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SCAN ME AND APPLY NOW!
Internal Applicant Deadline: Friday 13th November 2026 New Joiners Applicant Deadline: Friday 15th January 2027
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Contents Principal’s Welcome.............................................................................................................................................4 Director of Sixth Form’s Welcome ........................................................................................................................5 Introduction ........................................................................................................................................................6 Pastoral Care .......................................................................................................................................................6 Destinations and Support .....................................................................................................................................6 Dress Code...........................................................................................................................................................7 Choosing Subjects ................................................................................................................................................8 A Level Entry Requirements .................................................................................................................................9 Vocational Entry Requirements .......................................................................................................................... 10 Application Process ............................................................................................................................................ 10 Art and Design ................................................................................................................................................... 12 Biology .............................................................................................................................................................. 14 Business Studies ................................................................................................................................................ 15 CTEC Business Extended Certificate ...................................................................................................................... 16 Chemistry .......................................................................................................................................................... 17 Computer Science .............................................................................................................................................. 18 Criminology ....................................................................................................................................................... 19 Drama and Theatre ............................................................................................................................................ 21 Economics ......................................................................................................................................................... 22 English Literature ............................................................................................................................................... 23 Film Studies ....................................................................................................................................................... 24 Geography ......................................................................................................................................................... 25 Government & Politics ....................................................................................................................................... 27 Health and Social Care ....................................................................................................................................... 28 History............................................................................................................................................................... 30 Mathematics ..................................................................................................................................................... 31 Further Mathematics ......................................................................................................................................... 31 CTEC Digital Media Extended Certificate ............................................................................................................. 32 Photography ...................................................................................................................................................... 34 Physical Education ............................................................................................................................................. 35 Product Design ................................................................................................................................................... 37 Psychology......................................................................................................................................................... 38 Sociology ........................................................................................................................................................... 39 BTEC National Extended Certificate in Sport........................................................................................................ 40 Notes................................................................................................................................................................. 41 Notes................................................................................................................................................................. 42 3
Principal’s Welcome Welcome to Woodcote Sixth Form. I am delighted that you are considering applying for a place in our Sixth Form here at Woodcote, where we are proud to have an exceptional community of students and staff. At Woodcote, we have unashamedly high ambitions for every young person in our care. Together with our partner schools in The Collegiate Trust, we work collaboratively to realise our shared vision of providing an exceptional education for all. Our school vision celebrates inclusion, diversity and a genuine love of learning - values that are lived out every day within our close-knit Sixth Form. We expect our Sixth Form students to lead the way: to be role models for our younger students and to play an active part in the wider life of the school. We are a diverse, dynamic and vibrant Sixth Form where every student is valued, supported and encouraged to thrive as an individual. Our focus on high-quality teaching and learning at Key Stage 5 ensures that students experience depth, rigour and challenge in their studies. Our teachers know their students well and provide the personalised support needed to achieve the very best outcomes and realise ambitious future goals. Our guidance for university and apprenticeship pathways is exceptional, with the vast majority of students progressing to their first-choice destinations. We also value our strong partnership with parents and carers, recognising that collaboration is key to every young person’s success. Welcome to our Sixth Form - a community where ambition, opportunity and support come together to help every student succeed.
Ms K Marrill Principal
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Director of Sixth Form’s Welcome Welcome to Woodcote Sixth Form. I am delighted that you are considering joining our Sixth Form as the next part of your educational journey. Whether you have been with us since Year 7 or you are looking to join us for the first time as a Year 12 student, this is an exciting time in the next chapter of your lives. Sixth Form is a time where you focus on subjects that you are passionate about and ones you want to delve further into; developing your own skills and deepening your knowledge further. At this stage you might already be clear on the journey you are going on into adult life and might be aware of the opportunities available to you! You might already know the career pathway or university you wish to study at, or it might be that you are aiming to travel the world or work internationally. Or of course it might be that you are unsure of what the future holds for you - and that’s perfectly ok too! Here at WHS Sixth Form - we will support you in finding the right pathway for you and afford you a wealth of different opportunities and experiences to help you navigate your way and consider your next steps! We are a Sixth Form which is built on community. Students come to WHS Sixth Form because it is safe, it is predictable, and if we don’t already know you personally, from spending five years with us, we ensure we get to know each and every one of our students, so we can fully support you – helping you to flourish in your areas of strength and supporting you to develop in the areas where you feel least confident. We are extremely lucky to have outstanding Sixth Form teachers here at Woodcote, that go above-and-beyond for the students every day. In 2026, our students achieved excellent A Level results with 99% pass rate and 51% A- B. In our Vocational Courses, we achieved 63% D-D*, 98% M-D* and 100% pass rate. At Woodcote High School Sixth Form, we want to be able to provide every student in our community with the very best future life chances, which we recognise begins with the very best outcomes and experiences, as we know that learning changes lives. Above all, we want you to be happy, successful and well-rounded individuals who will contribute responsibly to society, and Woodcote is proud in our ability to develop our young people in this way.
Ms W Case Director of Sixth Form
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Introduction This Handbook provides a range of information about Woodcote Sixth Form and outlines the content of each course offered. Choosing the right courses for Woodcote Sixth Form is a crucial factor in every student’s success. Every internal Year 11 student applying to Woodcote Sixth Form is given a personal meeting with a senior member of staff to discuss choices and plans for the future. GCSE grades are the most reliable indicator of success on any post 16 course. We want our students to enjoy their courses and achieve their full potential. For these reasons, grade requirements are set for entry into Woodcote Sixth Form.
Pastoral Care We have a strong pastoral ethos and have a dedicated team of post-16 Tutors for Year 12 and Year 13 students. All students are allocated to a Tutor. Year 12 Tutors focus on the transition from Year 11 and providing support through the first year of Woodcote Sixth Form. Year 13 Tutors act as mentors throughout the UCAS application process and provide careers advice and guidance. In addition, we have a sixth form learning mentor, whose role is dedicated to the guidance and support of our students. Pastoral time is used to reflect upon progress as well as address any issues pertaining to Woodcote Sixth Form life and the wider community. The relationship between students and their Tutors is fundamental when it comes to progression beyond Woodcote Sixth Form.
Destinations and Support We believe that deciding the next steps post 18 are perhaps the most difficult, yet important decision young people make. Therefore, to support our students on this journey to their post-school education, training or work, we provide support to ensure that they make the decision that is right for them. For those students who are thinking that Medicine is their future, it’s important that this work starts in Year 12 as the competition for Medicine places from across the country is very strong. Therefore, we have a dedicated member of staff who provides support and guidance for this process from Year 12, preparing them with advice and guidance on work experience, writing their personal statements and preparing them for the UCAT/BMAT exams. Similarly, we collaborate with other Trust schools for those who are thinking about applying to Oxbridge – Oxford and Cambridge University. Again, the preparation for this begins in Year 12 when we advise those that are thinking about applying to inform us as early as possible, allowing us to provide the preparation and guidance needed. Once those students have been identified, they work with experts to prepare them for the tough application process including support writing their personal statements to ensure they are ready for the early UCAS application deadline in October. For all other students thinking of applying to university, there is a similar support process in place. All students start the process of preparing for this from Easter of their Year 12. Whilst there have been opportunities to see a careers advisor prior to this, the actual process of looking at courses and choosing universities begins with guidance from their Form Tutors from Easter, with the expectation that all begin writing their personal statements before the end of Year 12. We advise all students to complete this process, as whether the young person chooses to go to university or not, any job or apprenticeship will require a piece of writing about their achievements, which the personal statement will provide. Over the years we have been successful in supporting our students into achieving their first-choice places at university, many of which have been Russell Group. Whilst Russell Group universities have deserved reputations, they’re not always the right university or course so careful consideration should be given to choosing the right course for the individual, a process supported by their time in the Sixth Form. Students have achieved places at the following universities and courses amongst others: • •
Brunel University - Sociology Kings College – Ancient History, Classical Studies with English 6
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Nottingham University – Industrial Economics, Law University of Newcastle – Architecture and Urban Planning University of Southampton – Physical Geography, Geography, Physics with Astronomy, Computer Science University of Westminster – Marketing Management Nottingham Trent University – Law, Law with Criminology, Psychology
Dress Code Students are required to be smartly dressed to attend Woodcote Sixth Form, and should be in professional attire, with identity cards and lanyards worn and visible at all times. In practice, this means: • • •
Smart suit or smart trousers/skirt and smart jacket/blazer Shirt, smart blouse/shirt or turtle-neck jumper Formal shoe
Variations in colours or patterns are permitted but if in doubt, please speak with a member of the Sixth Form team. The following are examples of casual clothing that are not permitted (this is not an exhaustive list): • • • • • • • • • • •
Casual style dresses (e.g. those with a vest style top, very thin straps and/or strapless style top) Jeans/Denim trousers, shirts, blouses or skirts Casual trousers (e.g. combats, track suits, leggings) Casual tops (e.g. track suit, fleeces, t-shirts, hooded tops, vest tops) Shorts Sportswear Short skirts/revealing clothes Trainers Hats, caps and bandannas Clothing with logos or statements Crocs
In addition, students should appear professional in their image and Sixth Form ID lanyards must be worn at all times.
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Choosing Subjects Please be aware that subject content is dependent on changes to national policy and whilst the table below indicates the courses we intend to offer, it is possible that a course may not operate if there is insufficient demand. In such cases students will be advised as early as possible. Any changes made to your chosen subject will be discussed in your interview. To minimise the chances of choosing the wrong course you should: • • • • • •
Be aware of your particular skills and talents. Read the subject entries carefully and make sure you could cope with the demands of the course. Be realistic about your ability. Find out about your predicted grades for exams and coursework. Speak to your teachers about the requirements of their subject at Key Stage 5. Think about your interests. The more interested you are in the subject, the more likely you are to succeed. If you are lucky enough to know what career you would like to follow; find out as much as you can about the qualifications you will need. Do you want a broad range and variety of subjects in order to give yourself a wider choice of options for your future or do you want to pick subjects which complement each other? Find out as much as you can about the courses. Speak to current sixth form students and staff, family members and your Tutor.
In Year 13, students are given the opportunity to study the AQA Extended Project should they wish to do so. Details of the Extended Project can be found in this handbook.
Course Structure Choose 3 A Level/BTEC courses from those listed, sitting internal examinations at the end of the Year 12 and final A Level examinations at the end of Year 13. The most able students may choose to study 4 A Levels after consultation with the Woodcote Sixth Form staff.
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A Level Entry Requirements To study A Levels, you will need at least five GCSE grades 6 - 9, including a grade 5 or above in English and Maths. You must also meet the specific GCSE entry requirements for each A Level subject.
Course
Requirements
Art & Design
Grade 6 in Art/Photography. If Art/Photography has not previously been studied, then a photographic portfolio of 15-20 images to demonstrate aptitude
Biology
Grade 7 in Biology or Grade 7,7 in Combined Science and a Grade 6 in English and Maths
Business Studies
Grade 6 in English and Maths. If you have studied Business at Level 2 then Grade 6 in Business Studies or Grade D2 in relevant vocational course
Chemistry
Grade 7 in Chemistry or Grade 7,7 in Combined Science and a Grade 6 in English and Maths
Computer Science
If studied at Level 2 then Grade 6 in Computing and Grade 6 in Maths
Drama / Theatre Studies
Grade 6 in Drama and a Grade 6 in English is recommended
Economics
Grade 6 in English and Maths
English Literature
Grade 6 in English Literature and English Language
Film Studies
If studied at Level 2 then Grade 6 in Film Studies/Media. Grade 6 in English Literature or English Language
Further Maths
Grade 8 in Maths
Geography
Grade 6 in Geography or a Grade 6 in English Literature, English Language or Science
Government & Politics
Grade 6 in English Language/Literature or Grade 6 in Humanities subject
History
Grade 6 in History or a Grade 6 in English Literature or English Language
Maths
Grade 7 in Maths
PE
If studied at Level 2 a Grade 6 in PE or a Grade 6, 6 or above in combined Science and you must compete at a high level in at least one selected sport
Photography
Grade 6 in Art/Photography. If Art/Photography has not previously been studied, then a photographic portfolio of 15-20 images to demonstrate aptitude
Physics
Grade 7 in Physics or Grade 7,7 in Combined Science and a Grade 7 in Maths
Product Design
GCSE Grade 6 in Design and Technology or Art. Grade 5 in Maths. If DT has not been studied at KS4, a small portfolio will be requested as evidence of student skills
Psychology
Grade 6 in English and Science and a Grade 5 in Maths
Sociology
Grade 6 in English Literature/Language
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Vocational Entry Requirements To study vocational courses, you will need at least five GCSE grades 4 - 9, including English and Maths. You must also meet the specific GCSE entry requirements for each subject.
Course
Requirements*
Applied Science (BTEC)
Two Grade 5 in Triple Science or Grade 5,5 in Combined Science
Business (CTEC)
If studied at Level 2 Grade M2 in relevant vocational course or Grade 5 in GCSE Business. If not studied, then a Grade 5 in English
Criminology (Level 3)
GCSE Grade 6 in a Humanities subject or in English Language or Literature
Digital Media (CTEC)
If studied at Level 2 Grade M2 in relevant vocational course or Grade 5 in English
Health and Social Care (BTEC)
If studied at Level 2 Grade M2 in relevant vocational course or Grade 5 in English and grade 5 in Maths or Science
Sports Studies (BTEC)
If studied at Level 2 Grade M2 in relevant vocational course or Grade 5 in GCSE PE. If not studied, then a Grade 5 in Science
*Students may be considered for a limited range of courses if they demonstrate an aptitude for the subjects concerned.
Application Process Applications for Woodcote Sixth Form must be completed via the Microsoft Form which can be found by scanning the QR Code at the front of this booklet. The deadline for applications for INTERNAL students: Friday 13th November 2026 The deadline for applications for NEW JOINERS: Friday 15th January 2027 Sixth Form Taster Day: Tuesday 29th June 2027 GCSE Results Day & Sixth Form Enrolment Day: Thursday 19th August 2027 Following receipt of applications from students who currently attend Woodcote High School, they will be invited to a guidance interview with a senior member of staff. The purpose of this meeting will be to consider how well-suited a student is to the course choices they have selected and to offer advice and guidance, as appropriate. At the end of this meeting, the student will be made a conditional offer of a place in Woodcote Sixth Form if the senior member of staff is satisfied that the application is suitable. Guidance interviews for students will take place in the spring term. Following receipt of applications from students who do not currently attend Woodcote High School, references and reports will be requested from students’ current schools. Following this, the student will be sent a conditional offer of a place in Woodcote Sixth Form if the application is suitable. There will be an opportunity for students to request any changes to their chosen courses after the publication of mock results. Following GCSE examinations in the summer term, all students expecting to join Woodcote Sixth Form in September 2027 will be invited to the Woodcote Sixth Form Induction Days. Woodcote Sixth Form Enrolment will take place on GCSE Results Day.
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Applied Science Cambridge Advanced National (AAQ) Extended Certificate The Extended Certificate in Applied Science provides students with a theoretical knowledge and understanding of the fundamentals of science, preparing them for progression to undergraduate study. It covers core topics of biology, physics and chemistry and will equip students with relevant industry skills through researching, planning and performing a range of different laboratory investigations. The Cambridge Advanced Nationals in Applied Science encourages students to: • develop key knowledge, understanding and skills, relevant to the subject • think creatively, innovatively, analytically, logically and critically • develop valuable communication skills that are important in all aspects of further study and life • develop transferable learning and skills, such as evaluation, planning, presentation and research skills, that are important for progression to HE and can be applied to real-life contexts and work situations • develop independence and confidence in applying the knowledge and skills that are vital for progression to HE and relevant to the sciences sector and more widely. This course reflects the demands of a truly modern and evolving applied science environment and will give you the skills and allow you to apply them in your chosen post-16 pathway.
Content of Course In the first year, you will study key concepts in biology, chemistry and physics as part of F180 Fundamentals of Science which will be assessed with one external exam in the summer term of Year 12. You will also undertake study as part of F182 Investigating Science where you will develop skills in planning, performing, analysing and evaluating an investigation as part of the NEA component of the course. In the second year, you will complete study of key concepts and produce work for the following two NEA components: • Analytical Techniques in Chemistry (F183) • Forensic Biology (F185) You will also complete study for the F181 Science in Society externally assessed exam component.
Specific Requirements and Skills Required • • • •
GCSE Combined Science 5-5 or Separate Science Grade 5 in at least two subjects. Grade 5 in English and Maths Good practical skills and a logical approach to practical activities A problem-solving and analytical mindset.
Progression With a qualification in Applied Science, you could go on to study a range of subjects at university or access an apprenticeship in areas including nursing, midwifery, biological sciences, sport and health, and science education.
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Art and Design If you are passionate about creativity and visual expression an Art and Design A Level could be for you. The course is creatively challenging and personally fulfilling, providing the ideal platform for any student wishing to pursue the extensive career opportunities in the creative and visual arts field. This course encourages exploration of what art means to you and to the world around you. Fine Art will develop your creative and practical skills across a wide range of themes and ideas. The Course encourages you to select your own distinct themes and artist connections as well as learning a wide range of creative processes and techniques. One of the most exciting aspects of A Level Fine Art is the freedom to develop a personal body of work that reflects your own creative journey. Guided by expert teachers, you’ll explore themes and ideas that truly inspire you, evolving your skills and artistic direction along the way. You would be joining a successful and dynamic department, where students create successful applications and portfolios to an array of Art related degree courses including Fashion and Marketing, Textiles, Architecture, Fine art, Graphic Design, Illustration, Theatrical Costume and Makeup as well as many more. This course is open to students who have achieved grade 6 and above in GCSE Art. We also consider portfolio submissions from students who love Art but did not choose it as a GCSE option. In this instance, your application portfolio can include: • • •
An explanation as to why you want to study Art, Craft and Design. Your best pieces of Art showing your ability to explore a breadth of materials, styles and techniques. Three famous Artworks which are, in your opinion, thought provoking. Include a written analysis of your choices.
Content of Course Year 12 Term 1: Induction period of foundation skills workshops to broaden your creative horizons and introduce you to new materials and processes. Year 12 Term 2 and 3 Component 1: Personal Investigation worth 60%. This concludes by 1st February in Year 13. You will unlock your intuitive powers through debating the power of Artists’ work, while experimenting with a breadth of materials to develop your own recognisable style. Aiming high will enable you to produce a body of work rather than one single piece. Your teacher and peers will provide extended feedback and portfolio advice throughout this unit. This component includes a personal study essay of 1000 words minimum. Component 2: Externally Set Assignment worth 40%. This starts 1st February and concludes early May. You will produce a second portfolio in response to a stimulus which is set by the exam board. Previous titles have included elements, identity, relationships and journey. Starting points for this project tend to be open ended to encourage lateral thinking and allow for individual development of ideas and a breadth of outcomes. Given a broad theme as a starting point, you are required to prepare your ideas, intentions and a final response. You will produce your final outcome under exam conditions in fifteen hours. This will be completed over three days in the Art classroom.
Specific Requirements and Skills Required • • • • •
Grade 6 in Art/Photography. If Art/Photography has not previously been studied, then a photographic portfolio of 15-20 images to demonstrate aptitude Ability to work independently and as part of a group Attention to detail and creativity Production of a portfolio requires persistence and good time management skills An eye for composition and an ability to work creatively with a breadth of materials and composition 12
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Analytical writing Think in a perceptive way Wider reading of art essays Willingness to research at exhibitions in London and/or virtual exhibitions. Ability to write an illustrated essay inspired by your own creative journey and interests.
Progression Fine art, film studies, architecture, photography, visual merchandising, graphic design, textiles, fashion, museum/gallery curator, interior design, theatrical make-up, illustration, concept art, Art curation, Art history, combined degrees which feature Art modules.
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Biology Do you wonder at the complexity of life on this planet? Are you interested in how all this life has evolved from a universal common ancestor? Do you want to understand how living things harness the Sun’s energy to sustain this life or how the human body works to maintain heath and prevent disease? Biology is the scientific exploration of the vast and diverse world of living organisms; an exploration that has expanded enormously within the last four decades revealing a wealth of knowledge about ourselves and about the millions of other organisms with whom we share this planet. The subject is held together by the five unifying principles; Cell Theory, Gene Theory, Evolution, Energy and Homeostasis, all of which are studied in detail over the two-year course. Some of the most enjoyable aspects of the course are the opportunities to develop practical skills in observation and experimentation. It is also interesting to discuss of the application of this dynamic subject in recent news and events and the subsequent controversy and ethical implications. This fascinating and relevant subject can lead the way to further biological research which spans an almost infinite spectrum of studies from small molecules to whole ecosystems.
Content of Course Year 12 - The first year of the course centres first on the study of ‘Module 2 Foundations in Biology’ looking at the structure of cells and molecules. From this, two further modules are studied, ‘Module 3: Exchange and Transport’ and ‘Module 4: Biodiversity, Evolution and Disease’. Practical activities throughout the year allow the teaching of ‘Module 1: Development of Practical Skills in Biology’. Year 13 - For the second year of the course, you will study ‘Module 5: Communication, Homeostasis and Energy’ and ‘Module 6: Genetics, Evolution and Ecosystems’. You will also continue to study ‘Module 1: Development of Practical Skills in Biology’. The course culminates in three exams. • • •
Biological Processes (Modules 1, 2, 3 and 5) 100 marks, 2hr 15 mins, 37% of A Level Biological Diversity (Modules 1, 2, 4 and 6) 100 marks, 2hr 15 mins, 37% of A Level Unified Biology (Modules 1–6) 70 marks, 1hr 30mins, 26% of A Level
Specific Requirements and Skills Required • • • • • • •
GCSE Biology (7) or GCSE Double Science (7,7) A high standard of literacy and numeracy The ability to hypothesise, research, draw conclusions and evaluate ideas The ability to interpret and analyse information presented in a range of contexts Good practical skills and a logical approach to practical activities A love of reading An inquisitive and enquiring mind
Progression With a qualification in Biology, you could go on to study a variety of subjects at university, such as: Environmental Science, Pharmacology, Medicine and Dentistry. From there, you might enjoy a career in Biotechnology, Health Care, Food Sciences or Medicine. Amongst the most dynamic and popular fields, at the moment, are to be found in Embryology and Genetics.
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Business Studies Business Studies is a subject of great relevance in a period of rapid change. Business Studies emphasises the diverse nature of business enterprise, the ever-changing character of business and the interdependence of the various parts of the business world. It is concerned with themes such as innovation and change, social and environmental responsibilities, take-overs and mergers and ethical considerations. It provides a unique insight into the world of work. You will discover how businesses operate and learn about their key elements and essential business functions. This knowledge, and the holistic understanding that develops, is invaluable and it offers an excellent foundation for those wishing to pursue careers in management, marketing, project management, business accounting, management consultancy, human resources, and business journalism as well as those interested in continuing further study at University.
Content of Course During the two year program you will develop an appreciation of the different types of businesses, the functions of businesses and how businesses operate in the context of the external environment. You will also learn about the role of managers within businesses. This will include developing an understanding of what managers do, how they lead and the different types of management styles which managers may adopt. Decision making is a key management function and during the course of your studies you will learn how the decision making process is implemented relative to the major functional areas of business. This will include looking at decision making relating to the marketing, operational, financial, and human resource functions of the business. As we progress through the course, the focus will move onto the strategic aspects of business management. You will be encouraged to develop an understanding of the process of strategic planning and will be learning how to identify suitable strategic options in addition to developing a greater awareness of how to manage strategic change. All of the subject content will be delivered in the context of real businesses.
Specific Requirements and Skills Required • • • • • •
GCSE Business 6 (if taken), otherwise, GCSE English Language 6 The ability to carry out research Confident in the use of numbers An awareness of current business issues The ability to transfer an understanding of theoretical concepts to real business practice A high standard of literacy
Progression University courses in a variety of subjects can be taken. Those who wish to take Business Studies at degree level will find that all universities offer courses. Professional and vocational courses are also offered at most universities. Related subjects are: Economics, Accountancy and Finance, Administration, Management, Public Administration including advertising, marketing, public relations and retailing. Many people who have studied Business Studies find jobs in areas as varied as administration, advertising, financial services, marketing, personnel, teaching, and in local and national government.
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CTEC Business Extended Certificate This course gives you a solid understanding of the business world. You’ll explore how businesses are set up, how they operate, and how they succeed. It’s practical, engaging, and designed to help you apply what you learn to reallife situations.
Content of Course You’ll complete five units in total: Three Mandatory Units: 1. The Business Environment (Exam based, external assessment) Understand how businesses operate within wider external contexts (legal, financial, ethical, etc.) and how internal functions interrelate. 2. Working in Business (Exam based, external assessment) Learn essential workplace skills like organisation, prioritisation, and communication. You'll also explore business documents and protocols. 3. Customers and Communication (coursework) Discover how businesses understand and meet customer needs, and how to communicate effectively with different audiences. Two additional Units (Coursework) •
Marketing
•
Human Resources
Specific Requirements & Skills Required •
Vocational qualification equivalent to one A Level.
•
Designed for students aged 16+ who are interested in the world of business.
•
Combines theory with practical, real-world application.
•
Recognised by universities and employers, with UCAS points awarded.
•
Offers a flexible structure with both mandatory and optional units.
Progression •
University: Progress to business-related degrees (e.g. Business Management, Marketing, Finance).
•
Employment: Enter the workforce with strong business and transferable skills.
•
Apprenticeships: A solid foundation for higher-level apprenticeships in business sectors.
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Chemistry You will get to wear a white coat – we are the only science subject that actively encourages it. You will find out how to name, as well as make, some of the chemicals you find in shower gel as well as making substances that are used as flavourings, fragrances, and pharmaceuticals. You will learn why water has odd properties, how greenhouse gases are formed, how to make the flavouring found in pear drops, how to tell whether a substance is washing powder or a Class A drug, the many uses of crude oil, and much, much more.
Content of Course Across Years 12 and 13, you will study content from the three branches of Chemistry in increasing detail: Physical Chemistry - You will look at the nature of atoms, molecules and bonding, and investigate rates of reactions, thermodynamics and equilibrium constants. Inorganic Chemistry - You will discover the trends in the Periodic Table and explain the properties of transition metals and reactions of ions. Organic Chemistry - You will look at a range of organic molecules from alkanes and alkenes to alcohols and polymers. There is an introduction to Biochemistry through the study of proteins and DNA. You will learn the latest techniques used by Scientists to analyse molecules. There are required practicals throughout the course that students will carry out and evaluate. Your understanding of these will be assessed through questions in the final examinations rather than a specific practical assessment, so we will put a strong focus on understanding the purpose of experimental technique. You will pass a Practical Skills Endorsement that is separate to your A Level grade, if you become fluent in the five key competencies. The course is examined through 3 papers at the end of Year 13: 1. Inorganic and Physical Chemistry – 105 marks, 2 hours 2. Organic and Physical Chemistry – 105 marks, 2 hours 3. Practical skills, data handling and synopsis – 90 marks, 2 hours
Specific Requirements and Skills Required • • • • • • •
GCSE Chemistry (7) or GCSE Combined Science (7-7) A high standard of literacy and numeracy (recommended Grade 7 Maths due to A Level standard Maths) The ability to hypothesize, research, draw conclusions and evaluate practical work The ability to interpret and analyse information presented in a range of contexts Good practical skills and a logical approach to practical activities A love of reading, as wider reading will be required An inquisitive and enquiring mind
Progression Chemistry is a subject that opens doors to many different career paths and it is now almost compulsory for anyone who wants to study Medicine. People with a degree in Chemistry go on to work in many diverse fields including the pharmaceutical industry, oil industry, accountancy, marketing, publishing, the civil service and law.
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Computer Science At Woodcote Sixth Form the OCR A-Level Computer Science course aims to deliver a practical curriculum targeted toward preparing students aspiring for further studies at either university or through apprenticeships. At the heart of their study is the ability to problem solve and provide solutions to problems. It will also provide students with a deep understanding of computer systems, software, hardware, data and network communications. Students will also investigate the impact of technology on the world and understand the consequences of using computers socially, legally and ethically.
Course Contents The OCR A-Level in Computer Science comprises of 3 components: Component 1 - Computer Systems (40% of A-level) - This component of the course comprises of theoretical study of the internal workings of computer systems. Topics covered include the central processing unit, the exchange of data and software development lifecycles. Students also encounter a variety of different data structures and data types used in programming as well as exploring the different legal and ethical issues that arise from the use of computer systems Component 2 - Algorithms and Programming (40% of A-level) - This component of the course incorporates and builds on the topics covered in Component 1. Students develop their ability to solve problems through computational thinking and being able to understand and use a variety of programming techniques. Students will explore object orientated programming, modularity and recursion. A number of computational methods are studied, and students will encounter a number of existing approaches to solving problems through the creation of complex algorithms. Component 3 – Programming Project (20% of A-level) - This component enables students to develop their analysis, design and development skills tackling a sizeable project. The programming solution they develop must be complex and solve a real-life problem. Students are required to investigate an existing system in order to develop their own solution. Students will be expected to analyse a problem, design a solution, develop a solution, test their solution and evaluate and document their work. The purpose of this coursework is to enable students to develop skills in problem solving and programming which supports their ability to tackle the second A-level examination on Algorithms and Programming.
Specific Requirements and Skills Required • • • •
GCSE Computer Science (6) or GCSE Mathematics (6) if not studied Computer Science at GCSE A high standard of both literacy and numeracy An ability to create, debug and trace programs solving problems independently A love of computers and an interest in computer programming
Progression Students can progress from this qualification to higher education degrees courses in Computer Science or in related subjects such as Information Technology, Website Development, Game Design, Engineering and Mathematics. Past year 13 students are now studying degree courses at the UCL, Imperial, Kings, Queen Mary and Manchester. Other past students have progressed onto programming and engineering apprenticeships at businesses including British Airways. These further education pathways can lead to a wide range of careers in areas such as software development, web development, application development, system analysis, system development and system testing.
Further Reading OCR A-Level Computer Science (George Rouse, Jason Pit, Sean O’Bryne)
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Criminology The course has elements of psychology, law and sociology that compliments studies in social sciences. An understanding of Criminology is useful to many job roles within the criminal justice sector, including police officers and social workers.
Course Contents Studying Criminology develops critical thinking skills, a deep knowledge of relevant issues applied to the crime context and skills that are relevant in careers working with and supporting people such as politics, probation work and law. Four units studied, including: • • • •
Changing Awareness of Crime Criminological Theories Crime Scene to Court Room Crime & Punishment
Year 12: • •
Unit 1 Changing Awareness of Crime Unit 2 Criminological Theories
Year 13: • •
Unit 3 Crime Scene to Court Room Unit 4 Crime & Punishment
Internal Assessment: The following units are internally assessed: • •
Unit 1: Changing Awareness of Crime Unit 3: Crime Scene to Courtroom
The following principles apply to the assessment of each internally assessed unit: • • •
• •
Units are assessed through summative controlled assessment (available electronically). Controls for assessment of each internally assessed unit are provided in a model assignment. Each internally assessed unit must be assessed independently. Learners may produce a piece of evidence that contributes to the assessment criteria for more than one unit. This is acceptable provided it can be clearly attributed to a specified assessment criterion and has been produced under the appropriate controlled conditions for each unit. All grades are awarded based on the number of marks attained in each assessment. Grade descriptors are provided for Grades A, C and E.
External Assessments: The following units will be externally assessed: • •
Unit 2: Criminological Theories Unit 4: Crime and Punishment
Details of the external assessment are as follows: •
90-minute examination 19
• • • • • • • • • •
total of 75 marks three questions on each paper short and extended answer questions, based on stimulus material and applied contexts each question will have an applied problem-solving scenario each paper will assess all learning outcomes and assessment criteria will be sampled in each series electronically assessed (e-assessment) available in June of each year learners are allowed two re-sit opportunities; the highest grade will contribute towards the overall grade for the qualification WJEC will produce a mark scheme which will be used as the basis for marking the examination papers graded: on a scale of A to E
Specific Requirements and Skills Required GCSE Grade 6 in English Language or Literature
Progression Students can progress from this qualification to higher education courses, such as degrees Degree courses such as: • • • •
BA/BSc Criminology BSC (Hons) Criminology and Psychology BSc (Hons) Law with Criminology BA (Hons) Criminology and Sociology.
A wide range of careers in areas such as journalism and media, education, Libraries, national and local government, and the civil service.
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Drama and Theatre Studying Drama and Theatre will allow you to unlock boundless creativity and innovation. You will open diverse career pathways in the creative industries and across a wide range of fields far beyond the stage. Drama and Theatre requires students to explore, perform and direct a variety of play texts, devise original performance, analyse theatre and production values and critically evaluate the work of practitioners and playwrights.
Content of Course Component 1: Devising - 40% of the qualification. Students will devise an original performance piece, using a key extract from a performance text and a theatre practitioner as stimuli. This is internally assessed and externally moderated. There are two parts to the assessment: 1. A portfolio (30% of the qualification) 2. The devised performance (10% of the qualification) Component 2: Text in Performance - 20% of the qualification There are 2 parts to the assessment: 1. A group performance of one key extract from a performance text. (12% of the qualification) 2. A monologue or duologue performance from one key extract from a different performance text. (8% of the qualification) Component 3: Theatre Makers in Practice. Written examination: 2 hours 30 minutes. 40% of the qualification There are 3 parts to this assessment: 1. Live theatre evaluation 2. Practical exploration and study of a complete performance text – focusing on how this can be realised for performance. 3. Practical exploration and interpretation of another complete performance text, in light of a chosen theatre practitioner – focusing on how this text could be reimagined for a contemporary audience.
Specific Requirements and Skills Required • • • • • • •
Drama GCSE (6) (if taken) – If Drama GCSE not taken, GCSE English Lit (6) and English Language (6) An enthusiasm for performing and live theatre. A willingness to develop as a performer. Ability to respond to constructive feedback. A high standard of literacy. The ability to research and make connections between the theatre and performing for a modern audience. Discipline to research and rehearse independently. An open and inquiring mind.
Progression An A-Level in Drama and Theatre Studies launches you into an exciting world of higher education, opening doors to intensive elite training at conservatoire drama schools, dynamic university degrees in performing arts, or academic pathways like Humanities and English Literature. There are many courses at University that approach the subject from both a practical and theoretical basis and many will combine other subjects such as History, Classics or English.
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Economics We are living in very interesting times to study Economics. After the NICE years (1994 – 2007) came the Financial crisis of 2008, followed by the Great Depression. Most developed countries are still feeling its effects, with stagnation in parts of Europe and uncertainty about future growth elsewhere. When this is linked to political tensions, for example in the Middle East and Russia, it makes for a difficult climate for policy makers. During the two year programme your study of economics will be divided in the two key areas of economic theory. In terms of Microeconomic theory, you will learn about the economic problem, the allocation of resources, the concept of scarcity, production and efficiency and market failure. You will learn about the economic aspects of the labour market including equality, equity and the distribution of income and wealth. Finally you will develop an awareness of how the government intervenes in markets to correct market failure and the risk of government failure. You will develop an understanding of why some markets work and others fail. You will consider commodity, energy and labour markets In terms of Macroeconomic theory you will develop an understanding of how macroeconomic performance is measured, how the macro economy works including the circular flow of income and the aggregate demand and aggregate supply concepts. Your studies will also involve learning about monetary policy and how the financial markets operate. You will also learn about fiscal policy. Finally you will develop an awareness of the importance of the international economy and the impact of globalisation. Assessment exam papers at the end of Year 13: Paper 1
Markets and Market Failure
Paper 2
National and International Economy
Paper 3
Economic Principles and Issues
This is done through a combination of data response, essay and multiple choice questions.
Specific Requirements and Skills Required • • • • • •
GCSE Economics 6 (if taken) or GCSE Mathematics (6) and GCSE English (6) Analytical and evaluative skills High level of literacy Numeracy and logic An interest in economic issues in the news Research skills
Progression Economics, Business or Politics related degree courses as well as opportunities in finance, Public Administration, Business or Education.
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English Literature English Literature A-Level offers a vibrant journey into the world of novels, plays, poetry, and critical thinking. If you love reading, analysing, and discussing the rich themes and characters that shape the world around us, this course will ignite your passion for storytelling and the human condition. The A' Level English Literature course will delve into a diverse range of literary works, spanning different periods and genres. From classic Shakespearean plays to contemporary novels, our curriculum is designed to engage students with the rich tapestry of English literature. Through in-depth discussions, critical analyses, and creative interpretations, you will develop a profound appreciation for the power of language and storytelling.
Content of Course A rich and diverse range of literature is presented. Students are required to study a total of eight texts over the full A Level. The selection must include at least: two plays, two novels, two poetry anthologies, three texts published before 1900, one play by Shakespeare and one text published after 2000. Students are encouraged and expected to read outside of the scope of these primary texts. The first of two exams is entitled ‘Love Through the Ages’ and, as well as one unseen poetry element, includes assessment based on Shakespeare’s tragedy Othello, Fitzgerald’s novel The Great Gatsby and a selection of love poetry published before 1900. The second exam – entitled ‘Texts in Modern Times’ – includes one unseen prose element and questions on: Williams’ modern drama A Streetcar Named Desire, the recent poetry collection Skirrid Hill by Welsh poet Owen Sheers and the popular Margaret Atwood novel, The Handmaid’s Tale. The final 20% of the course is assessed through the completion of a piece of coursework that expects students to compare two texts of their own choice. This is an exciting opportunity for candidates to pursue personal literary interests and play to their own strengths.
Specific Requirements and Skills Required To take English Literature at A-Level, you should have: • • •
A Grade 6 or above in GCSE English Literature and English Language. A love of reading and writing is essential! The ability to analyse texts in-depth, understanding complex themes and ideas. Strong written communication skills and the willingness to develop your own voice in essay writing and literary critique.
Progression English Literature A-Level is a facilitating subject that opens doors to a wide range of careers and further study opportunities. Many students who study English Literature go on to pursue degrees in English, History, Journalism, Law, Creative Writing, Politics, STEM and more. Additionally, the analytical, communication, and critical thinking skills you develop in English Literature are transferable to almost any profession. These skills help you navigate complex ideas, express yourself effectively, and approach challenges with a creative and thoughtful mindset.
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Film Studies This course provides the opportunity to engage with a diverse selection of films, including mainstream American productions from both historical and contemporary contexts, recent and contemporary British cinema, American independent films, and global cinema in both English and non-English languages. The historical scope is further enriched through the study of silent film and significant cinematic movements, enabling learners to develop an understanding of film’s evolution from its early origins to its ongoing digital transformation. In addition, the exploration of documentary, experimental, and short films broadens the critical and contextual dimensions of study.
Content of the Course 70% Examination and 30% Non-Examined Assessment (NEA) Year 12 - You will study the key elements of film form including cinematography, mise en scène, editing, sound and performance. You will also study the contexts of your chosen films and what was happening when the film was made; What can the film tell us about history and society at that time? In the first year, students study the specialist film areas of Autership, Spectatorship and Narrative. • Hollywood 1930-1990 • American Independent Film • British film • European Film • Global Film •
Year 13 - You will study the films in terms of the representations they present or challenge. You will engage in the study of Ideology, the Auteur and Critical Debates surrounding Film. • Film Production • Documentary • Silent Film • Experimental Film • Short Film NEA There is a creative production element which allows you to showcase the film-making or screenwriting skills you have developed during the course: • Short film • Short film Screenplay (with storyboard) • Evaluative Analysis •
Specific requirements and Skills If studied at Level 2 then Grade 6 in Film Studies/Media. Grade 6 in English Literature or English Language.
Progression Studying A-Level Film Studies opens the door to an exciting range of progression opportunities in higher education and beyond. Students may choose to continue their journey at university, where they can specialise in areas such as film production, screenwriting, film theory, media studies, or digital media. The skills developed through the course – from critical analysis and creative thinking to technical production and research – are highly valued across a wide spectrum of industries. Graduates often pursue careers in film and television, journalism, advertising, digital content creation, animation, game design, and other creative sectors. With the global growth of streaming platforms and digital media, the demand for fresh voices and innovative storytellers is greater than ever, making Film Studies an inspiring pathway for students eager to shape the future of the creative industries.
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Geography In Geography, we strive to create global citizens who can analyse and critique relationships between the human and physical world. Geographers seek to explain human and physical processes and look deeply at the interactions between these. Geography today is focused on current issues and decision making. As Geographers, we must attempt to understand differing values and attitudes, whilst also preserving and respecting the natural world. We must endeavour to understand and explain both physical and human processes as a means of making judgements and to create a sustainable future. The Geography course at Woodcote High is designed to meet this challenge and we follow an engaging and dynamic curriculum that is relevant and appropriate to the Geographers of today.
Content of Course AQA A-Level Geography Year 12 Physical Geography Unit 1: Hazards - The hazards section of the course focuses on the lithosphere and the atmosphere, which intermittently but regularly present natural hazards to human populations, often in dramatic and sometimes catastrophic fashion. By exploring the origin and nature of these hazards and the various ways in which people respond to them, students are able to engage with many dimensions of the relationships between people and the environments they occupy. This section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. Human Geography Unit 1: Changing Places - Within Changing Places, we focus on people's engagement with places, their experience of them and the qualities they ascribe to them, all of which are of fundamental importance in their lives. Students acknowledge this importance and engage with how places are known and experienced, how their character is appreciated, the factors and processes which impact upon places and how they change and develop over time. Through developing this knowledge, students will gain understanding of the way in which their own lives and those of others are affected by continuity and change in the nature of places which are of fundamental importance in their lives. Physical Geography Unit 2: Water and Carbon Cycles - This focuses on the major stores of water and carbon at or near the Earth’s surface and the dynamic cyclical relationships associated with them. These are major elements in the natural environment and understanding them is fundamental to many aspects of physical geography. Human Geography Unit 2: Global Systems and Global Governance: - This topic focuses on globalization – the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades. Year 13 Physical Geography Unit 3: Coastal Systems and Landscapes - This section focuses on coastal zones, which are dynamic environments in which landscapes develop by the interaction of winds, waves, currents and terrestrial and marine sediments. The operation and outcomes of fundamental geomorphological processes and their association with distinctive landscapes are readily observable. In common with water and carbon cycles, a systems approach to study is specified. Human Geography Unit 3: Population and the Environment - This section explores the relationships between key aspects of physical geography and population numbers, population health and well-being, levels of economic development and the role and impact of the natural environment. Engaging with these themes at different scales fosters opportunities for students to contemplate the reciprocating relationships between the physical environment and human populations and the relationships between people in their local, national and international communities. 25
Within this topic, students will exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. Alongside the two exam papers (each paper is 40% of the A-Level), there is a piece of coursework (Non-Examined Assessment). This is worth 20% of the final A-Level grade (3000-4000 words) and is based on the students' independent investigation. We attend four fieldwork trips to practice fieldwork methods, which students can then apply to this piece of work.
Specific Requirements and Skills Required • • • • • • •
The students MUST receive a grade 6 in Geography GCSE and/or a 6 in English Literature or Language An ability to undertake individual research/investigative work, including fieldwork A willingness to extend your understanding of geographical ideas, concepts and processes An ability to identify and analyse the connections between the different aspects of geography An ability to analyse and critique geographical information in a variety of forms and from a range of sources A willingness to consider new ideas and developments about the changing nature of the globe in the 21st century and demonstrate a keen interest in current affairs An ability to critically reflect on and evaluate the strengths and limitations of approaches and methods used to research different theories
Progression A large number of our students go onto study Geography at university with our alumni attending Kings College London, University College London, the University of Exeter and Royal Holloway, to name just a few. Geography is an incredibly popular subject at university, as it is one of the most employable subjects. Related subjects are Surveying, Geology, Meteorology, Environmental Management and Social Services. Geography incorporates a tremendous variety of aspects with an enormous range of skills and techniques. Career opportunities are extensive and varied as a Geography degree is recognised for the wide range of skills it develops.
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Government & Politics “I don’t do politics!” Really? Who says you can’t buy alcohol under 18? Who says you have to stay in education or training until 18? Who chooses our politicians? Does Parliament truly reflect society? Are the political parties really any different from each other? What impact will 'Brexit' have on the UK? Why is the UK involved in conflicts around the world? Why does poverty exist? Is climate change the most important global issue? Through the study of current affairs, independent research and interpreting the words and acts of politicians in an objective way, you will reach a clear understanding of a range of British and global politics and how they are linked.
Content of Course Year 12 • • •
UK Politics: democracy and participation; political parties; electoral systems; voting behaviour and the media. UK Government: the constitution; Parliament; the Prime Minister and the Executive; relations between the branches. Core and Non-core political ideas: Conservativism, Liberalism, Socialism and Nationalism
Year 13 • •
Government and politics of the USA and comparative politics: Congress, the Executive, Supreme Court, Elections, Political Parties, Democracy and Representation. Political ideas: Liberalism, Conservatism, Socialism, Feminism, State, Society, Human Nature, Economy.
Specific Requirements & Skills Required • • • • • • • •
GCSE Humanities (6); GCSE English Language (6) or GCSE English Literature (6) A real and developed interest in current affairs A high standard of literacy The ability to research and make connections A love of reading and analysing texts and philosophical ideas An open, inquiring mind and a love of debate A fascination for international developments and the ideas of other people and their views about society An ability to draw parallels between ideas and theories and their application in the modern world
Progression Many students who have studied Politics at Woodcote have gone on to study it at university, either on its own, alongside another subject or as part of an International Relations course. Politics and International Relations are popular degree courses offered by many universities. It lays a good foundation for courses in Law, Sociology, Economics, History and Philosophy amongst others. Career opportunities are extensive and varied as a Politics degree is recognised for the wide range of skills it develops.
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Health and Social Care OCR Level 3 Alternative Academic Qualification Cambridge Advanced National in Health and Social Care (Extended Certificate) at Key Stage 5 is a vocational course, through a combination of theoretical study and hands-on experience, you will develop the necessary knowledge and skills that can support progression to higher education health or social care study. In the examined units, you will study key knowledge and understanding relevant to health and social care. In the non-examined assessment (NEA) units, you will demonstrate knowledge and skills you learn by completing applied or practical assignments. For this qualification, students must complete six units: • • •
Two mandatory externally assessed units Two mandatory NEA units Two optional NEA units
Written Examination F090 Principles of Health and Social Care In this unit you will learn about the key topics that are important to develop underpinning knowledge and understanding relevant to health and social care. Topics include: •
Topic Area 1 Equality, diversity, and rights in health and social care settings; Topic Area 2 Managing hazards, health and safety in health and social care settings; Topic Area 3 Legislation in health and social care settings; Topic Area 4 Best practice in health and social care settings
F091 Anatomy and Physiology for Health and Social Care In this unit you will learn about the arrangement of body systems and the structure and function of the component parts. You will learn about key processes within each body system, that enable them to function properly. You will then explore conditions affecting these systems, specifically learning about the biological basis, monitoring, treatment and impact on lifestyle and independence. Topics include: •
Topic Area 1 Cardiovascular system; Topic Area 2 Respiratory system; Topic Area 3 Digestive system; Topic Area 4 Musculoskeletal system; Topic Area 5 Control and regulatory systems; Topic Area 6 Reproductive system
NEA (Coursework) F092 Person-centred Approach to Care (Mandatory) In this unit you will learn the principles and values that underpin a person-centred approach to care and the practical tools that can be used to develop care plans for individuals. You will explore how to communicate in health and social care, how to build relationships and the barriers that need to be overcome to achieve person-centred care. You will learn to write outline care plans to suit individuals, using person-centred approaches and develop your reflective practice skills. Topics include: •
Topic Area 1 Taking a person-centred approach; Topic Area 2 Meeting needs and providing support in a person-centred way; Topic Area 3 Communication skills needed to offer person-centred care;
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F093: Supporting People with Mental Health Conditions (Mandatory) In this unit you will learn about how individuals with mental health conditions can be cared for and supported in a way which is suitable for their needs. You will do this through exploring the meaning of mental health and mental health needs and considering the main types of mental health conditions and how these may affect the life of individuals. You will explore the different ways that individuals may be supported to promote their mental wellbeing, manage their illness, and different forms of treatment that may be available. Topics include: •
Topic Area 1 Definitions and views of mental health; Topic Area 2 Mental health conditions; Topic Area 3 Provision of mental health services; Topic Area 4 Treatment and support for mental health conditions
F094: Supporting People with Long Term Physiological Conditions (Optional) In this unit you will learn about the different types of long-term physiological conditions, how these are caused and the daily and long-term effects on individuals. In addition, you will develop an understanding of the different methods of monitoring these conditions as well as treatments. You will have the opportunity to conduct your own research and gather data on services in your local area; this data will be used to present your ideas on the effectiveness of the local services. The skills you develop conducting and interpreting your research will be independent learning, referencing, time management and critical thinking. Topics include: •
Topic Area 1 Long term physiological conditions; Topic Area 2 Monitoring and treatment; Topic Area 3 Impact of long-term conditions; Topic Area 4 Support individuals to plan their care and support
F096: Supporting People in Relation to Sexual Health, Pregnancy and Postnatal Health (Optional) In this unit you will learn about and research the most important aspects of sexual health including relationships, the law, consent, sexual health, sexually transmitted infections, contraception, pre-conceptual care, birth, and the immediate care of the baby, and how to obtain support for these. You will also learn to produce advice and guidance that is personalised for specific individuals with issues related to sexual health and pregnancy, birth and postnatal health. You will develop skills needed to deliver advice and guidance in a sensitive and professional way and review the process of doing this. Topics include: •
Topic Area 1 Advice and guidance on sexual health issues; Topic Area 2 Advice and guidance on pregnancy, birth and post-natal issues; Topic Area 3 Plan, deliver and review an advice and guidance session
Specific Requirements and Skills Required • • •
Grade 5 in English; Grade 5 in GCSE Maths or Science Good research and extended writing skills Ability to apply, analyse and evaluate information.
Progression With a qualification in Health & Social Care, you could go on to study a range of subjects at university or access an apprenticeship in areas including nursing, midwifery, social work, radiography, teaching e.g. primary education, law, sport and health.
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History Have you ever wondered why the film and TV industries continue to dramatise events in the past? It’s because they are fascinating and important. We need to study the past to be able to understand where we come from and our position in the world, and to learn lessons for the future. History broadens the mind. It allows us to fulfil our natural inquisitiveness. It’s concerned not only with the ‘hows’ but, more importantly, the ‘whys’. An interest in the past stems from the needs of people to discover a sense of their own identity and an awareness of their own culture, as well as that of other societies. The study of History is pursued through the examination of a wide range of evidence; the historian’s skill lies in the ability to evaluate and interpret this evidence and to present clear, concise and relevant arguments in support of conclusions about the past.
Content of Course Students will follow an AQA A level Course covering Units: 1H Tsarist and Communist Russia, 1855–1964, 2E The English Revolution, 1625–1660 and an NEA Non-Examined Assessment (Coursework): Germany, 1871-1971 Across Year 12 and 13 Paper 1 - Tsarist and Communist Russia. Breadth study with interpretations (40% A level) - This option comprises a study in breadth, in which students will learn about the extent to which Russia was transformed politically, socially, economically and culturally in the years 1855-1964. Students will consider responses to the challenges of war, fluctuations in the economy, technological advancement, any advances in social equality and the impact of the revolutions not just internally in Russia, but also the impact on the wider world. Covering the reigns of the last 3 Tsars, the two revolutions of 1917 through to the reigns of Stalin and Khrushchev, this is fascinating Russian history. Paper 2 - The English Revolution, 1625–1660 Depth study with sources (40% A level) - This option provides for the study in depth of the challenges faced by those in authority in the years before, during and after the English Civil War. It explores concepts such as the Divine Right; arbitrary government, Arminianism, and political and religious radicalism. It also encourages an in-depth understanding of how government works, arbitrary government and consensus, authority and opposition issues of settlement. NEA Non-Examined Assessment (Coursework): Germany, 1871-1971 (20% A level) - This will be started towards the end of Year 12 after the end of year exams giving the summer to start independent reading. The purpose of this coursework is to enable students to develop skills in the study and analysis of 100 years of German history, understanding the broad themes and questions, whilst evaluating the period through sources and interpretations of history. This is an independently researched assignment. The focus on Germany is to give the student an element of the familiar whilst learning new skills as students will be specifically required to analyse, explain and evaluate two historical interpretations and at least three primary sources.
Specific Requirements and Skills Required • • • • •
GCSE History (6); GCSE English (6) and a real and developed interest in History Excellent organisation and time management Self-motivation, initiative and perseverance and the ability to research, read and make notes independently from a variety of sources A high level of literacy and an ability to convey opinions, debate and challenge the views of others The ability to write coherently and with confidence using knowledge and sources to support an argument
Progression Those who wish to take History at degree level will find that most universities offer courses. Related subjects at university are American studies, Archaeology, Classical Civilisations, English, History of Art, Law, Politics, Philosophy and Sociology. History combines well with another subject as a joint honors degree. Careers can be pursued in several fields, such as journalism and media, banking, education, Libraries, national and local government, and the civil service. 30
Mathematics Mathematical skills develop clarity of thought, analytical reasoning, and the ability to systematically solve problems. This structured and logical approach is essential not only for solving complex issues but also for effective decisionmaking and critical thinking in everyday situations. At A Level, students will study both Pure and Applied Mathematics. In Year 12, students study Pure Mathematics, Mechanics, and Statistics. In Year 13, these topics are studied in greater depth. Pure Mathematics includes Algebra, Calculus, Series, Graphs, Numerical Methods, and Trigonometry. Mechanics is the study of motion and forces. Topics include Modelling, Newton’s Laws of Motion, Forces, Kinematics, and Vectors. Statistics is the study of data. Statistics covers Sampling, Data Representation, Probability, Probability Distributions, and Hypothesis Testing. Students with exceptional mathematical abilities may consider the Further Mathematics ALevel course as an added challenge. This qualification includes three modules: Further Pure, Decision, and Mechanics, and is distinct from A-Level Mathematics. It provides an opportunity to explore advanced mathematical concepts and applications, enhancing preparedness for university-level study in mathematics.
Content of Course Mathematics - Pure 1 will be studied in Year 12 and Pure 2 will be studied in Year 13, with elements of both Statistics and Mechanics covered alongside each of these modules. The course is weighted as Pure, being 2/3 of the total course with Mechanics and Statistics worth 1/3.
Further Mathematics Students will study Further Pure 1 in Year 12 and Further Pure 2 in Year 13, complemented by two additional modules in applied mathematics, focusing on Mechanics and Decision. The latter revolves around using algorithms to solve various problems. The course is structured to give equal weight to both Pure and Applied Mathematics, providing a balanced educational experience in mathematical concepts and their applications.
Specific Requirements & Skills Required • • • •
GCSE Mathematics grade 7 Strong problem-solving skills are essential A determination to master complex concepts A commitment to extensive independent study
Progression Mathematics courses are widely available at universities and are considered one of the most valuable A Level qualifications, respected across various fields. This subject is suitable for degree programs in Social Sciences, Arts, Humanities, and Science, demonstrating its versatility. The skills gained from studying Mathematics make graduates highly sought after by employers, ensuring a steady demand for those with this background. Further Mathematics is particularly worthwhile for those going on to study Mathematics, Engineering or Physics and related courses at university.
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CTEC Digital Media Extended Certificate Media studies at Key stage 5 is a vocational course and gives students the skills to study a range of media forms in terms of a theoretical framework which consists of media language, representation, media industries and audiences. The following forms are studied in depth: television, online, social and participatory media, advertising and marketing, film and video games. Students will gain analytical and production skills across a range of platforms. They will apply their understanding through the construction of individual media products using industry software. The skills acquired are transferable to many jobs, and hobbies, inside and beyond the media sector.
Content of course 50% Examination and 50% Non-Examined Assessment (coursework) Year 12 Unit 1: Media Products and Audiences Written examination: 2 hours 25% of qualification This unit centres on the critical examination of a diverse range of media products and their processes of production. It engages in an in-depth study of the techniques employed to construct meaning for audiences, drawing upon the theoretical frameworks of established media scholars such as Strauss, Todorov, Mulvey, and Barthes. Furthermore, it analyses the methods of data collection utilised by organisations including RAJAR, NRS/PAMCo, and BARB, as well as the ways in which such data is applied within the media industry. The analysis of contemporary case studies facilitates a critical examination of the ethical and moral dimensions of media products. It involves the critical examination of how certain products may present ethical and moral complexities, requiring the formulation of evaluative arguments regarding their potential to influence audiences in a negative way. Year 12 Unit 2: Pre-production and Planning (completed in Yr13) Written examination: 2 hours 25% of qualification This unit explores the regulation of media products and their compliance with legal frameworks. In addition, the unit addresses a broad range of pre-production documentation, where students are expected to apply their creative skills in producing visualisation diagrams, storyboards, wireframes, and related materials. Each product will be subject to rigorous evaluation in order to develop the analytical and critical skills necessary for the 20-mark extended response featured in the examination. NEA (Coursework) There are four coursework units which must complete, these will focus on a central theme that forms the basis for three out of the four coursework units. • Unit 3 – Create a Media Product • Unit 20 – Advertising Media • Unit 21 – Plan and deliver a pitch for a media product • Unit 24 – Cross Media Industry Awareness A planned photoshoot will provide the opportunity to source original images for Units 3, 20, and 21. This component is a crucial element of the course, as the images captured will be utilised in the development of media products through Adobe Photoshop. Students are required to demonstrate both creative and technical proficiency by editing images, producing media outputs, and applying post-production techniques to refine these products in response to evaluative feedback.
Specific Requirements & Skills Required • • • • • •
GCSE English Language (5) Good literacy, fluency of writing and ability to construct a cohesive argument supported by evidence A curiosity about the contemporary media landscape An interest in what shapes a media text An ability to analyse products and look for layers of meaning The enthusiasm and commitment to plan and develop your own media products 32
•
Excellent time management skills and an ability to work under pressure as the coursework is exciting but very demanding • Skill in creativity, design and good ICT skills Preferably, students should have good literacy, fluency of writing and an ability to clearly convey ideas
Progression A wide range of media-related courses are offered at universities, allowing students to pursue pathways aligned with their specific interests and career aspirations. The media industry itself encompasses an extensive variety of professions, a scope that has further expanded with the rapid development of digital media. Potential career opportunities include fields such as radio and television, animation, computer game design, advertising, journalism, web design, interactive media, and photographic imaging.
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Photography Photography is a visual language which can be understood anywhere in the world. This is a dynamic A Level option where you will explore the creation of photograms in the darkroom, making cyanotypes, mastering studio lighting in our gallery space and innovative post-production using Adobe Photoshop. All the techniques covered in this course aim to mirror the pace of working within the photography industry. Our state of the art facilities will provide a stimulating space where you can work towards creating and refining a thought provoking portfolio which you love and feel proud of. Creative minds come together to innovate and push the boundaries of visual language to leave a lasting impression on anyone who views your work. You will explore the impact photography has had on consumerism, civil rights and contemporary art by referencing practitioners such as Barbara Kruger, Peter Kennard and Alyssa Monks. Visiting exhibitions in London and/or engaging with virtual exhibitions will help to inform your choice of course beyond A Level and support you with taking the first step towards breaking into creative industries.
Content of Course Year 12 Term 1 & 2: Induction period of foundation skills workshops to broaden your creative horizons and introduce you to new materials and processes. Component 1: Personal Investigation worth 60 %. This concludes by 1st February in Year 13 - Throughout this unit, you will develop ideas through written analysis of Artists’ work, experiment with lighting, record your thought process and present a final piece which will be included as part of an end of year show. You will aim high to produce a body of work rather than one single piece. Your teachers and peers will provide extended feedback and portfolio advice throughout this unit. This component includes a personal study essay of 1000 words minimum. Component 2: Externally set task worth 40%. This starts 1st February and concludes early May - You will produce a second portfolio in response to a given stimulus which is set by the exam board. Previous titles have included community, tension, composition and pick and mix. Starting points tend to be open ended to encourage lateral thinking, individual development of ideas and a breadth of outcomes. Given a broad theme as a starting point, you are required to prepare your ideas, intentions and a final response. You will produce your final outcome under exam conditions in fifteen hours. This will be completed over three days in the Art classroom.
Specific Requirements & Skills Required • • • • • • • • • •
Grade 6 in Art/Photography. If Art/Photography has not previously been studied, then a photographic portfolio of 15-20 images to demonstrate aptitude Ability to work independently and as part of a group A grade 5 In GCSE English Language and / or English Literature is desirable Attention to detail and creativity Production of a portfolio requires persistence and good time management skills An eye for composition and an ability to work creatively with lighting, models, cameras and Photoshop Analytical writing and think in a perceptive way Wider reading of photographic essays Willingness to research at exhibitions in Central London and or virtual exhibitions. Ability to write an academic essay using the Harvard referencing system
Progression Photography degrees (editorial, fine art, travel, journalism, fashion, commercial, documentary), foundation art, fine art, film studies, museum/gallery curator, combined degrees which feature photography modules.
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Physical Education Students can progress from this qualification to higher education courses, such as degrees in Sport Science or in related subjects such as Sports Coaching, Strength & Conditioning, Physiotherapy and Biology.
Content of Course • •
Paper 1: Factors Affecting Participation in Physical Activity and Sport Paper 2: Factors Affecting Optimal Performance in Physical Activity and Sport
Paper 1: •
•
•
Section A: Applied Anatomy & Physiology. Students should develop knowledge and understanding of the changes within the body systems prior to exercise, during exercise of differing intensities and during recovery. Students should be able to interpret data and graphs relating to changes within the musculoskeletal, cardio-respiratory, and neuro-muscular systems and the use of energy systems during different types of physical activity and sport, and the recovery process. Section B: Skill Acquisition. This section focuses on how skill is acquired and the impact of psychological factors on performance. Students should develop knowledge and understanding of the principles required to optimise learning of new, and the development of existing, skills in a range of physical activities. Students should be able to understand and interpret graphical representations associated with skill acquisition theories. Section C: Sport and Society. Students should develop knowledge and understanding of the interaction between, and the evolution of, sport and society. Students should be able to understand, interpret and analyse data and graphs relating to participation in physical activity and sport.
Paper 2: • •
•
Section A: Exercise Physiology and Biomechanics. Students should understand the adaptations to the body systems through training or lifestyle, and how these changes affect the efficiency of those systems. Section B: Sport Psychology. In this section students will develop knowledge and understanding of the role of sport psychology in optimising performance in physical activity and sport. Students should be able to understand and interpret graphical representations associated with sport psychology theories. Section C: Sport and Society and the Role of Technology in Physical Activity and Sport. Students should develop knowledge and understanding of the interaction between, and the evolution of, sport and society and the technological developments in physical activity and sport.
Assessments • • • • •
Paper 1 (35% of A-Level) 105 marks – 2 hours Paper 2 (35% of A-Level) 105 marks – 2 hours Non-Examined Assessment (30% of A-Level) 90 marks Students assessed as a performer or coach in the full sided version of one activity. Plus: Written/Verbal analysis of performance.
Specific Requirements & Skills Required • •
If studied GCSE PE Grade 6 required, if studied at level 2 grade D2 in relevant vocational course or 6 or above in Science. Must compete at a high level in at least one selected sport.
Progression Sport Scientist, Physiotherapy, Sports Coach, PE Teacher, Strength & Conditioning or Sports Lecturer 35
Physics Have you ever wondered where the elements that make you were formed or why the sun shines? Physics is our attempt to explain these and the laws governing the behaviour of all matter and energy in the Universe. It encompasses the unimaginably small, in the study of fundamental particles and quantum mechanics, and the nature of galaxies and the Universe itself, shaped by gravity. This course provides a grounding of the fundamental ideas of Physics and the theoretical and experimental methods used in trying to explain our Universe. The study of Physics provides a foundation for many areas vital to our modern world such as engineering, communications, scientific research and development, computing and manufacturing. Without Physics you would be without the computer, the World Wide Web and the mobile phone on which we all rely.
Content of Course Year 12 1. 2. 3. 4. 5. 6.
Fundamentals of physics Measurements and their errors Mechanics and Materials Electricity Waves Further mechanics and Thermal physics
1. 2. 3. 4. 5.
Gravitational Fields and Cosmology Electric Fields and Capacitance Magnetic Fields Nuclear Physics Medical Physics
Year 13
Assessment 3 papers: Modelling Physics and Exploring Physics are 2hrs 15mins and Paper 3 is a unified paper of 1hr 30 mins. Students are also assessed on a pass or fail for their practical skills which consists of ongoing assessment throughout the course.
Specific Requirements & Skills Required • • • • • • • •
GCSE Physics (7) or GCSE Combined Science (7, 7) GCSE Maths (7) A high standard of literacy The ability to hypothesize, research, draw conclusions and evaluate work The ability to interpret and analyse information presented in a range of contexts Good practical skills and a logical approach to practical activities A love of reading An inquisitive and enquiring mind
Progression Physics provides students with the tools and experience in solving problems in a logical way to explain why things work the way they do. This is well known by universities and industry and is considered a facilitating subject. It provides access to many university courses, apprenticeships and careers in the fields of the Aerospace, Engineering (mechanical, electrical, chemical, civil for example), Electronics, Medical Sciences, Computing, Mathematics, Economics, Accounting, Architecture and many more.
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Product Design This Design and Technology course gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers. Especially those in the creative industries. They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning into practice by producing prototypes of their choice. Students will gain a real understanding of what it means to be a designer, alongside the knowledge and technical skills sought by higher education and employers.
Content of Course Year 12 - Students will use their experiences from Year 11 to enhance their making skills completing a variety of prototypes for material process understanding as well as improve their presentation skills by creating portfolio pages alongside theory and using a variety of computing skills. With this, students will enhance their theory practice and will be introduced to new manufacturing processes such as Laser cutting and Rapid prototyping in the world of Design and Technology. Year 13 - Students will complete an extensive A3 NEA digital portfolio and prototype product the make. This piece of work is worth 50% of their A-Level and will contribute to any evidence needed for universities when needing to demonstrate documentation for design and making skills. Students will then complete two exams which are in the theme of Technical principles (30%) and Design and making principles (20%).
Specific Requirements and Skills Required •
Ability to develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding. • Ability to explore and select appropriate resources, media, materials, techniques and processes, reviewing and practicing, problem solving and refining ideas as work develops. • Ability to record ideas, observations and insights relevant to intentions, reflecting critically on work and progress. • Ability to present a prototype for a client/target market that realises intentions and, where appropriate, makes connections between visual and other elements. • GCSE DT (Grade 6) • GCSE Maths (Grade 5) • *If Design and Technology (DT) has not been studied at Key Stage 4 (KS4), students will be asked to submit a small portfolio as evidence of their skills.
Progression- Next steps The most common progression from Design Technology is on to courses in Product Design, Engineering and Manufacture, Construction, Advertising, Graphic Design, Architecture and all other Design related careers. In addition, Design Technology has strong links with other Science, Engineering and Mathematics based careers.
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Psychology You are already an amateur psychologist – we are all interested in what makes people tick and how this understanding can help us to solve problems. Are criminals born or made? Why do people become bullies? What causes phobias? Why do people become regular gamblers? How reliable is your memory? We need psychology because many of the problems faced by the modern world are rooted in human behaviour, so psychological knowledge can help us to find solutions. For example we know that mental health has an impact on physical health, and that psychological insights can help us in our personal and professional relationships and activities. Psychology is the scientific study of human mind and behaviour: how we think, act, react and interact both individually and in groups. Psychology is concerned with all aspects of behaviour and the thoughts, feelings and motivations underlying such behaviour. Psychology provides many explanations of how people process information and why they act a certain way under given circumstances. Psychology pushes us towards greater self-knowledge by making us more aware of our actions and personalities.
Content of Course Psychology is a two year course. There are three 2 hours exams at the end of the two-year course. Year One - Introductory Topics in Psychology • • •
Memory Attachment Social influence
Psychology in Context • • • •
Psychopathology Biopsychology Research Methodology Psychological Approaches
Year Two - Issues and Options in Psychology • • • •
Issues and debates Relationships Schizophrenia Forensic Psychology
Specific Requirements & Skills Required GCSE English (6); GCSE Science (6); GCSE Mathematics (5) This course is 100% examination you will therefore need to have the following skills: • • • •
A high standard of literacy and basic mathematical skills in the analysis and presentation of data The ability to research and make connections The ability to use the experimental method and to carry out your own investigations An open and inquiring mind with the ability to analyse, evaluate and debate
Progression Psychology is regarded as a science by university entry requirements. Psychology is a flexible subject which supports the choice of a wide range of university courses including Psychology itself, Counselling, Forensics, Criminology, Nursing, Medicine, Law, Politics, Anthropology, Sociology, Social Policy and all other academic subjects. Due to this flexibility there are many career pathways including Medicine, Chartered Psychology, Law enforcement, Nursing, Counselling, Social work, Child services, occupational Psychology, Custodial services and Management.
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Sociology Sociology provides valuable insights into our society and our place within it. This academic discipline involves the organised study of human social life, groups and societies. Sociologists seek to research and explain the processes which create, sustain, and occasionally fragment and destroy structures and institutions such as the education system, media, the family, and religion. You will also investigate the nature of culture and identity and the influences of social class, gender, ethnicity and age on your opportunities and choices.
Content of Course Year 12 •
Families and Households: This unit focuses on the changing nature and power relationships within the family. You will also explore the nature of childhood and reasons for growing levels of family diversity (marriage, divorce, single parents etc.) within contemporary society.
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Education and Methods in Context: You will examine the effects of social class, gender and ethnicity on academic achievements and the relationship between education, the government and the economy. You will also conduct your own piece of research within College in order to identify and evaluate the practical, ethical and theoretical implications of different sociological research methods.
Year 13 •
Media: This unit explores the power and influence of the media in contemporary society. Who owns and controls the media, and how does this shape the content we see? How are different social groups represented, and does the media influence our attitudes and behaviour? You will also examine how new media, social media and globalisation have transformed the way we communicate, consume information and experience the world around us.
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Crime and Deviance with Theory and Methods: This unit examines the true nature of crime in our society. You will assess different sociological theories on why people commit crimes and how social control agencies such as the media, police and government create, manipulate and prevent crime within our society. Your application of Sociological Theory and Methods will also be assessed in this unit and each Sociological Theory will be analysed and evaluated with regards to the usefulness it has in understanding society.
Specific Requirements & Skills Required GCSE English (6). This course is 100% examination (3 A Level papers 80 marks each) and you will therefore need to have the following skills: • • • • • • • •
A high standard of literacy The ability to research and make connections A passion for reading, analysing and evaluating contemporary articles, studies and perspectives An open, inquiring mind and a love of debate An ability to draw parallels between different perspectives A high level or organisation Ability to meet deadlines Willingness and commitment to exploring, identifying and implementing revision techniques well in advance of your exams
Progression University courses in a variety of subjects can be taken. For example Criminology, Social Anthropology, Social Administration, Social Policy, Social Science, Social Work, and Public Health. Careers can be pursued in a number of fields not just the obvious ones of social work, nursing or medicine. Many people who have studied Sociology find 39
BTEC National Extended Certificate in Sport Sport can lead to many opportunities in life, and this course is designed to inform students of the different routes and careers available to them. The BTEC course builds on knowledge learnt through GCSE Physical Education. Students will also have the opportunity to take part in practical activities. Each unit will be assessed through assignments which will be based on the units covered. This course is ideal for students who have a real passion for sport and enjoy both the practical and theoretical aspects.
Content of Course There are four mandatory units, see below for the units that are studied throughout the course: • • • •
Unit 1: Anatomy and Physiology Unit 2: Fitness Training and Programming for Health, Sport and Well-being Unit 3: Professional Development in the Sports Industry Unit 7: Practical Sports Performance
Skills Required The BTEC course will require certain skills, which include: • Good time management • The ability to work independently • Motivation • The ability to work as part of a team • The ability to take on both positive and negative feedback, allowing you to review and improve assessed work
Specific Requirements & Skills Required •
If studied at Level 2 Grade M2 in relevant vocational course or Grade 5 in GCSE PE. If not studied, then a Grade 5 in Science
Progression Students can use BTEC Sport as a basis for a variety of different courses at university including sport science, sports development and PE teaching. Alternatively, students can also use the course for a pathway into a career, for example, fitness instruction, personal training, sports partnerships, coaching and sport development officer.
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