathematics is useful for students
aiming at a higher education qualification with any mathematical content whatsoever, in order to better
prepare them for the mathematics involved.
AS Level Further Mathematics - 3 modules
Students study C1, C2, and D1 in their Mathematics lessons, and in addition study Further Pure 1 (FP1)
and two more applied units in their Further Mathematics lessons.
FP1 Summation of series; proof by induction: roots of polynomial equations; coordinate systems; complex
numbers; matrice; numerical methods
Applied Modules ~ see Mathematics
C1 and C2 are exclusive to AS Mathematics, FP1 is exclusive to Further Mathematics, but the applied
units are combined with either of the qualifications to give the best overall score in both qualifications.
A2 Level Further Mathematics - 6 modules
In addition to the units described above, students study three modules from FP2, FP3, S2, M2 and D2.
One of FP2 or FP3 must be taken.
FP2 Rational functions and graphs; polar coordinates; differentiation and integration; numerical
methods; inequalities;series; further complex numbers.
FP3 Vectors; hyperbolic functions, further coordinate systems; differentiation and integration; further
matrices. M2 Centres of mass; equilibrium of a rigid body; motion of a projectile; coefficient of restitution;
impusle; energy; work and power.
S2 Continuous random variables; the Binomial and Poisson distribution; sampling and hypothesis testing.
D2 Game Theory; further linear programming; flow; dynamic programming; allocation; transportation
problems.
48

Learning Method
The Further Mathematics group is usually quite small so allows for a lot of individual attention. In Year
13 the Further Mathematics class study as a separate group and are entered for their Mathematics
modules in January, allowing students to complete A2 Mathematics and AS Further Mathematics early.
There are a range of options for combining Mathematics and Further Mathematics available, including
studying AS Further Mathematics in Year 13.
The school has developed links with the Cheshire Further Mathematics Network and with other local
schools. Support is offered, in partnership with other local schools, for students who wish to take the
Sixth Term Examination Paper (STEP) qualification for entry to Cambridge, or the Oxford entrance examination.
Student Progression
Mathematics is a highly valued qualification and is essential for many further education courses, including
engineering, pure and applied sciences, economics, information technology, architecture, accountancy,
medicine. Further Mathematics begins to bridge the gap between university-level Mathematics at
the cutting edge of research, and the Mathematics studied at school at GCSE level. It enables the most
able students to meet concepts and techniques in Mathematics for the first time that would otherwise
not be available to them until university. In addition, Further Mathematics students consistently excel in
their Mathematics GCE performance because of the cross-over of study.
49

MEDIA STUDIES
Examination Board
AQA
Assessment AS A2
AS
Unit 1 Investigating Media 50% 25%
Unit 2 Creating Media 50% 25%
A2
Unit 3 Media – Critical Perspectives 25%
Unit 4 Research and Production: 25%
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level, including a C or above in English.
It is not necessary to have studied this subject at GCSE level to enter
this course, but an interest in film or television would be beneficial
Staff Contact: Mrs S Coultas, Mr A Graham and Ms S Cockerill
Course Description
AS
Unit 1: Investigating Media: Examination (2 questions) 25% of A level.
In this unit students will investigate a broad range of media – film and television fiction, documentary,
lifestyle, music and sport – to gain an understanding of how ‘meaning’ is constructed in different media
texts.
Unit 2: Creating Media: Two linked practical pieces with written brief and evaluation. 25% of A level.
Here students will put Unit 1 theoretical skills into practice. The task will involve research, pre-produc-
pre-produc-
tion planning and completion of two different media practical productions – e.g. for film and television.
Students will write a short evaluation of the strengths and weaknesses of their practical work.
A2
Unit 3: Media – Critical Perspectives: Examination (2 questions) 25% of A level.
This unit will cover two pre-set topic areas – representation of youth or young people in the media and
the social impact of new/digital media. There will be a strong focus on the role and influence of the
modern media in our everyday lives, in shaping our attitudes, ideas and opinions.
Unit 4: Research and Production: Critical Independent Investigation of different media forms
with a linked production piece – 25% of A level.
Students will follow an area of personal interest and will apply it critically to a range of media texts. For
example ‘Rise of the celebrity culture’ or ‘The commercial relationship between sport and the media’.
They will then produce an extended essay and a linked production piece.
50

Learning Method
An interest in power, influence and the social effects of the modern mass media is essential for
engagement with Media Studies. If you enjoy analysing texts, discussing important social and cultural
issues and researching, planning and producing your own media productions then this is the course
for you. Research and practical skills will be developed for University and beyond. This essentially is
an academic course and will involve research, investigation and essay writing. Students will enjoy
practical workshops with industry professionals, take part in cinema study days and have the
opportunity to attend regular film screenings
Student Progression
An advanced level Media Studies qualification is a useful tool in a wide range of career options. Skills in
analysis, research, presenting fluent and logically structured oral and written responses and the ability
to engage productively in debate and discussion are essential in advertising and marketing, media and
cultural industries, management and teaching. The media and cultural industries are rapidly expanding
and will provide a whole host of future employment opportunities.
51

MUSIC
Examination Board
OCR
AS Level
G351 Performing Music 1 - A recital lasting 8 minutes - this will include a solo performance and either
an ensemble performance or performing students’ own composition. This is externally examined. Also
a viva voce: discussion lasting approximately 5 minutes.
G352 Composing 1 - Students will compose seven short styles as well as one composition or
arrangement of their choice lasting 3 minutes in length. This is internally and externally examined.
G353 Introduction to Historical Study in Music - students will study set works of two contrasting genres
of Jazz and Classical towards a general listening paper. This is a written examination and externally
examined.
A2 Level
G354 Performing Music 2 – A recital lasting 12-15 minutes – this will include a solo performance of
usually one set work. There is also a viva voce: to show interpretive understanding lasting approximately 5
minutes.
G355 Composing 2 – Section A stylistic techniques – students will compose 8 short exercises as well
as one composition either vocal, instrumental or music for film/TV lasting no longer than 4 minutes. This
will be externally examined.
G356 Historical and Analytical Studies in Music – Students choose one of the specialist genres to study,
ranging from song, programme music, music for screen, music and belief, music for the stage and
post-1945 popular music.
ENTRY REQUIREMENTS You Y ou will need a minimum of a Grade C at GCSE in Music. Students who
have not studied Music GCSE may take Music A Level if they have at
least grade 4/5 on an instrument or Voice and Grade 5 Music Theory.
Staff Contact: Mrs R Thomas-Nash
Course Description
The course covers Listening, Performance and Composing. There are three units in each year with the
addition of a viva voce in Year 13 relating to the recital.
Learning Method
An interest in performing, composing and listening is fundamental to success. Assessing evidence,
through master class performance and compositions with members of the BBC Philharmonic or
professional musicians, is an essential component of coursework. Students need to listen attentively
and analyse jazz and classical music through recordings and live performances held in Manchester or
the local area.
Student Progression
A level Music is an ideal subject for any degree. It is good preparation for those interested in sound
engineering, business, marketing, economics, management, history, research, law, administration,
education, music and the arts in general.
52

Examination Board
edexcel e
Unit Unit Title Level Method of AS/A2 GCE
Number Assessment Weighting Weighting
Unit 1 Music Technology T AS Internal (100% 70% of AS 35% of
Portfolio 1 externally
marked)
Advanced GCE
Unit 2 Listening and Analysing AS External 30% of AS 15% of
Advanced GCE
Unit 3 Music Technology T A2 Internal (100% 60% of A2 30% of
Portfolio 2 externally
marked) Advanced GCE
Unit 4 Analysing and Producing A2 External 40% of A2 20% of
Advanced GCE
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level.
The ability to read music and play a keyboard instrument is essential
Staff Contact:
Mr M Rawling and Mr C Western
MUSIC TECHNOLOGY
Course Description
Through the use of Music Technology this course aims to encourage students to extend the skills,
knowledge and understanding needed to communicate through music. Music Technology, like other
forms of technology advances rapidly. Students will have opportunities to build an understanding of
these developments, the technical processes and the principles that underpin effective use of music
technology, and to demonstrate this understanding in writing. Apart from attending Music Technology
lessons students are expected to spend time in the recording studios practising their skills. Students
are also encouraged to take on the role of sound technicians for events within the school such as
concerts and assemblies. They are also encouraged to develop groups in order to demonstrate, as well
as develop, their Music Technology skills.
Learning Method
Students that have an interest in the technical side of music should seriously consider this course. It is
predominantly a practical course that enables students to develop their existing technical skills as well
as learn and develop new ones. If students are interested in listening to music and understanding how
it is created then it is also a good course for them to follow. Educational visits include ‘Music Live’ which
proves valuable to all students and gives them an insight into the music industry as well as allowing
them to use the latest musical equipment. Social team building trips to Alton Towers help as well by
promoting team work (not your usual Alton Towers trip).
Student Progression
The Advanced GCE in Music Technology can lead to further study of Music Technology or performing
arts at Higher National or degree level. The Advanced GCE can also help students on their way to a
career in the music industry or to a technology/computer orientated career.
53

PHYSICAL EDUCATION
Examination Board
OCR
Assessment AS Full A Level
AS
An introduction to Physical Education 60% 30%
Acquiring, evaluating and developing practical skills 40% 20%
A2
Principles and concepts across different areas of
Physical Education 35%
The improvement of effective performance and the critical evaluation
of practical activities in Physical Education required in the theory
aspect of the course 15%
ENTRY REQUIREMENTS 5 grade Cs at GCSE level. If the subject has been studied at GCSE a
score of 50% is required in the theory element.
Staff Contact: Mr J Thompson
Course Description
Are e you interested in Sport and Recreation? Do you ever think about why situations in sport occur? Do
you like to plan your practical work and analyse your performance? Do you like practical work? If yes
this could be the course for you! The course consists of 4 modules (2 to be followed at AS level with a
further 2 being followed to A2 level). All must be studied in depth.
AS Level
• Anatomy and Physiology – how the body works, how it moves and how the cardiovascular and
respiratory systems affect performance.
• Acquiring Movement Skills – classifying skills, developing skills, learning skills and processing information.
• Socio-Cultural Studies – sport and culture, contemporary sporting issues.
• Practical Skills – performing, evaluating and planning to impr improve ove performance.
A2 level
• Historical Studies – the development of sport in pre-industrial Britain to the present day.
• Sports Psychology – individual aspects of performance, group dynamics and how to prepare mentally.
• Exercise Physiology – energy, health, training principles and how to enhance performance.
• Practical Skills – performance in sport, evaluation and appreciation of performance.
Learning Method
A wide variety of teaching and learning techniques are used to ensure students develop the skills
and competence needed to meet the course requirements. The syllabus takes a multi-disciplinary
approach, encouraging the development of different methods of study, with the focal point being the
performer and the performance.
Student Progression
Physical Education students have gone to University and studied subjects including Physiotherapy,
Teaching, Sports Medicine, Business Management, Journalism, Sports Coaching and Sports Science.
54

Examination Board
OCR
Assessment AS Full A level
AS
Written papers 80% 40%
Coursework 20% 10%
A2
Written papers 40%
Coursework 10%
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level including a BB or above in Double
Science or a B in GCSE Physics. Higher level examination papers
must have been taken in this subject. Additionally, it would be helpful if
students have achieved a grade B or above in Mathematics GCSE.
Staff Contact: Mr I Jackson
Course Description
AS Units - Physics in Action (January)
Understanding Pr Processes (June)
A2 Units - Rise and Fall of the Clockwork Universe (January)
Field and Particle Pictur Pictures (June)
Some of the topics you will study include:
AS A2
Communication Models and rules
Designer materials Matters in extremes
Waves and quantum behaviour Fields
Space, time and motion Fundamental particles
PHYSICS
Much of the content is new, though some GCSE topics are developed further. The new content in-
cludes a look at how communication has improved in recent years, e.g. mobile phones, fax machines
and e-mail as well as deciding which materials are most suitable for certain jobs. The topics developed
further include the behaviour and use of waves and a study of the equations of motion.
Learning Method
The course includes a mixture of theoretical and practical work. The approach to study is different to
that at GCSE. There is plenty of practical work but there is also a large emphasis on knowing the mate-
rial and understanding scientific ideas. There is also a CD Rom with the course that includes practical
activities, questions, readings, images and some Physics ‘games’.
Thinking for yourself and applying your knowledge to new situations are important skills and they can
only be developed by continuous hard work which involves writing your own notes and reading around
the topics studied. Practical work has an important role because it helps to develop skills and is an
aid to improve understanding. Additionally, in 2010 and 2011 groups have enjoyed a trip to the Had-
ron Particle Collider in Switzerland and in 2011 we enjoyed a visit to the Daresbury Science Park in
Warrington.
55

Student Progression
Students go on to study many different subjects at university after obtaining their Physics A level qualification.
Here is a list of courses that have been successfully followed in recent years by students who have
gained Physics A level
56
• Physics at Leeds University
• Primary Education at Hull University
• Mechanical Engineering at Leeds University
• Automotive Engineering at Loughborough University
• Electrical Engineering at Manchester University
• Natural Science at Durham University
• Aviation A Technology at Leeds University
• Geology at Edinburgh University.

Examination Board
AQA
Assessment AS
AS AS A2
Unit 1 PSYA1 PSY Research Methods, Cognitive Psychology
and Developmental Psychology
50% 25%
Unit 2 PSYA2 PSY Biological Psychology, Social
Psychology and Individual Differences Dif 50% 25%
A2
Unit 3 PSYA3 PSY Topics in Psychology
25%
Unit 2 PSYA4 PSY Psychopathology, Psychology
in Action and Research Methods 25%
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level. This should include a B in a Science
subject. Additionally, it would be helpful if students have achieved
a grade B or above in their Biology modules and in Mathematics GCSE.
Staff Contact: Miss M Drumer, Mrs S Motley, Dr A Cook
Course Description
PSYCHOLOGY
AS
Unit 1 PSYA1: Cognitive Psychology, Developmental Psychology and Research Methods
Research Methods - The increasingly scientific nature of research demands a thorough understanding
of data collection techniques and their dependability; this includes experiments, observations, correlation
and survey.
Cognitive Psychology - This section examines scientific research into the intricate and fragile nature
of human memory by analysis of previous experiments and case studies.
Developmental Psychology - In this section, studies and theories of early influences and child rearing
practices on the emotional and social development of children are assessed.
Unit 2 PSYA2: Biological Psychology, Social Psychology and Individual Differences
Biological Psychology - Major studies on the effects of stress on health are analysed as well as
theories and treatments for its negative effects.
Social Psychology - Important questions are raised about ethical boundaries in both human behaviour
and scientific psychology itself.
Individual Differences - This section compares the medical approach to diagnosis and drug treatment
of mental disorder with three major psychological techniques.
A2
Unit 3 PSYA3: Topics in Psychology
Students will gain an understanding of the major approaches in Psychology (cognitive, biological,
behavioural and psychodynamic) through their study of three topics:
Relationships – The formation, maintenance and breakdown of romantic relationships, evolutionary
explanations of human reproductive behaviour, and the effects of early experience and culture on adult
relationships.
Gender – Psychological explanations of gender development, including cognitive developmental
theory and biological and social influences on gender, including the role of hormones and genes and
the influence of parents, peers, schools and media.
57

Aggression – Social psychological and biological theories of aggression, including neural and hormonal
mechanisms, and evolutionary explanations of aggression, including infidelity and jealousy.
Unit 4 (PSYA4): Psychopathology, Psychology in Action and Research Methods
Psychopathology – Students will develop their knowledge and understanding of one of the following
disorders: schizophrenia, depression, phobic disorders, obsessive compulsive disorder. Students will
be required to apply models, classification and diagnosis to the disorder.
Psychology in Action - The psychology of addictive behaviour will be studied. This includes: biological
and psychological approaches to explaining the initiation of addiction, maintenance and relapse; risk
factors in the development of addiction and media influence on addictive behaviour; types of intervention
to reduce addictive behaviour and their effectiveness.
Psychological Research and Scientific Method – Building on the skills developed at AS level,
students will apply the major features of the scientific method in validating new knowledge and will
learn to appreciate the role of peer review. Students will have the opportunity to design psychological
investigations and analyse and interpret their data before reporting their findings.
All examinations now include aspects of ‘How Science Works’ which follows on in a similar way from
Science GCSE (looking at variables and controls in real life situations). Assessment is via four 1½ hour
papers.
Learning Method
Traditional lectures and discussion are augmented with experimental practice and activities. Emphasis
is placed on understanding scientific technique in Psychology and assessment of its validity.
Student Progression
Besides the intrinsic interest in better understanding our own thought processes, Psychology can offer
careers in many disciplines including research, artificial intelligence and computing, therapy, counsel-
ling, animal studies and criminology to name but a few. It is also a valued addition to those seeking
careers in many areas such as health care, education, business and sport. AQA Psychology counts
towards the science quota required for certain University courses.
58

Examination Board
OCR
Assessment AS Full A level
AS
Unit 1 Religious Ethics (1hr 30mins exam) 50% 25%
Unit 2 Philosophy of Religion (1hr 30mins exam) 50% 25%
A2
Unit 3 Philosophy of Religion (1hr 30mins exam) 25%
Unit 4 Religious Ethics (1hr 30mins exam) 25%
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level, including a C or above in this subject
if taken at GCSE
Staff Contact: Miss R Long (Head of Religious Education)
Course Description
rELIGIOUS STUDIES
Religious Ethics
Do we have freedom or are we predetermined to behave and act in a certain way? What do Christians
think about sex? Do you enjoy debating and have strong views on medical issues such as abortion and
euthanasia? If so, you will be interested in this unit. If you would like to know what principles religions
adopt or would simply like to discover how you can reason through moral debates, this will get you
thinking.
Philosophy of Religion
Philosophy is searching for wisdom. If you enjoy challenging ideas, you will enjoy the debates in
philosophy, such as ‘Does God exist?’, ‘Why is there suffering?’, and ‘Are near death experiences
authentic?’ We cannot promise answers, but you may become a little wiser.
Learning Method
A wide variety of learning methods and activities will be used, such as group work, presentations and
individual research. Visitors from local religious organisations and lectures at universities will aid student
knowledge and understanding. Students’ key skills in communication, Information Technology, working
with others and problem solving will be put to the test.
Student Progression
Religious Studies is an increasingly popular subject. It addresses the big questions in life, is
intellectually challenging, interesting and rewarding. Religious Studies provides a good foundation for
Higher Education courses in Religious Studies, Philosophy, Sociology, Social Sciences, Politics and
Law. In addition, it complements subjects such as History, English Literature and the History of Art.
Religious Studies benefits a huge spectrum of careers, such as the police service, teaching, law and
healthcare. Any career which involves communication and contact with people would benefit from
A-Level Religious Studies.
59

SOCIOLOGY
Examination Board
AQA
Assessment AS Full A Level
AS
Unit 1: One 1 hour data response question 40% 20%
Unit 2: Two T data response questions and one essay
60% 30%
A2
Unit 3: One data response question and one essay 20%
Unit 4: Three essays 30%
ENTRY REQUIREMENTS 5 grade Cs or above at GCSE level. Grade B or above in English would
be very beneficial
Staff Contact: Miss S O’Loughlin
Course Description
Sociology can be either a one year AS or two year A2 course and is entir entirely ely externally examined.
AS
Unit 1: Families and Households
Unit 2: Education: Sociological Methods
A2
Unit 3: Mass Media
Unit 4: Crime and Deviance: Stratification and Differentiation: Sociological theory and research
methods.
Learning Method
You will be expected to take part in discussions and to be able to express your opinions clearly and
logically. You will have to research current and past issues using the internet and other media sources
and keep constantly up to date with recent events, both at home and abroad. You will be expected to
be involved in personal research on controversial topics and prepare presentations and display work.
Exam and past question practice is considered essential and you will be regularly assessed. In short,
you will be made to think how society works around you.
Student Progression
At a time when employers and Higher Education are seeking breadth in studies, Sociology
complements both scientific and creative subjects. Since you will be taught to examine complicated
and difficult issues in depth and are actively encouraged to express your opinions, universities regard
this subject highly. Independent informed thinking is regarded by them as a key skill.
Careers linked to Sociology are wide and varied and include social and child care, the entire legal
and criminal justice profession, human resources, public relations, research, teaching, health services,
the media, politics and local administration, the leisure and entertainment industry and marketing and
publicity.
60

Examination Board
edexcel edexcel e
Assessment
LEVEL 3 BTEC DIPLOMA IN SPORT (DEVELOPMENT, COACHING & FITNESS)
Year 12 Year 13
Principles of Anatomy and Psychology for Sports Performance
Physiology of Fitness Organising Sports Events
Assessing Risk in Sport Sports Development
Fitness Training Training T and Programming
Sports Injuries
Sports Coaching Leadership in Sport
Fitness Testing T for Sport and Exercise
Instructing Physical Activity
Practical Team/Individual Team/Individual T Sport
and Exercise
Optional Extra Unit - Outdoor and Rules, Regulations and officiating in sport
Adventurous Activities Current issues in sport
ENTRY REQUIREMENTS 5 grade Cs or higher at GCSE. An interest and enthusiasm for sport is
essential.
Staff Contact: Miss J Wooldridge or Mr J Thompson
Course Description
The course is designed to give students the opportunity to explore wider aspects of Physical Education
and Sport. As well as looking at the effects of exercise on individuals, sport is investigated in a broader
context. At the end of Year 13, having successfully completed all units, students achieve a Level 3
BTEC Diploma.
Learning Method
Students will be primarily responsible for their own learning. Theory knowledge will be delivered,
assignments set and students will then be expected to work independently in order to fulfil the criteria.
Assessments may be made on written work, presentations or practical video evidence. There is also an
optional unit that can be completed during a week long residential in Wales.
Student Progression
After completing the full course, some students may choose to continue their education through a
variety of appropriate university courses. Some students may also choose to move straight into work
within the broad sports industry. Many students have been accepted at universities on a variety of
sports based courses.
61

DESIGN & TECHNOLOGY: TEXTILES
Examination Board
AQA
Assessment AS A2
Unit 1 2 hr Written Examination 50% 25%
Unit 2 Internally assessed coursework unit 50% 25%
Unit 3 2 hr Written Examination 25%
Unit 4 Internally assessed coursework unit 25%
ENTRY REQUIREMENTS 5 GCSEs at grade C or above
Staff Contact: Mrs Stokes and Mrs Roberts
Course Description
Students will have the opportunity to study and work with a variety of fabrics and items of equipment.
Learning Method
A variety of teaching and learning methods will be used to appeal to all types of preferred learning styles.
Theory work and practical manufacture of samples and finished products will be carried out. Students
will be encouraged to take responsibility for research, asked to give presentations to the group and
to take part in discussions to act as a stimulus for their own designs. Students who have not studied
this subject at GCSE must be prepared to spend additional time outside their core teaching hours to
develop their practical skills.
Student Progression
The course prepares students for higher education or careers in related subjects. A number of students
have recently gone on to study fashion design, clothing technology, fashion marketing and embroidery
at University.
62

Examination Board
edexcel e
Assessment
The qualification has an AS/A2 structure. It can take the form of:
AS
Unit 1 The Travel and Tourism Industry – 1.5 hour externally assessed examination
Unit 2 The Travel and Tourism Customer – internally assessed through portfolio of evidence
Unit 3 Destination Europe – internally assessed
A2
AS Units 1-3 plus
Unit 9 Working in Travel and Tourism – internally assessed
Unit 10 Sales and Promotion in Travel and Tourism – 1.5 hour externally assessed examination
Unit 11 Special Interest Holidays – internally assessed
ENTRY REQUIREMENTS 5 Grade Cs or above at GCSE level.
Staff Contact: Miss H Williams and Mrs V Gilmore
Course Description
TrAVEL AND TOUrISM
What is the GCE in Travel and Tourism?
The Programme of study combines both theory and practice to ensure that you can demonstrate
how to do something and not just write about it. In order to achieve this, the methods of learning you
encounter may be different to those you have experienced previously. There will be a heavy emphasis
on you being responsible for your own learning, meeting deadlines, and managing your Portfolio of
Evidence. Therefore, the course helps you to develop transferable skills essential for a wide range of
vocational areas.
AS Units
Unit 1
You will learn about how the travel and tourism industry has developed over time – the decline of the
traditional travel agency and the rise of internet bookings. You will investigate the different organisations
that make up the industry: from transport providers to tour operators and visitor attractions.
Unit 2
In this unit you will learn about the importance of good customer service. This unit will also develop your
customer service skills and give you the opportunity to consider the level of customer service delivered
by existing organisations.
Unit 3
In this unit you will look at destinations in Europe that both leisure and business travellers visit. You will
research three countries in detail to produce portfolio work.
63

A2 Units
Unit 9
This unit focuses in the jobs involved in the Travel and Tourism industry and the skills needed to work
in the industry. This unit will give you the opportunity to assess your suitability to work in the Travel and
Tourism industry.
Unit 10
In this unit you will learn about the marketing process and the role promotion plays. You will also develop
your own selling skills and evaluate your effectiveness.
Unit 11
In the unit you will learn about special interest holidays to worldwide destinations. This will include researching
a variety of destinations and tour operators who provide these holidays.
Learning Method
You will learn through research, group work, tutorials and assignments. Your progress in school is monitored
carefully and you are given regular feedback, which ensures constant progression and improvement
throughout the course.
For the internally assessed units, students build up a portfolio of evidence. One third of the course is
assessed externally, through an examination based on a case study.
Student Progression
Having embarked upon Travel and Tourism you will find there is a natural progression through to degree
level. Relevant degree courses include: Travel and Tourism Management, Hotel Management, Tourism
and Heritage Management and a range of others. There are natural links into Geography, Languages,
Business Studies and Sports Studies, to mention but a few!
64

Poynton High School
Yew Tree Lane
Poynton
Stockport
SK12 1PU
Main Reception: (01625) 871811
Sixth Form Reception: (01625) 870894
Fax: (01625) 874541
Internet: www.phs.cheshire.sch.uk Email: info@phs.cheshire.sch.uk
Head of School: Mrs S Adamson (B.A. Hons) F.R.S.C
Director of Sixth Form: Mr M Dean (B.A. Hons)
Chair of Governors: Mr M Adams