WSF Subject Handbook 2024 by thecollegiatetrust

SUBJECT HANDBOOK

2024

Unit 1: Principles and Applications of Science I (external exam)

Unit 2: Practical Scientific Procedures and Techniques (internal course work)

Unit 3: Science Investigation Skills. (external exam)

Unit 8: Physiology of Human Body Systems (internal coursework)

Biology- Cells, Specialised Cells and Tissues.

Chemistry- Structure and Bonding, Production and uses of substances.

Physics- Waves.

Assignment 1- Titration and Colorimetry

Assignment 2- Cooling Curves and Calorimetry

Assignment 3- Chromatography

Assignment 4- Reflective Journal

Planning Skills, Statistical tests, Enzymes in action, Diffusion of molecules, Plants and their environment, Fuels, Electrical Circuits.

Assignment 1-Musculoskeletal system

Assignment 2-Lymphatic system

Assignment 3- Digestive system

Unit 1: Principles and Applications of Science I

Written examination set and marked by Pearson.

•Three 30min exams for each science

•30 marks for each (90 marks total)

Unit 3: Science Investigation Skills

A task set and marked by Pearson and completed under supervised conditions.

•The supervised assessment is arranged over two sessions in a three-week period timetabled by Pearson.

•The supervised assessment sessions are 3 hours for Part A and 1.5 hours for Part B.

•Practical investigation and written submission.

•60 marks.

The BTEC qualification has been developed in the science sector:

• To give learners the opportunity to acquire

• technical and employability skills, knowledge and understanding which are transferable;

• To provide education and training for science employees to develop their underpinning knowledge and scientific skills;

• To provide opportunities to achieve a nationally recognised Level 3 vocationally specific qualification leading to university entrance or employment in the science sector;

• To increase understanding of the role of the science technician, their relationship with the scientific community and their responsibilities towards the community and the environment.

• To give learners the opportunity to develop a range of skills and techniques, personal skills and attributes essential for successful performance in university and work.

Units within the qualification cover areas of laboratory science, biological, chemical and physical science to provide a route to employment in the science industry or within organisations that use science. These can include roles such as:

Working in Quality Control, Technician/Analyst, working in a Research Laboratory in the development of new drugs, working in the Chemical Industry, involved with testing materials , working for a scientific magazine or journal, working in a Biotechnology Laboratory carrying out fermentation and purification

Contact Mrs Merrett

BTEC National Applied Science Student Book 1

Component 1: 60% of qualification- 120 marks

Component 2: Externally set assignment- 40% of qualification- 80 marks.

This is a broad- based course that provides flexibility in content and approach. This course encourages creativity, sustained investigation and analysis, experimentation and design and making as a means of developing technical and expressive skills. A self-drive and student motivation to explore techniques and processes are a basis to succeed in this subject. Many processes are introduced and explored, including drawing, painting, printmaking, digital media, 3D and photography.

Personal Investigation, 60% of qualification, internally assessed, externally moderated. Breadth study with interpretations (40% A level). This component consists of a major, in-depth, practical, critical and theoretical investigation project/ themebased portfolio and outcomes with an integrated extended written critical and contextual analysis (1000 words minimum).

Externally set assignment, 40% of qualification, internally assessed, externally moderated. Depth study with sources (40% A level). This component represents the culmination of learners creative learning. Learners will develop their response over a preparatory study period. Responses must take the form of critical, practical, practical and theoretical preparatory work and/ or supporting studies, which will inform the resolution of these ideas in a 15-hour sustained focus study.

Development of ideas that are informed by investigative contextual study of historical and contemporary art, craft and design and other sources relevant to the selected area of study. An awareness of the wide variety of work produced by artists, craftspeople and designers.

Selection of and purposeful experimentation with a sufficient and appropriate breadth of media and processes, mixed media and combinations of media exercising suitable control of these to maximise creative potential.

Gathering, selecting, organising and communicating relevant information in undertaking research into visual and other source of reference, showing personal interests and judgments. Recording by drawing and other suitable means, such as colour, tonal and textural notes, photographs and annotation in sketchbooks and on study sheets.

Presentation of truly personal, imaginative final outcomes that, together with selective evidence of the processes by which they were produced, effectively realise stated intentions. Explicit connections made, where appropriate, between the different elements of the submission.

Students can progress from this qualification into higher education via courses in Fine Art, Illustration, Graphic Design, 3D design, Art Practice- Foundation Diploma.

The creative industries expand throughout many sectors. Working in freelance, graphic design, art therapy, museum curation, illustrator and areas including media, film and theatre. The skills learnt are extremely transferrable.

Mr L Ashmore - Head of Art and Photography

This is the study of living things and can therefore be considered as one of the broadest scientific disciplines. Biology ranges in scale from the molecular, through cells and whole organisms to ecosystems and the whole biosphere. While studying Biology you will have the chance to cover topics such as Ecology, Physiology, Evolution and Genetics. Scientists within this field work with physicists and chemists on new technologies and experimental techniques such as genetic modification and bio imaging. These discoveries and many more in recent months have given us extraordinary new tools for understanding how the living world works. The study of Biology gives students the opportunity to develop a wide range of skills applicable to a great variety of future careers.

Over the 2 year course students will be encouraged to:

•Develop an understanding of biological concepts and practical methods

•Be aware of advances in technology relevant to Biology

•Recognise the value and responsible use of Biology in society

•Sustain and develop their enjoyment of and interest in Biology

The topics that will be covered are:

Topic 1: Lifestyle, health and risk (AS)

Topic 2: Genes and health (AS)

Topic 3: Voice of the genome (AS)

Topic 4: Biodiversity and natural resources (AS)

Topic 5: On the wild side (A level)

Topic 6: Immunity, infection and forensics (A level)

Topic 7: Run for your life (A level)

Topic 8: Grey matter (A level)

Practical skills will no longer be assessed through separate coursework; core practicals will be completed throughout the year and can be examined in the summer through the exams. For AS Biology all material taught in the first year will be assessed through two examinations, each 1 hour 30 minutes and worth 50% of the final grade.

Topic 5 (On the Wild side)

Topic 6 (Immunity, infection and forensics)

Any questions from Topics 1 – 4 (AS) 2 hours. 33% of A level

: Topic 7 (Run for your Life)

Topic 8 (Grey Matter)

Any questions from Topics 1 – 4 (AS) 2 hours. 33% of A level

: General paper assessing topics across the AS and A level qualifications 2 hours. 33% of A level

This course acts as an excellent starting point for students considering degrees in all forms of biology, medicine, forensics, veterinary, sports science, psychology along with many others Past students have gone on to study a wide range of courses from medicine at Imperial College London to Biochemistry and Physiotherapy at a variety of different Universities.

Salters-Nuffield AS/ A level Book – Published by Pearsons (ISBN number 978-1-4479-9100-7)

Through studying Biology students have the opportunity to develop a wide range of sought after skills for both University and other careers. These range from problem solving skills, excellent practical skills, analytical thinking and problem solving and many more

Mrs. Smee – Head of Biology

Business ALevel

ExamBoard:AQA

EntryRequirements:GCSEGrade6inBusinessand in English( LanguageorLiterature)and Mathematics

Subject Content

The course allows students to understand how businesses operate in practice through applying theoretical and mathematical calculations to case studies. Students cover topics on business operations, marketing,finance, HRandtactics through to globalisation and business strategy in the context of the external and internal environment. The course aims to develop students’ ability to analyse and evaluate business scenariosand asks them to provide real life solutions forthem. The course is assessed entirely by examination.Students will develop the knowledge and skills needed to analyse data, think critically about issues andmake informed decisions – all skills that are needed for further study at higher education and employment.

Content:

1.What is business?

2.Managers, leadership and decision making

3.Decision making to improve marketing performance

4.Decision making to improve operationalperformance

5.Decision making to improve financial performance

6.Decision making to improve human resourceperformance

7.Analysing the strategic position of a business

8.Choosing strategic direction

9.Strategic methods: how to pursue strategies

10.Managing strategic change

Paper 1 :

Three compulsory sections:Section A has 15 multiple choice questions (MCQs)

Section B has shortanswer questions worth 35 marks.Sections C and D havetwo essay questions (choice of one from twoand one from two) worth 25marks each.

Paper 2:

Three data response compulsory questions worth approximately 33 marks each and made up of three or four part questions.

Paper 3:

One compulsory case study followed by approximately six questions.

Assessments

Paper1: Written Exam: 2hours

100 Marks

33.33 of the A Level

Paper 2: Written Exam: 2 hours

100 Marks

33.33 of the A Level

Paper 3: Written Exam: 2hours

100 marks in total

33.3% of A-level

Non-Examined Assessment : N/A

SkillsGainedandEnrichment

Opportunities:

Studentscanpr ogress fromthis qualification to higher education cour ses, suchas degrees in Business,or in related subjectssuchas Accountancy and Finance , Marketing, Human Resources, Economics and Management. Paststudentshavetakendegreecourses at theLSE, ExeterUniversity,Sussex University, Westminster, Manchester University, Southampton University, & King’s University, London.

Further Reading:

AS and A-Level Business: AQA Complete Revision & Practice (with Online Edition)

Textbooks:

AQA A-level Business (Surridge and Gillespie) Malcolm Surridge (Author), Andrew Gillespie (Author)

Progression/career opportunities: Awiderange of careersinall industries in public, private and not for profit sectors in areassuchas management, accountancy, management consultancy, marketing, human resources. public relations,business administration,internal communications, strategy, journalism,education, nationaland local government, andthecivil service.

Further information: Mrs T Patel -HeadofBusiness and Economics

Business -CTEC

Extended Certificate

ExamBoard:OCR

EntryRequirements:GCSEGrade5English and GCSE grade 5in BusinessStudies (orMerit level 2 Business)

Subject Content

The course of study for the level 3 Cambridge Technical Extended Certificate in Business comprises of 5 unitsof study. 3 of which are mandatory and 2that are optional. Students will have the opportunity to studya wide range of topics as described below:

Unit 1 The Business Environment: In this unit students will develop an understanding of how and why businesses operate in the way they do. They will look at a range of different business structures and business types and explore how the ownership of a business and its objectives are interrelated. They will learn about the importance of different functions within a business and how they work together.

Unit 2 Working in Business: This unit includes arranging meetings, working with business documents, making payments, prioritising business activities and communicating with stakeholders. The way that these activities are dealt with will vary according to the specific business protocols in place. Some of these will be specific to a functional area; however, many are common to almost all job roles.

Unit 4 Customers and Communication: In this unit students will learn the purpose, methodsand importance of communication in business and the appropriateness of different forms of communication for different situations. They will develop the skills that will help them create a rapport with customers and have the opportunity to practice and develop their business communication skills.

Unit 5 Marketing and Market Research: Students will gain an in-depth understanding of primary and secondary market research methods used to inform marketing decisionmaking and any constraints on marketing activities. They will develop an understanding of the importance of selecting appropriatemethods for market research proposals and they will be able to carry out market research, analyseand present the findings

Unit 8 Introduction to human resources: Students will gain an overview of the HR function and learn about factors affecting human resources planning.They will understand the Importance of motivating and training employees, how to assess the effectiveness of training and developmentas well asthe significant role of confidentiality in HR. Students will learn how to measure employee performance.

Assessments

Unit 1: The business environment – externally assessed unit (120guidedhours). Exam duration: 2 hours

Unit 2:working in business -externally assessed unit (60 guided hours). Exam duration:1.5 hours

Unit 4: Customers and communication -internally assessed and externally moderated (60 guided hours)

Optional Unit5: Marketing and market research -internally assessed and externally moderated (60 guided hours)

Optional Unit8: Introduction to human resources -internally assessed and externally moderated (60 guided hours)

SkillsGainedandEnrichmentopportunities: Student will develop transferable skills that are valued by HE and employers such as communication, planning, teamwork, research and analysis.

Drama and Theatre ALevel

ExamBoard:Edexcel

EntryRequirements:GCSEGrade6inDramaand a GCSE Grade 5 in English is recommended

Subject Content

Component 1-Devising 40% of the qualification

Component 2-Text in Performance 20% of the qualification Component 3-Theatre Makers in Practice 40% of the qualification

Component 1:

A practical exploration of an extract from a published play text which will lead to students gaining inspiration for their own devised group performance. The students will gain an indepth understanding of a chosen practitioner’s style and form which they will incorporateinto their group devised performance.

Students will document their process of creating in a portfolio (coursework) of 3000 words. This is set in 6 questions which allow the evaluation and analysis of the process of devising from initial ideas to final performance.

Group Performance= 20 marks Portfolio= 60 marks

Component 2:

Students will explore two published plays which they will perform from.

A group performance of one key extract from a performance text, and a monologue performance from a different performance text.

Group Performance= 36 marks Monologue Performance= 24 marks

Component 3:

A 2 hour 30 minutes written paper.

Section A of the paper will entail an evaluation of a live piece of theatre that students will attend as an audience member

Section B and C will involve students studying 2 set texts. These will contrast in era, one being a modern text and the other an Ancient Greek play. Both of these plays will be practically explored for students to gain understanding of the characters and plot as well as the context and directors’ intentions. Students will apply their creativity to form their own intention of performance.

Assessments

Component 1:

Internally assessed and Externally moderated. A group performance and a written portfolio of 3000 words

Component 2:

Externally assessed with a visiting examiner. A group performance and a monologue performance

Component 3:

2 hour 30 minute written exam paper

SkillsGainedandEnrichment

Opportunities:

Studentscanpr ogress fromthis qualification to higher education cour ses, suchas degrees in Performing Arts, Drama and Theatre, or in related subjectssuchas Psychology, English Literature as well as being a steppingstone to Theatre school. The course will provide students with analytical and evaluative skills as well asgaining confidence in presenting and communication skills.which will transfer to any workplaceor career path.

Further Reading: Theatre in Practice-A student handbook

Textbooks: Edexcel A Level Drama and Theatre Student Book

Progression/careeropportunities:

Awiderange of careersinareassuchas theatre makers, actor, director, stage design, broadcaster, teacher, drama therapistas well as any career that involves creativity, expression and presenting skills.

Further information: Ms Huggings -Head of Drama

The basic Economic problem addresses how we can solve the world’s desire for unlimited needs and wants with the scarce resources available. The A Level Economics course explores how governments, firms and individuals tackle this problem. Economics will give students the analytical and evaluative skills required to deal with a range of questions and issues that affect the world today.

A level Economics is broken down into four Themes.

Theme 1: How Markets Work and Market Failure

Theme 2: UK Economy – Performance and Policies

Theme 3: Business Behaviour and Labour Markets

Theme 4: A Global Perspective

Issues the course will address:

Why does the price of petrol fluctuate?

What is the true cost of rising CO2 emissions and how can we solve the problem of global warming?

What will be the impact of Brexit? What is austerity?

Why do footballers receive such high wages? Why is education the solution to solving income inequality?

Mathematics, Physics, Politics, History, Geography, Sociology and Psychology

Economics A Level students have the opportunity to take part in a variety of course related experiences. These might include: Shares4Schools: an eight-month national competition in which students invest real money on the London Stock Market. Royal Economic Society Young Economist of the Year competition: A Level students have the opportunity to enter this national essay writing competition with a prize of £800.

Themes 1 and 3 [2 hours] : Themes 2 and 4 [2 hours] All four Themes [2 hours]

There is no coursework, this subject is assessed 100% by written examinations. The exam board for this A Level is Pearson EDEXCEL; Specification A.

Students can progress from this qualification to higher education cour ses, such as degrees in Economics or in related subjects such as Psychology, Mathematics, Sociology, Politics or Law.

Pearson EDEXCEL A Level Economics A Hodder Education

Pearson EDEXCEL A Level Economics A Student Guide: Theme 1 Introduction to Markets and Market Failure

Pearson EDEXCEL A Level Economics A Student Guide: Theme 2 The UK Economy – Performance and Policies

Pearson EDEXCEL A Level Economics A Student Guide: Theme 3 Business Behaviour and Labour Markets

Pearson EDEXCEL A Level Economics A Student Guide: Theme 4 A Global Perspective

A wide range of careers in areas such as Accountancy, Computing, Economics, Management, Law, or Teaching

Mr B. Ogunyinka – Teacher of Economics

Paper 1: Views and Voices

Paper 2: People and Places

The aim of this part of the subject content is to learn about how and why views and perspectives of different kinds are shaped and used in narratives. Students learn how language choices help to shape the representations of different worlds and perspectives in literary fiction. They apply their knowledge to the following:

•prose fiction that constructs imaginary worlds

•poetry that constructs a strong sense of personal perspective.

Paper

1:Telling Stories

Paper 2: Exploring Conflict

Students learn about the ways in which writers and speakers present narratives about places, beginning with a general focus on broad questions such as:

•why do people tell stories about places?

•how do writers and speakers present places, societies, people and events?

Drawing both on their everyday experiences of storytelling in different modes, and on published texts, students learn how language choices help to shape the representations of a place and different perspectives. Students:

•analyse narratives that construct different views of a particular place

•produce re-creative work that seeks to find an absent or underplayed perspective in the original text

•write a critical reflection on the processes and outcomes involved in re-creative work.

Making connections. A personal investigation that explores a specific technique or theme in both literary and non-literary discourse.

Paper 1: Views and Voices 50% of AS 1 hour 30 minutes

Paper 2: People and Places 50% of AS 1 hour 30 minutes

Paper 1: Telling Stories 40% of AS 3 hours

Paper 2: Exploring Conflict 40% of AS 2 hours 30 minutes

: Themes i n br eadth with aspect s in d epth

20% A level

2,500-3,000 (max) word essay

Skills gained range from: research skills; critical thinking; essay writing; analytical skills; crafting arguments; communication skills.

Reading a range of literary heritage, dystopian and classics. For example: Handmaid’s Tale, Lovely Bones, 1984, Frankenstein.

Studied text list published for purchase

A wide range of careers in areas such as journalism and media, education, publishing, events, novelist, drama.

Miss H Cox – Head of English

This course involved the study of British, American and European cinema and considers the importance of significant film movements and directors in its historical development.

You will cover over the two years;

Hollywood 1930-1990

American Independent Film

British film

European Film

Film Production

Global Film

Documentary

Silent Film

Experimental Film

Short Film

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?

You will study the films in terms of the representations they present or challenge. In the first year, students study the specialist film areas of Spectatorship & Narrative. In the second year, you will engage in the study of Ideology, the Auteur and Critical Debates surrounding Film.

Similarly, at A Level there are 2 exams, each worth 35%, and a 30% assessment of production work. The exams at A Level are 150 minutes long and consist of answering 3 extended response questions on Component 1 and 4 extended response questions on Component 2. :

There is a creative production element which allows you to showcase the film-making or screenwriting skills you have developed during the course:

A Level:

Short Film (video)

Short Film Screenplay (with storyboard) Evaluative Analysis

Studying Film enables you to see the world in a different light and develop a wide range of transferable skills for further education, work and life: Creative Thinking; Critical Thinking; Emotional Intelligence; Film Analysis; Textual Analysis; Communication; Research skills; Literacy; Technical competencies (i.e. film editing)

-‘Cinema Journal’ https://www.cmstudies.org/page/cinema_journal? A range of interesting essays and articles about all aspects of film.

WJEC Eduqas Film Studies for A Level and AS

Film is one of the most relevant subjects today. This course if perfect for film, media, TV industries or careers in Journalism.

Miss H Cox – Head of English and Film Studies

3.1 Social issues and trends

3.2 Political and artistic culture

3.3 Grammar

3.4 Works: Literary texts and films

3.5 Individual research project

Aspects of French-speaking society: current trends

Aspects of French-speaking society: current issues

Artistic culture in the French-speaking world

Aspects of political life in the French-speaking world Grammar

One text and one film or two texts from the list set in the specification

Grammar

Written exam: 2 hours 30 minutes

100 marks

50% of A-level : Written exam: 2 hours

80 marks in total

20% of A-level

Oral exam: 21–23 minutes (including 5 minutes preparation time)

60 marks in total

30% of A-level

Individual research project

One of four themes (Aspects of French-speaking society: current trends, Aspects of French-speaking society: current issues, Artistic culture in the Frenchspeaking world, Aspects of political life in the Frenchspeaking world)

Students can progress from this qualification to higher education cour ses, such as degrees in French and many take up an additional language alongside French.

Past students have taken degree courses at St Mary’s, Exeter University, Southampton Uni versity & King’s University, London.

Antéchrista by Amélie Nothomb

Monsieur Ibrahim et les fleurs du Koran by EricEmmanuel Schmitt

La femme sans sépulture by Assia Djebar

L'enfant de sable by Tahar Ben Jelloun

AQA French AS/Year 1 and AQA French A Level Year 2

A wide range of careers in areas such as interpreting, journalism, public relations, translation, teaching, management accountant, solicitor, investment analyst, marketing manager, logistics and distribution manager, charities administrator and human resources manager.

Mrs H French

Paper 1: Physical Geography

Paper 2: Human Geography

Non-Examined Assessment (Coursework): Fieldwork

Investigation

Section A: Water and Carbon cycles

Section B: either Hot desert systems and landscapes or Coastal systems and landscapes or Glacial systems and landscapes

Section C: either Hazards or Ecosystems under stress

Section A: Global systems and global governance

Section B: Changing places

Section C: either Contemporary urban environments or Population and the environment or Resource security

20% A level

The purpose of this coursework is for students complete an individual investigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content.

40% A Ievel – 120 marks

2 hours 30 min utes:

Section A: answer all questions (36 marks)

Section B: answer either question 2 or question 3 or question 4 (36 marks)

Section C: answer either question 5 or question 6 (48 marks)

Question types: short answer, levels of response and extended prose

40% A level - 120 marks

2 hours 30 minutes;

Section A: answer all questions (36 marks)

Section B: answer all questions (36 marks)

Section C: answer either question 3 or question 4 or question 5 (48 marks)

Question types: short answer, levels of response, extended prose

: Geography Fieldwork

Investigation

20% A level

3 000-4000 (max) word essay (60 marks)

Geography provides students with many transferable skills in demand by employers such as communication skills such as presentation, writing, and debating along with teamwork, problem solving and IT skills

Doreen Massey ‘A Global Sense of Place’, WideWorld Magazine, National Geographic

AQA A Level Geography Fifth Edition – Hodder Education

A wide range of careers including: Cartographer, Commercial/residential surveyor, Environmental consultant, Geographical information systems officer, Planning and development surveyor, Secondary school teacher, Town planner.

Miss B. Taylor- Head of Geography

Government & Politics ALevel

ExamBoard:AQA

EntryRequirements:GCSEGrade6inHumanities Subjector5 in English LanguageorLiterature

Subject Content

Paper 1: Government & Politics of the UK

Paper 2: Government & Politics of the US

Paper 3: Political Ideas

Paper 1 :

33.3% A level

Government and Politics of the UK is divided into ten sections. Each has a particular focus but their interrelationships must be understood to appreciate the complexities of the system. Students will study topics such as the nature & sources of the BritishConstitution, the Structure & role of Parliament, the PM & Cabinet, the Judiciary & Devolution. Also included topics are: Democracy & participation, elections & referendums, political parties & pressure groups & the role of EU

Paper 2:

33.3% A level

Depthstudywith sources(40%Alevel).

Government & Politics of the US Constitutionis divided into 5 main sections, including: Bill of Rights,separation of powers, checks and balancesandfederalism.It also focuses on the nature and significance of the US Constitution,the significance of constitutional principles,framework of government laid down in the US Constitution, federal system of government,federal state relations,amendment process,debates concerning the importance of theUS Constitution to the working of contemporary US government,protection of civil liberties and rights under the US Constitution, Bill of Rights, and Supreme Court rulings and compares with the UK’s system of government.

Paper 3:

33.3% A level

Thepurpose of unit is to look at the ideas behind political parties, their ideologies. We will focus on: Liberalism, Conservatism, Socialism and Nationalism as they are the main political ideologies for political parties in the UK and USA.

Assessments

Paper1: Government & Politics of the UK

33.3%AIevel/ 77 marks

2 hours:

A mixture of medium length ‘explain’ and essay style questions.

Paper 2: Government & Politics of the US

33.3%A level

2hours;

A mixture of medium length ‘explain’ and essay style questions.

Paper 3: Political Ideas

33.3%Alevel

2 hours

A mixture of medium length ‘explain’ and essay style questions.

SkillsGainedandEnrichment

Opportunities:

Studentscanpr ogress fromthis qualification to higher education cour ses, suchas degrees inpolitics, International relationsor in related subjectssuchas history, English literature, law, philosophy, economicsorgeography.

Further Reading:

If Only They Didn’t Speak English: Notes from Trump’s America, Jon Sopel British Politics: A Very Short Introduction (Very Short Introductions), Tony Wright.

Textbooks:

UK Government & Politics for A Level, Philip Lynch; US Government & Politics for A Level, Anthony J. Bennett; Political ideas for A Level: Liberalism, Conservatism, Socialism, Nationalism, Feminism & Anarchism, Richard Kelly, Maria Egan & Neil McNaughton

Progression/careeropportunities: Awiderange of careersinareassuchaspolitics, journalismand media, education, Libraries, nationaland local government,andtheci vil service.

Further information: Mr J Russell -HeadofHistory, Politics & Citizenship

BTEC Health and Social Care

ExamBoard:Edexcel

EntryRequirements:GCSEGrade5in English & Mathematics or Science

Subject Content

Paper 1: Human lifespan development

Paper 2: Working in health and social care

Non-Examined Assessment (Coursework): Meeting individual care and support needs & option module

Unit 1:Human lifespan development

This unit will develop yourknowledge and understanding of patterns of human growth and development. You will explore the key aspects of growth and development, and the experience of health and wellbeing. You will learn about factors that can influence human growth, development and human health. Some of these are inherited and some are acquired through environmental, social or financial factors during our lifespan. You will learn about a number of theories and models to explain and interpret behaviour through the human lifespan. In this unit, you will explore the impact of both predictable and unpredictable life events, and recognise how they impact on individuals. You will study the interaction between the physical and psychological factors of the ageing process, and how this affects confidence and self-esteem, which in turn may determine how individuals will view their remaining years.

Unit 2: Working in health and social care

This unit will help you to understand what it is like to work in thehealth and social care sector. When working for an organisation in this sector, you will have important responsibilities that youneed to understand and carry out. These include maintaining the safety of and safeguarding individuals with health and socialcare needs, making sure that you properly handle their personalinformation and preventing discrimination towards them. You will need to understand how you willbe accountable both to these individuals and the regulatory bodies that represent people who workin the health and social care sector.

Unit 3: Meeting individual care and support needs

In this unit, you will learn about the values and principles of meeting care and support needs and look at some of the ethical issues that arise when personalising care. You will examine factors that can impact the professionals who provide the care and support, and the challenges that must beovercome to allow access to good quality care and health services.You will explore the different methods used by professionals across all care services. You will reflect on these methods when you consider the importance of multiagency working in providing a package of care and support thatmeets all the needs of individuals. To complete the assessment task withinthis unit, you will need to draw on your learning from across your programme.

Assessments

Paper1: Human lifespan development

25%BTEC

1 hours 30 min utes; 90 marks

Paper 2: Working in health and social care

33%BTEC

1 hours 30 min utes; 80 marks

Non-Examined Assessment :

Internal assessment on meeting individual care and support needs.

25 % BTEC

2 assignments in the form of reports of case studies.

Option module:

Physiological disorders and their care

Internal assessment

17% BTEC

2assignments in the form of reports of case studies.

SkillsGainedandEnrichment

Opportunities:

This qualification is designed primarily to support progression to employment via higher education. It also supports students choosing to progress directly to employment as the transferable knowledge, understanding and skills will give successful students an advantage in applying for a range of entry level roles, industry training programmes and Higher Apprenticeships; for example, the Adult Social Care Apprenticeship or the Allied Health Profession Support Apprenticeship.

Progression/career opportunities:

Students are able to progress into work in the sector through degree programmes in nursing, midwifery, social work, physiotherapy, occupational therapy and pharmacy, for example. There are more than 300 distinct career paths in this sector.

Further information: MrsBhogal

Paper 1: Tsarist & Communist Russia, 1855-1964

Paper 2: The English Revolution, 1625-1660

Non-Examined Assessment (Coursework): Germany, 1871-1971

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.

They wiII consider responses to the challenges of war, fluctuations in the economy, technological advancement, any advances in social equality & 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 & Khrushchev, this is fascinating Russian history.

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.

20%

A level

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 & questions, whilst evaluating the period through sources & 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

Breadth study with inter p r etations

40% A Ievel

2 hours 30 min utes:

Section A: One extracts essay

Section B: Two br eadth essays

: Depth study 40% A level

2 hours 30 minutes;

Section A: One source question

Section B: Two depth essays

: Themes i n br eadth with aspect s in d epth

20% A level

3 000-4000 (max) word essay

Students can progress from this qualification to higher education cour ses, such as degrees in his tory or in related subjects such as politics, English literature, law, philosophy, economics or geography.

Past students have taken degree courses at the LSE, Exeter University, Southampton University & King’s University, London.

Olando Figes, A People’s Tragedy

Tsarist & Communist Russia, 1855-1964, Chris Corin & Terry Fiehn

The English Revolution, 1625-1660, J Daniels & Sally Waller

A wide range of careers in areas such as journalism and media, education, Libraries, national and local government, and the ci vil ser vice.

Mr J Russell - Head of History

Mathematics ALevel

ExamBoard:EDEXCEL

EntryRequirements:GCSEGrade7inMathematics

Subject Content

Year 1: Students study Pure Mathematics, Mechanics and Statistics Year 2: These topics/concepts are developed further.

Pure Mathematics includes Algebra, Calculus,Series, Graphs,Numerical Methodsand Trigonometry. Mechanics is the study of moving objects.Students will be introduced to Modelling in Mechanics, Newton’s Laws of Motion, Forces , Kinematics and Vectors.Statistics is the study of data. Students will be introduced to Sampling, Data representation, Probability, Probability Distribution Functions and Hypothesis Testing.

Overview :

At A Levels, students will study both Pure and Applied Mathematics. Pure Mathematics develops the ideas introduced at GCSE, such as Algebra, Graphs and Trigonometry. The Applied Mathematics content is drawn from Statistics and Mechanics.

Studying Mathematics gives studentstechniques for understandingand solvingproblemsand it encourages the developmentof a logical and enquiring mind.

Mathematics goes well with every subjectand it is probably the most marketable A level in terms of acceptability. There are good economic reasons for studying Mathematics and it is difficult to think ofany further education course or career where it would not be welcomed in combination with othersubjects, i.e., a grade A at A Level Mathematicswill open practically any door moving onwards from A Levels.

Educational Experiences :

Course Specific Trips, Visits & Experiences

Mathematics A Levelstudents have the opportunity totake part in a variety of course related experience.Thismight include: Taking part in the UKMT Senior Mathematics Challenge. Visits to Mathematics Inspiration Lectures at the Instituteof Education, London.

Assessments

Paper1: Pure Maths[2 hours]

Paper 2: Pure Maths [2 hours]

Paper 3: AppliedPureMaths[2 hours]

There is no coursework, this subject is assessed 100%by written examinations.

The exam board for this A Level is Pearson EDEXCEL.

SkillsGainedandEnrichment Opportunities: Studentscanpr ogress fromthis qualification to higher education cour ses, suchas degrees in Mathematicsor in related subjectssuchasEconomics, Engineering, Biochemistry orPhysics. Paststudentshavetakendegreecourses atImperial, Loughborough & King’s University, London.

Textbooks:

EDEXCEL AS and A Level MathematicsPure Mathematics Year 1/AS Textbook

EDEXCEL A Level Mathematics Pure Mathematics Year 2 Textbook

EDEXCEL AS and A Level Mathematics Statistics & Mechanics Year 1/AS Textbook

EDEXCEL A Level Mathematics Statistics & Mechanics Year 2 Textbook

Progression/careeropportunities: Awiderange of careersinareassuchas Engineering, Accountancy, Computing, Economics, Management, Law, or Teaching

Further information: MsH Ferdous -HeadofMaths

Music ALevel

ExamBoard:AQA

EntryRequirements:Grade6inGCSE Musicas well as being able to play on an instrument to at least Grade 5 external exam. Knowledge of music theory is also a pre-requisite.

Subject Content

1.Appraising Music

2.Performance

3.Composition

1. Appraising Music

The areas of study provide an appropriate focus for students toappraise,developanddemonstrate an indepth knowledge and understanding of musical elements, musical contexts and musical language. The areas of study can also provide a rich source of material for your students to work with when developing performance and composition skills. There are seven areas of study:

1.Western classical tradition 1650–1910 (compulsory)

2.Pop music

3.Music for media

4.Music for theatre

5.Jazz

6.Contemporary traditional music

7.Art music since 1910.

Students must study Area of study 1: Western classical tradition 1650–1910 andchoose two from Areas of study 2–7.

2. Performance

Students must be able to perform music using one or both of the following ways: instrumental/vocal: as a soloist, and/or as part of an ensemble production: via music technology. Students must perform for a minimum of ten minutes.

3. Composition

Students must learn how to develop musical ideas, including extending and manipulating musical ideas, and compose music that is musically convincing through two compositions. One must be in response to an externally set brief (Composition 1) and the other a free composition (Composition 2).

Assessments

Appraising Music: listening and written exam in three sections, lasting 2 hours and 30 minutes

Performance: performance of solo and or ensemble works of at least 10 minutes duration

Composition: 2 compositions (one free choice and one set by the exam board) lasting at least 4 and a half minutes in duration.

SkillsGainedandEnrichment

Opportunities:

Studentscanpr ogress fromthis qualification to higher education cour ses, suchas degrees in music, music technology and the arts.

Subject Content

Paper 1: Factors Affecting Participation in Physical Activity andSport

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 differenttypes 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 analysedata and graphs relating to participation in physical activity and sport.

Paper 1:

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

Section A: Applied Anatomy & Physiology

Section B: Skill Acquisition

Section C: Sport and Society

Paper 2 (35% of A-Level)105 marks – 2 hours

Section A: Exercise Physiology and Biomechanics

Section B: Sport Psychology

Section C: Sport and Society and Technology in Sport

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.

Internal assessment, external moderation

SkillsGainedandEnrichment Opportunities:

Studentscanpr ogress fromthis qualification to higher education cour ses, suchas degrees in Sport Science or in related subjectssuchasSports Coaching, Strength & Conditioning, Physiotherapy and Biology

Paststudentshavetakendegreecourses at theSt Mary’s , Bath, Reading and Bournemouth.

Textbooks:

AQA A-Level PE (Year 1 and Year 2) Carl Atherton, Sue Young & Ross Howitt £39.99

https://www.hoddereducation.co.uk/s ubjects/sport -pe/products/1618/aqa-a-level-pe-(year-1-and-year2)

Progression/careeropportunities:

Sport Scientist, Physiotherapy, Sports Coach, PE Teacher, Strength & Conditioning or Sports Lecturer

Further information:

MrA Smith – Acting Head of Physical Education

Cambridge Technical Ext. Certificate SportandPhysical Activity

ExamBoard:OCR

EntryRequirements:GCSEGrade5inPhysical Education or Merit in BTEC Sport, Cambridge National OR Technical(if no PE, Grade 5 5 in Science)

Subject Content

Course consists of 3 mandatory units followed by 2 optional units.

3 mandatory units are as follows:

Unit 1 – Body Systems and Effects of Physical Activity

Students will gain an understanding of the structures and functions of the key body systems, how these support and impact performance in sport and physical activity, and the effects that physical activity, training, and lifestyle can have on them.

Unit 2 – Sports Coaching and Activity Leadership

Students an understanding behind the theory of what makes good sports coaches and activity leaders and methods that can be employed to improve the performance of sports participants. They will explore the roles and responsibilities of coaches and leaders and how these differ from each other and be involved in delivering and teaching sport and physical activity.

Unit 3 – Sports Organisation and Development

Students will gain an understanding of the organisations involved in sport in theUK, their roles and responsibilities and how they work together. They will also gain an understanding of sports development including the organisations involved, who sports development is targeted at, why sports development is carried out and how the success of sports development initiatives can be measured.

2 optional units of study can be selected based on individual cohort;units available are as follows:

Unit 5 – Performance Analysis in Sport and Exercise

Unit 8 – Organisation of Sports Events

Unit 10 – Biomechanics and Movement Analysis

Unit 11 – Physical Activity for Specific Groups

Unit 12 – Nutrition and Diet for Sport and Exercise

Unit 17 – Sports Injuries and Rehabilitation

Unit 18 – Practical Skills in Sport and Physical Activities

Unit 19 – Sport and Exercise Psychology

Unit 20 – Sport and Exercise Sociology

Assessments

All units of study have different Guided Learning Hours (GLH) associated with them, therefore units with higher GLH are weighted more, the overall course consists of 360 GLH.

Mandatory Units

Unit 1 – Body Systems and Effects of Physical Activity – 90 GLH

Unit 2 – Sports Coaching and Activity Leadership – 90 GLH

Unit 3 – Sports Organisation and Development – 60 GLH

Optional Units

Unit 5 – Performance Analysis in Sport and Exercise – 60 GLH

Unit 8 – Organisation of Sports Events – 60 GLH

Unit 10 – Biomechanics and Movement Analysis – 60 GLH

Unit 11 – Physical Activity for Specific Groups – 30 GLH

Unit 12 – Nutrition and Diet for Sport and Exercise – 30 GLH

Unit 17 – Sports Injuries and Rehabilitation – 60 GLH

Unit 18 – Practical Skills in Sport and Physical Activities – 60 GLH

Unit 19 – Sport and Exercise Psychology – 60 GLH

Unit 20 – Sport and Exercise Sociology – 60 GLH

SkillsGainedandEnrichment Opportunities:

Studentscanpr ogress fromthis qualification to higher education cour ses, suchas degrees in Sport Science or in related subjectssuchasSports Coaching, Strength & Conditioning, Physiotherapy etc.

Paststudentsthat have opted for a vocational route at Woodcotehavetakendegreecourses at theSt Mary’s , Bath, Reading and Bournemouth and America.

Textbooks:

Cambridge Technicals Level 3 Sport and Physical Acitivity

£26.99

Progression/careeropportunities:

Sport Scientist, Physiotherapy, Sports Coach, PE Teacher, Strength & Conditioning or Sports Lecturer

Further information: Mr N Ayles – Head of Physical Education https://www.hoddereducation.co.uk/subjec ts/sport-pe/products/level-3/cambridgetechnicals-level-3-sport-and-physical-ac

Psychology ALevel

ExamBoard:AQA

EntryRequirements:GCSEGrade6in English (Language or Literature), Maths and Science

Subject Content

Paper 1: Social influence, Memory, Attachment & Psychopathology

Paper 2: Approaches in psychology, Biopsychology, Research Methods

Paper 3:Issues and debates Schizophrenia, Cognition and development, Forensic Psychology

Paper 1 :

33.3% of A level

Students will learn about social influence. The role of attachment on behavior and how attachment types can influence relationships later in life. They will also learn about various models of memory and explanations of forgetting. They will also explore different types of psychopathology such as depression, anxiety and OCD.

Paper 2:

33.3% of A level

Students will look at different approaches in psychology. They will also look at biopsychology, how the nervous system and the brain works in response to stimulus. They will also look at brain plasticity and various brain scanning techniques. In the module on research methods, they will understand how psychologist design experiments and the issues they consider in that design process.

Paper 3:

33.3%of A level

Students will learn about Schizophrenia the cause and the treatments available. They will also explore the cognition and development of children. In this module students will also learn about forensic psychology, offender profiling and biological/psychological explanations of offending behavior. They will also learn about issues and debates in psychology.

Assessments

Paper 1: Introductory topics in Psychology

33.3% A-level

Written exam: 2 hours

SectionsA-D: Multiple choice, short answer and extended writing, 24 marks

Assessments

Paper 2: Psychology in Context

33.3% A-level

Written exam: 2 hours

Sections A-B: Multiple choice, short answer and extended writing, 24 marks

Section C: Multiple choice, short answer and extended writing, 48 marks

Paper 3: Issues and Options in Psychology

33.3% A-level

Written exam: 2 hours

Sections A-B: Multiple choice, short answer and extended writing, 24 marks

Section C: Multiple choice, short answer and extended writing, 48 marks

SkillsGainedandEnrichment

Opportunities:

Studentscanpr ogress fromthis qualification to higher education cour ses, suchas degrees in Psychologyor in related

Paststudentshavetakendegreecourses at theLSE, Royal Holloway, Portsmouth, Newcastle and Exeter University.

Further Reading:

Psychology Express: research methods in Psychology. Conformity: The power of social influences

Textbooks:

AS and A-level: AQA complete revision& practice with online edition (CGP A-Level Psychology)

AQA A-level Psychology (Year 1 & Year 2) (Jean-Marc Lawton and Eleanor Willard)

Progression/career opportunities:

Awiderange of careersinareassuchjobs directly relatedto the subjectdegree include: Clinical psychologist. Counselling psychologist. Educational psychologist. Forensic psychologist. Further education teacher. Health psychologist. High intensity therapist. Occupational psychologist.

Further information:

Ms.JDelafosse-TeacherofPsychology

Sociology ALevel

ExamBoard:AQA

EntryRequirements:GCSEGrade6in in English( LanguageorLiterature) or 6 in Humanities subject & 5 in English

Subject Content

Paper 1: Education with Methods in Context

Paper 2: Topics in Sociology(Families & Mass Media)

Paper 3: Crime and Deviance with Theory and Methods

Paper 1 :

Students are expected to be familiar with sociological explanations of the role and functions of the education system, Policiesandthe impact of globalisation on educational policy.

Students mustalsoexamine the quantitative and qualitative methods of research, research design,sources of data, andthe distinction between primary and secondary data, and between quantitative and qualitative data. They will also study the relationship between positivism, interpretivism and sociological methods; the nature of ‘social facts’ the theoretical, practical, and ethical considerations influencing choice of topic, choice of method(s) and the conduct of research.

Paper 2:

Students are expected to be familiar with sociological explanations of the relationship of the family to the social structure and social change, including the sociology of personal life, and the diversity of contemporary family and household structures.

In Year 2, students are alsoexpected to be familiar with sociological explanations ofthe new media and their significance for an understanding of the role of the media in contemporary society,the relationship between ownership and control of the media.

Paper3 :

Students are expected to be familiar with sociological explanations of the following content:Crime, deviance, social order, and social control. The social distribution of crime and deviance by ethnicity, gender, and social class, including recent patterns and trends in crimeglobalisation and crime in contemporary society.

. Students must also examine the quantitative and qualitative methods of research; research designsources of data, and study the relationship between positivism, interpretivism and sociological methods; including the concepts of modernity and post-modernity in relation to sociological theory,the nature of science and the extent to which Sociology can be regarded as scientific.

Assessments

Paper1: Depth Study 33.33%ALevel| 2 hours

Section A: Sociology of Education

SectionB:Methods in Context

Paper 2: Depth study33.33 %A level|2hours

Section A: Families & Households

SectionB:Mass Media

Paper 3: Depth study33.33 %A level | 2hours

Section A: Crime and Deviance

SectionB:Theory & Methods

SkillsGainedandEnrichment Opportunities:

Studentscanpr ogress fromthis qualification to higher education cour ses, suchas degrees in Sociologyor in related subjectssuchas Politics, law,Journalism, philosophy, Geography or Economics.

Paststudentshavetakendegreecourses at the Universities of Kent, Sussex, Southampton, Portsmouth and Brighton.

Further Reading:

Chavs: The Demonization of the Working Class

Invisible Women: Exposing Data Bias in a World Designed for Men

Textbooks:

AQA A Level Sociology Themes and Perspectives: Year 1 and 2(Haralambos and Holborn AQA)by Michael Haralambos et al.

Progression/career Opportunities:

Awiderange of careersinareassuchas Social work, Human resources,Advertising,Policing,Marketing, Journalism,Law,Teaching, TelevisionBroadcasting, Childhood and Youth Studies with Criminology e.t.c

FurtherI nformation:

Ms S Golledge or Mr.A. Abiona – Sociology Leads

3.1 Social issues and trends

3.2 Political and artistic culture

3.3 Grammar

3.4 Works: Literary texts and films

3.5 Individual research project

Aspects of Hispanic society

Artistic culture in the Hispanic world

Multiculturalism in Hispanic society

Aspects of political life in Hispanic society

Grammar

One text and one film or two texts from the list set in the specification

Grammar

Written exam: 2 hours 30 minutes

100 marks

50% of A-level

: Written exam: 2 hours

80 marks in total 20% of A-level

Individual research project

One of four themes (ie Aspects of Hispanic society or Artistic culture in the Hispanic world or Multiculturalism in Hispanic society or Aspects of political life in Hispanic society)

Oral exam: 21–23 minutes (including 5 minutes preparation time)

60 marks in total 30% of A-level

Students can progress from this qualification to higher education cour ses, such as degrees in Spanish/Spanish and Latin American Studies and many take up an additional language alongside Spanish.

Past students have taken degree courses at St Mary’s, Exeter University, Southampton Uni versity & King’s University, London.

Spanish Short Stories: Cuentos En Español edited by John R. King

AQA Spanish AS/Year 1 and AQA Spanish A Level Year 2

Novel: Como agua para chocolate

Mrs R López