Sixth Form Subject Information 2017/2018
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<strong>Sixth</strong> <strong>Form</strong><br />
<strong>Subject</strong> <strong>Information</strong><br />
October <strong>2017</strong>
Contents:<br />
Page<br />
Entry Requirements to <strong>Sixth</strong> <strong>Form</strong> 2<br />
Making A Level <strong>Subject</strong> Choices 3<br />
A Level <strong>Subject</strong>s Offered 9<br />
Art and Design 10<br />
Biology 12<br />
Business 14<br />
Chemistry 16<br />
Computer Sciences 18<br />
Economics 20<br />
English Language 22<br />
English Literature 25<br />
French 29<br />
Geography 33<br />
Government and Politics 35<br />
History 37<br />
Mathematics 40<br />
Mathematics and Further Mathematics 42<br />
Media Studies 44<br />
Music 48<br />
Physics 51<br />
Product Design 53<br />
Psychology 57<br />
Religious Studies 59<br />
Sociology 61<br />
Spanish 63<br />
Sport Studies 67<br />
<strong>2017</strong> A Level Results 70<br />
<strong>2017</strong> Destinations 71<br />
1
ENTRY REQUIREMENTS TO SIXTH FORM<br />
The minimum academic requirement for entry into the <strong>Sixth</strong> <strong>Form</strong> from September <strong>2018</strong> is<br />
five GCSE passes, four at Grade 6 and one at Grade 5. All students must have a minimum<br />
Grade 5 in English Language and Mathematics and a minimum Grade 6 in the subjects to<br />
be studied. Additional academic requirements apply as set out below.<br />
Students wishing to study two Sciences at A Level must have gained a minimum of grade<br />
6 in their GCSE Science course.<br />
Students wishing to study three Sciences at A Level must have gained at least level 7 in<br />
their GCSE Science course.<br />
Students who wish to study Psychology, Sociology or Government and Politics but have<br />
not had the opportunity to take a GCSE in the subject, must have at least a grade 6 in<br />
English Language. Applicants who wish to study Economics, Business or Computer<br />
Science but have not had the opportunity to take a GCSE in the subject, must have at<br />
least a grade 6 in Mathematics.<br />
These requirements should be read in conjunction with the <strong>Sixth</strong> <strong>Form</strong> Admissions Policy<br />
available from the school website www.stretfordgrammar.com<br />
2
MAKING A LEVEL SUBJECT CHOICES<br />
When choosing an A Level subject students should:<br />
<br />
<br />
<br />
<br />
Have an interest in and enjoy studying it.<br />
Have a good chance of obtaining a high grade in it i.e. have been good at it previously<br />
or, if students have not studied it before, have high GCSE grades in subjects which<br />
require similar skills.<br />
Have researched the subject and know what is involved in studying it to A Level – this<br />
may sometimes be quite different from what is covered at GCSE and it may be much<br />
more difficult. If students have not studied the subject before, what is it actually about<br />
and will it suit students’ strengths?<br />
Consider whether it will help students to meet higher education or future career<br />
aspirations.<br />
Students who know which degree course they would like to study at university can use the<br />
table below to see the likely requirements. Please note that this is a guide only and<br />
students should refer to www.ucas.com or individual university websites to check detailed<br />
entry requirements for specific courses.<br />
COURSE<br />
Accountancy (also<br />
Banking/Finance/<br />
Insurance)<br />
Actuarial<br />
Science/Studies<br />
Aeronautical<br />
Engineering<br />
ESSENTIAL ADVANCED LEVEL<br />
QUALIFICATIONS<br />
Usually none, although one or two<br />
universities require Mathematics.<br />
Mathematics<br />
Mathematics and Physics.<br />
USEFUL ADVANCED LEVEL<br />
QUALIFICATIONS<br />
Mathematics, Business Studies (AGCE,<br />
National and Diploma), and Economics.<br />
Further Mathematics, Economics,<br />
Business Studies (AGCE, National and<br />
Diploma).<br />
Further Mathematics, Design<br />
Technology, Computing/Computer<br />
Science.<br />
Politics<br />
American Studies Requirements vary but English and/or<br />
History are often asked for.<br />
Anthropology None A small number of courses like a science<br />
such as Biology. Sociology is also very<br />
relevant.<br />
Archaeology None Geography, History or science subjects<br />
can all be useful.<br />
Architecture<br />
Some courses say they want an<br />
arts/science mix. Some may require<br />
Art.<br />
Art, Mathematics, Design Technology<br />
and Physics. AGCE or National Art and<br />
Design may also be useful at some<br />
universities. Do note that a portfolio of<br />
drawings and ideas may be requested.<br />
3
COURSE<br />
ESSENTIAL ADVANCED LEVEL<br />
QUALIFICATIONS<br />
USEFUL ADVANCED LEVEL<br />
QUALIFICATIONS<br />
Art and Design<br />
Art or Design Technology including<br />
AGCE/National (to give students the<br />
portfolio to get onto an Art Foundation<br />
Course, though sometimes<br />
AGCE/National Art and Design<br />
Design Technology, Art and Design. Do<br />
note that most entrants onto Art and<br />
Design degrees will have completed a<br />
one-year Art Foundation Course after<br />
completing Year 13.<br />
applicants go straight onto a degree).<br />
Biochemistry<br />
Always Chemistry and some universities<br />
will say students must have Biology as<br />
well, while some will say Chemistry plus<br />
Biology, Mathematics, Further<br />
Mathematics, Physics, Computing/<br />
Computer Science.<br />
one from Mathematics/Physics/Biology.<br />
Doing Chemistry, Biology and<br />
Mathematics or Physics will keep all<br />
Biochemistry courses open to students.<br />
Biology<br />
Biology, usually Chemistry. A few<br />
universities specify two sciences.<br />
Mathematics or Physics,<br />
Computing/Computer Science.<br />
Biomedical Sciences<br />
(including Medical<br />
Normally two from Biology, Chemistry,<br />
Mathematics and Physics. Chemistry is<br />
Mathematics, Further Mathematics,<br />
Biology, Chemistry, Physics.<br />
Science)<br />
essential for some courses.<br />
Business Studies None Mathematics, Business Studies (AGCE,<br />
National and Diploma) and Economics.<br />
Chemical Engineering Chemistry and Mathematics and<br />
sometimes Physics as well.<br />
Physics, Biology, Further Mathematics,<br />
Computing/Computer Science.<br />
Chemistry<br />
Chemistry and occasionally<br />
Mathematics. Most courses require<br />
Chemistry and would like Mathematics<br />
Mathematics, Further Mathematics,<br />
Physics, Biology, Computing/Computer<br />
Science.<br />
and one other science subject (for<br />
example, Physics or Biology).<br />
Childhood Studies None CACHE, Psychology, Sociology,<br />
AGCE/National/Diploma Health and<br />
Social Care.<br />
Civil Engineering<br />
Classical Studies<br />
Computer Science<br />
Dentistry<br />
Mathematics, in many cases Physics.<br />
Sometimes one of Physics or Chemistry.<br />
For Classics courses Latin or Ancient<br />
Greek are required. For Classical<br />
Studies and Classical Civilisation<br />
courses most subjects will be<br />
considered.<br />
For some courses, Mathematics. For<br />
some courses Computing/ Computer<br />
Science.<br />
Chemistry and Biology for most<br />
courses, but some require Mathematics<br />
or Physics as well.<br />
Further Mathematics, Chemistry,<br />
Biology, Computing/Computer Science,<br />
Design Technology, Geography.<br />
Modern Foreign Language, English<br />
Literature, History, Classical Civilisation.<br />
Do note that there are some Classics<br />
courses which will allow students to<br />
start Latin and/or Classical Greek from<br />
scratch.<br />
Mathematics, Further Mathematics,<br />
Computing/Computer Science, Physics,<br />
Philosophy, ICT.<br />
Mathematics, Physics, Further<br />
Mathematics.<br />
Dietetics Chemistry, Biology. Mathematics<br />
Drama<br />
Some courses require English Literature<br />
and for a few courses English and/or<br />
English Literature, English Literature and<br />
Language, Theatre Studies.<br />
Theatre Studies.<br />
Economics Usually Mathematics. Economics, Computing/Computer<br />
Science, History, Business Studies.<br />
4
COURSE<br />
Education - See<br />
Teacher Training<br />
Electrical/Electronic<br />
Engineering<br />
ESSENTIAL ADVANCED LEVEL<br />
QUALIFICATIONS<br />
Mathematics, usually Physics.<br />
USEFUL ADVANCED LEVEL<br />
QUALIFICATIONS<br />
Further Mathematics, ICT, Design<br />
Technology, Computing/ Computer<br />
Science.<br />
Engineering (General) Mathematics and Physics. Further Mathematics, Design<br />
Technology, Computing/ Computer<br />
Science.<br />
English<br />
Environmental<br />
Science/Studies<br />
English Literature or combined English<br />
Language & Literature (some courses<br />
will accept English Language).<br />
Many courses will ask for two from<br />
Biology, Chemistry, Mathematics,<br />
Physics and Geography.<br />
History, Religious Studies, a foreign<br />
language.<br />
Another facilitating subject, particularly<br />
a science.<br />
European Studies A Modern Foreign Language. Another Modern Foreign Language,<br />
English Literature, History, Politics.<br />
French French Another Modern Foreign Language,<br />
English Literature, History, Politics.<br />
Geography Most degrees require Geography. Some Geography BSc (science) degrees<br />
prefer one from Biology, Chemistry,<br />
Mathematics or Physics.<br />
Geology/Earth Sciences Usually two from Mathematics, Physics,<br />
Chemistry and Biology.<br />
Geography, Geology,<br />
Computing/Computer Science.<br />
German<br />
German (a handful of universities offer<br />
the opportunity to study German from<br />
scratch, without German A-level).<br />
Another Modern Foreign Language,<br />
English Literature, History, Politics.<br />
History Most degrees require History. Economics, English Literature,<br />
Philosophy, Politics, Sociology,<br />
Theology/ Religious Studies, a modern<br />
or classical language.<br />
History of Art None Art, English Literature, History,<br />
Theology/Religious Studies, History of<br />
Art, French, German, Spanish, Italian.<br />
Italian<br />
Italian or another language such as<br />
French, German or Spanish.<br />
Another Modern Foreign Language,<br />
English Literature, History, Politics.<br />
Law<br />
Usually none, although a few<br />
universities require English.<br />
History; other facilitating subjects. There<br />
really are no essential subjects for Law.<br />
Maybe one choice should involve essay<br />
or report writing. History gives students<br />
good relevant skills for Law but is not<br />
essential.<br />
Management Studies Sometimes Mathematics. Mathematics, Economics, Business<br />
Studies.<br />
Materials Science<br />
(including Biomedical<br />
Materials Science)<br />
Mathematics<br />
Normally two from Chemistry,<br />
Mathematics, Physics, Biology (also<br />
Design Technology for some<br />
universities).<br />
Mathematics and sometimes Further<br />
Mathematics.<br />
Chemistry, Design and Technology,<br />
Further Mathematics, Computing/<br />
Computer Science.<br />
Further Mathematics, Physics,<br />
Computing/Computer Science.<br />
5
COURSE<br />
ESSENTIAL ADVANCED LEVEL<br />
QUALIFICATIONS<br />
USEFUL ADVANCED LEVEL<br />
QUALIFICATIONS<br />
Mechanical Engineering Mathematics, usually Physics. Further Mathematics, Design<br />
Technology, Computing/Computer<br />
Science. Mechanical Engineering<br />
departments may have a preference for<br />
Mathematics A-levels with a strong<br />
mechanics component.<br />
Media Studies<br />
(including<br />
Communication<br />
Studies)<br />
Medicine<br />
Music<br />
A few courses ask for English or Media<br />
Studies.<br />
If students do Chemistry, Biology and<br />
one from Mathematics or Physics they<br />
will keep all the medical schools open<br />
to students. If students do Chemistry<br />
and Biology they will keep open the<br />
vast majority. If students do Chemistry<br />
and one from Mathematics and Physics<br />
they will limit their range of choices<br />
much more.<br />
For most traditional courses, Music and<br />
Grade VII/VIII, although some<br />
universities will consider candidates<br />
without A Level Music.<br />
English, Media Studies, Sociology,<br />
Psychology.<br />
Further Mathematics or a contrasting<br />
(non-science) subject, Computing/<br />
Computer Science.<br />
Some universities have a preference for<br />
at least one essay-based subject.<br />
Nursing and Midwifery Usually Biology or another science. Biology, Sociology, Psychology,<br />
Chemistry, Mathematics, Physics.<br />
Occupational Therapy Some courses ask for Biology. Psychology, Physical Education,<br />
Sociology or another science.<br />
Optometry (Opthalmic<br />
Optics)<br />
Two from Biology, Chemistry,<br />
Mathematics or Physics (some courses<br />
prefer Biology as one of the choices).<br />
Further Mathematics,<br />
Computing/Computer Science.<br />
Orthoptics Biology Chemistry, Mathematics, Physics,<br />
Computing/Computer Science.<br />
Pharmacy<br />
Chemistry and one from Biology,<br />
Mathematics and Physics keeps the<br />
Mathematics, Physics,<br />
Computing/Computer Science.<br />
vast majority of courses open to<br />
students. Some courses like to see<br />
Chemistry, Biology and Mathematics.<br />
Doing Chemistry and Biology keeps<br />
most courses open.<br />
Philosophy None Mathematics, Classical Civilisations,<br />
Philosophy and Religious<br />
Studies/Theology.<br />
Physics Mathematics, Physics. Further Mathematics, Chemistry,<br />
Computing/Computer Science.<br />
Physiotherapy<br />
Most courses will consider students<br />
with just Biology. However, some also<br />
require a second science from<br />
Chemistry, Mathematics or Physics.<br />
Chemistry, Mathematics, Physics,<br />
Psychology.<br />
Planning Sometimes Geography. Geography, Mathematics, Economics.<br />
Politics Usually none Politics, History, Philosophy, Law,<br />
Sociology, Economics, English Literature,<br />
Religious Studies, Business Studies.<br />
6
COURSE<br />
ESSENTIAL ADVANCED LEVEL<br />
QUALIFICATIONS<br />
USEFUL ADVANCED LEVEL<br />
QUALIFICATIONS<br />
Psychology<br />
A few courses ask for one from Biology,<br />
Chemistry, Mathematics, Physics.<br />
Biology, Mathematics, Psychology,<br />
Sociology, Computing/ Computer<br />
Science.<br />
Religious<br />
Studies/Theology<br />
None<br />
Religious Studies/Theology, Philosophy,<br />
English Literature, History.<br />
Sociology None Sociology, Psychology, Geography,<br />
Computing/Computer Science.<br />
Spanish<br />
Spanish (some degrees will also<br />
consider French, German or Italian).<br />
Another Modern Foreign Language,<br />
English Literature, History, Politics.<br />
Speech Therapy<br />
Some universities want a science such<br />
as Biology, Chemistry or Physics. Some<br />
specify Biology, but some degrees will<br />
consider candidates with none of these.<br />
A modern foreign language (for<br />
example, French, German, Spanish,<br />
Italian), English Language (and<br />
Literature), Psychology.<br />
Sports<br />
Science/Physical<br />
Education<br />
Many courses want to see one from<br />
Biology/Chemistry/Mathematics/<br />
Physics (some courses will treat<br />
Physical Education as a science<br />
equivalent).<br />
Physical Education, Psychology.<br />
Surveying None For some types of Surveying e.g.<br />
Building Surveying, Mathematics and<br />
Physics could be helpful. For Estate<br />
Management (General Practice<br />
Surveying) most A Level combinations<br />
will be considered.<br />
Teacher Training<br />
(Primary and/or<br />
Secondary)<br />
Veterinary Science<br />
(THOSE BEST FOR PRIMARY TEACHING<br />
SHOWN IN ITALICS)<br />
At least one from Art, Biology, CACHE,<br />
Chemistry, Computing, Design and<br />
Technology, Drama (Theatre Studies),<br />
English, French, Geography, German,<br />
History, ICT, Italian, Mathematics,<br />
Music, Physics, Physical Education,<br />
Religious Studies (Theology), Spanish.<br />
CACHE meets the entry requirements<br />
for early years Primary Teaching and a<br />
large number of Primary Education<br />
Teacher Training Degrees.<br />
Students should do Chemistry and<br />
Biology and one from<br />
Mathematics/Physics so that they have<br />
all universities open to them.<br />
Another of the subjects listed in the<br />
Essential Qualifications section.<br />
Further Mathematics<br />
Some degree courses may not require any specific subject background.<br />
If students are unsure about their future career options, subjects that tend to give the<br />
most options include Mathematics and Further Mathematics, the Pure Sciences,<br />
Geography, History, English Literature and Modern Foreign Languages.<br />
7
The information above has been taken from Informed Choices: A Russell Group guide to<br />
making decisions about post-16 education. The full document is available at:<br />
http://www.russellgroup.ac.uk/informed-choices/<br />
It is recommended that students refer to this publication before choosing their A Level<br />
options.<br />
Further information can also be found at:<br />
www.ucas.com<br />
Please do not hesitate to contact school if students require further advice:<br />
sixthform@stretfordgrammar.com<br />
Students receive a programme of Careers <strong>Information</strong>, Advice and Guidance during the<br />
Spring and Summer terms of Year 12, including appointments with a Connexions advisor.<br />
Guidance is given throughout the UCAS application cycle and each student is allocated an<br />
individual mentor to help them choose appropriate undergraduate courses and write their<br />
application.<br />
8
A LEVEL SUBJECTS OFFERED<br />
Art and Design<br />
Biology<br />
Business<br />
Chemistry<br />
Computer Science<br />
Economics<br />
English Language<br />
English Literature<br />
French<br />
Geography<br />
Government and Politics<br />
History<br />
Mathematics and Further Mathematics<br />
Media Studies<br />
Music<br />
Physics<br />
Product Design<br />
Psychology<br />
Religious Studies<br />
Sociology<br />
Spanish<br />
Sport Studies<br />
Most students choose three subjects when they commence their Advanced Level Studies<br />
but we will be flexible on application with regard to the number of subjects followed<br />
dependent on GCSE performance.<br />
There may be some restrictions on the combination of subjects available due to option<br />
lines in which they are timetabled. The school may withdraw a subject where the number<br />
of students choosing it as an option is too low. Updates to the subjects available will be<br />
posted on the school website.<br />
In addition to their chosen subjects all students are expected to participate in a<br />
programme of enrichment during Year 12.<br />
9
ART AND DESIGN<br />
SPECIFICATION<br />
A Level AQA Art and Design (Fine Art) 7202<br />
OBJECTIVES OF THE COURSE<br />
To develop students’ ability to conceive, organise, develop ideas and themes into a<br />
coherent visual statement through analysis and exploration of art and design problems<br />
using a variety of materials and techniques.<br />
To understand and use appropriately formal elements such as line, tone, colour, pattern,<br />
texture, shape, form, space, harmony, rhythm, composition, balance, symmetry,<br />
decoration, volume, and structure.<br />
To work from observation, imagination and research to produce a personal response to<br />
given themes.<br />
CONTENT AND ASSESSMENT<br />
We will be offering the Fine Art A Level course - this means that students will be able to<br />
produce work using a wide variety of techniques and materials, such as drawing, painting,<br />
mixed media, collage, sculpture, printmaking, textiles and some photography.<br />
A Level<br />
One internally-set Component of Coursework, ‘Personal Investigation’. This is a<br />
practical Unit with written elements on a theme that is of personal interest to the<br />
student. It must include between 1000 and 3000 words of written work. This is worth<br />
60% of the total A Level mark.<br />
One externally-set Component, ‘Externally-Set Assignment’. This includes a 15 hour<br />
controlled session, as well as a body of art work that follows a given theme. It is<br />
worth 40% of the total A Level mark.<br />
METHODS OF STUDY<br />
Image-making through a variety of media and some 3D work, will include painting,<br />
drawing, printmaking, photography, group work, sculpture and some textile work.<br />
10
Critical studies of art and design of the past and the present - this involves a written and<br />
illustrated component essay.<br />
SPECIAL FEATURES OF THE COURSE<br />
<br />
<br />
<br />
<br />
<br />
Themed projects open to individual interpretation<br />
Trips to several different galleries<br />
Fortnightly Life Drawing sessions<br />
Largely practical work with some essential written research and analysis<br />
Discrete <strong>Sixth</strong> <strong>Form</strong> Art working area<br />
11
BIOLOGY<br />
SPECIFICATION<br />
A Level Edexcel- Spec A (SNAB) Biology 9BNO<br />
OBJECTIVES OF THE COURSE<br />
To develop an investigatory and enquiring approach to the subject with practical<br />
applications emphasised. Latest advances and applied concepts of the subject, in such<br />
areas as the medical world and in modern Biotechnology, are referred to constantly in<br />
order to reflect the rapid expansion of biological knowledge and its applications in a<br />
modern society. Students will develop synoptic links and be able to apply a range of<br />
Biological concepts in order to explain information and data presented in novel situations.<br />
CONTENT AND ASSESSMENT<br />
A Level<br />
Paper 1: 2 hour examination.<br />
Paper 2: 2 hour examination.<br />
Paper 3: 2 hour examination.<br />
These are synoptic papers and<br />
cover all of the Year 12 and Year<br />
13 content. There is also a written<br />
assessment of practical skills.<br />
All examinations are taken in June.<br />
An emphasis is placed on learning by experiment with core practical assignments and a<br />
variety of experiments undertaken in Years 12 and 13.<br />
Importance is given to the use of mathematics to manipulate and analyse data in<br />
questions which will contribute 10% of the total qualification.<br />
Practical skills will be assessed both through examination and teacher assessment of<br />
students’ competency. Students will be awarded a pass or fail for their practical skills and<br />
this will be reported on their examination certificate.<br />
12
METHODS OF STUDY<br />
A variety of teaching methods are employed such as group and individual work, class<br />
discussion and practical work. Students are expected to complete a significant amount of<br />
independent study and are provided with a handbook at the start of the course which<br />
outlines the extent of work needed for success.<br />
In addition, educational visits to places of interest are planned to extend knowledge<br />
beyond the classroom, including fieldwork in Sale Water Park, lectures at Manchester<br />
University and a visit to Chester Zoo.<br />
SPECIAL FEATURES OF THE COURSE<br />
Year 12 students will undertake an individual research project as part of the course which<br />
will assist students in their application to university.<br />
Students have the opportunity to deliver Science practical activities to primary school<br />
pupils and support Biology students in lower year groups.<br />
13
BUSINESS<br />
SPECIFICATION<br />
A Level AQA Business 7132<br />
OBJECTIVES OF THE COURSE<br />
Students study all aspects of business organisations and behaviour. The course allows the<br />
integration of business themes such as enterprise innovation and change, social and<br />
environmental responsibilities, takeovers and mergers, and ethical considerations. The<br />
course emphasises an awareness that business behaviour can be studied from the<br />
perspectives of all stakeholders (customers, employees, owners/shareholders and the local<br />
community/environment) drawing on a variety of disciplines.<br />
CONTENT AND ASSESSMENT<br />
In Year 13 students will take three examination papers to gain an A Level in Business. All<br />
papers are externally assessed. Each paper is worth 33.3%.<br />
Paper 1: Consists of four sections. Section A: multiple choice questions. Section B: Short<br />
answer questions and Sections C and D: 2 essay questions.<br />
Paper 2: Three data response compulsory questions.<br />
Paper 3: One case study followed by approximately 6 questions.<br />
Year 12 Course content<br />
What is a Business?<br />
Decision making to improve marketing<br />
performance<br />
Decision making to improve financial<br />
performance<br />
Managers, leadership and decision making<br />
Decision making to improve operational<br />
performance<br />
Decision making to improve human<br />
resource performance<br />
14
Year 13 Course content<br />
Analysing the strategic position<br />
Strategic methods<br />
Strategic direction<br />
Strategic change<br />
METHODS OF STUDY<br />
Background reading is an essential part of the course: students will be expected to use the<br />
course book to follow up work completed in class and read a broadsheet newspaper on a<br />
regular basis. Written work will be set weekly and include assignments that require<br />
students to show they can apply key terms and concepts, as well as analyse and evaluate<br />
information.<br />
Students will carry out short investigations into topics requiring them to collect information<br />
from a variety of sources and organise it into a logical order.<br />
In addition, students will read case studies about businesses and show that they can apply<br />
concepts and theories.<br />
SPECIAL FEATURES OF THE COURSE<br />
Business is a highly relevant subject and equips students to understand important<br />
contemporary business issues, in particular focusing on the current economic climate and<br />
its impact on business. It will particularly appeal to students who have an interest in<br />
current affairs or want to find out more about the role of business in society. The<br />
department organises trips to Land Rover Jaguar and the JCB factory. Students take part<br />
in a share challenge at Manchester University against other schools, and gain an insight<br />
into the world of trading and how external factors impact on the value of shares<br />
throughout the trading sessions. Guest speakers are also invited to speak to students; a<br />
popular visitor to the department is Dr. Davies from the Institute of Economic Affairs who<br />
has presented on a wide range of topics from the economic crisis in Greece to the price of<br />
football tickets. Dr. Davies is often a guest on Newsnight where he gives his opinions on<br />
financial developments.<br />
Business fits in well with most of the subjects. Often there are particularly good career<br />
opportunities when Business is studied in combination with Mathematics and/or Modern<br />
Languages. Business can also be studied with a science. Recent students have gone on to<br />
study Pharmacy, Law, Accountancy, Dentistry and Engineering at university.<br />
15
CHEMISTRY<br />
SPECIFICATION<br />
A Level AQA Chemistry 7405<br />
OBJECTIVES OF THE COURSE<br />
To equip students for further study of Science based disciplines at a higher level and to<br />
meet the demands of an increasingly scientific and technological society.<br />
Chemistry is a unique subject that teaches an analytical approach which can be applied in<br />
many other problem solving situations.<br />
CONTENT AND ASSESSMENT<br />
Students will study three core areas covering Physical Chemistry, Inorganic Chemistry and<br />
Organic Chemistry.<br />
Physical Chemistry<br />
<br />
<br />
<br />
<br />
Energetics<br />
Kinetics<br />
Acid base equilibria<br />
Redox Potentials<br />
Inorganic Chemistry<br />
<br />
<br />
<br />
<br />
Structure of the atom<br />
Trends in the Periodic Table<br />
Transition Metal Chemistry<br />
Aqueous Chemistry<br />
Organic Chemistry<br />
<br />
<br />
<br />
<br />
<br />
Processing of crude oil<br />
Alkanes<br />
Alkenes<br />
Haloalkanes<br />
Alcohols<br />
16
Benzene<br />
Carbonyl Compounds<br />
Examination<br />
Students sit three 2 hour examination papers. Paper 1 is worth 35% of the final grade and<br />
examines Inorganic Chemistry, relevant Physical Chemistry topics and relevant practical<br />
skills. Paper 2 is also worth 35% and examines Organic Chemistry, relevant Physical<br />
Chemistry topics and relevant practical skills. Paper 3 is worth 30% of the final A level<br />
grade and is a synoptic paper examining all the course content and skills.<br />
Practical Endorsement<br />
There will be a requirement for each student to keep a laboratory note book which will<br />
provide evidence that key practical experiments have been completed satisfactorily. An<br />
external assessor will come into school to check students’ laboratory books to see if they<br />
provide evidence of the five key competencies over a sufficient range of practical<br />
activities. They will be awarded a pass or fail in this element which will appear on their<br />
final certificate.<br />
METHODS OF STUDY<br />
Great emphasis is placed on practical work and on learning through discovery. Various<br />
learning styles are employed, including group work, class discussions, individual<br />
assignments and presentations.<br />
SPECIAL FEATURES OF THE COURSE<br />
Extra support is offered to students through the weekly Chemistry Clinic. There are<br />
opportunities for students to compete in the Chemistry Olympiad, attend the Big Bang Fair<br />
and to gain a Nuffield Bursary placement. There is also an annual trip to Manchester<br />
University to complete Synthetic Chemistry in the university laboratories.<br />
17
COMPUTER SCIENCE<br />
SPECIFICATION<br />
A Level AQA Computer Science 7517<br />
OBJECTIVES OF THE COURSE<br />
The A Level course based on this specification encourages students to develop a broad<br />
range of skills and knowledge of Computer Science as a basis for progression into further<br />
learning, and/or employment in Computer Science-related fields.<br />
This Computer Science course encourages students to develop:<br />
<br />
<br />
<br />
<br />
<br />
The capacity for thinking creatively, analytically, logically and critically<br />
An understanding of the organisation of computer systems including software,<br />
hardware, data, communications and people<br />
Skill and understanding of programming, in a range of contexts, to solve problems<br />
The capacity to see relationships between different aspects of the subject and<br />
perceive their field of study in a broader perspective<br />
An awareness of emerging technologies and an appreciation of their potential<br />
impact on society<br />
SPECIAL FEATURES OF THE COURSE<br />
<br />
<br />
<br />
<br />
Greater opportunities for practical work<br />
Practical work carried out using a wide range of software and hardware<br />
Students as active investigators rather than passive learners<br />
This course provides a good foundation for abstract thinking, general problemsolving,<br />
algorithmic and mathematical reasoning, scientific and engineering-based<br />
thinking, when investigating future challenges<br />
METHODS OF STUDY<br />
Units within the course should provide students with the opportunity to develop their<br />
knowledge and understanding of the development of computing systems through practical<br />
experience in using a range of applications software in a structured way. Students should<br />
then be able to apply the skills, knowledge and understanding gained from this practical<br />
work to the solution of problems.<br />
18
CONTENT AND ASSESSMENT<br />
AS Examinations<br />
UNIT 1 – Systematic approach to problem solving<br />
UNIT 2 – Hardware, networking, big data and functional programming<br />
UNIT 3 – The Computer Science practical project (non-exam assessment)<br />
A2 Unit 1 Systematic approach to problem solving<br />
<br />
<br />
<br />
<br />
40% of A Level<br />
2 hour 30 minute on-screen examination<br />
Preliminary Material released on 1 st March<br />
Short answer questions and a programming task to complete<br />
A2 Unit 2 Databases, big data and functional programming<br />
<br />
<br />
<br />
40% of A Level<br />
2 hours 30 minutes written examination<br />
A series of short-answer and extended-answer questions.<br />
A2 Unit 3 The computing practical project<br />
20% of A Level<br />
Students write a report that documents a programmed solution to a real problem<br />
associated with a user whose realistic needs should be taken into account when<br />
specifying, designing and implementing the solution.<br />
Completed in lessons and students’ own time<br />
Internally assessed and externally moderated<br />
SUBJECTS WHICH COMPLEMENT COMPUTER SCIENCE<br />
This course has been written specifically to avoid any overlap with A Level ICT. Students<br />
may also consider taking Mathematics, Physics and Business Studies alongside this<br />
qualification.<br />
HIGHER EDUCATION AND CAREER OPPORTUNITIES<br />
A qualification in Computer Science offers students a first step into the varied world of<br />
Computer Science and ICT, with careers including, software/app/games development,<br />
hardware engineering, telecoms, project management and systems analytics. In addition,<br />
the range of related career is very diverse and successful students may consider career<br />
options in engineering, medicine, law, business, politics and any type of science.<br />
19
ECONOMICS<br />
SPECIFICATION<br />
A Level EDUQAS Economics 601/4103/7<br />
OBJECTIVES OF THE COURSE<br />
If students have ever wondered how prices, interest and exchange rates are determined<br />
or wondered about the financial state of services provided by the Government, then they<br />
should study Economics. This subject is all about resources and money; it explores the<br />
various factors that influence the prices of goods and services, interest and exchange<br />
rates, inflation and the economy as a whole. Economics will enhance students’ decisionmaking<br />
ability through interpretative and evaluation skills whilst developing their<br />
understanding and knowledge of the economy.<br />
CONTENT AND ASSESSMENT<br />
Topics include:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Price and output decisions of firms and how firms grow<br />
The labour market and how wages are established and influenced by organisations<br />
such as trade unions<br />
Privatised industries and their regulations<br />
Poverty and developing companies<br />
The international economy – trade, the EU, globalisation<br />
Living standards<br />
Economic issues: Brexit and Living wage, NHS.<br />
Component 1: Introduction to Economic Principles<br />
Written examination: 1 hour 30 minutes, multiple choice and structured questions. 30% of<br />
qualification.<br />
Component 2: Exploring Economic Behaviour<br />
Written examination: 2 hours, Structured questions based on A2 content.<br />
One compulsory data response.<br />
30% of qualification<br />
20
Component 3: Evaluating Economic Models and Policies<br />
Written examination: 2 hours 30 minutes, one essay in each section:<br />
• Section 1 - Microeconomics<br />
• Section 2 - Macroeconomics<br />
• Section 3 - Trade and Development.<br />
40% of qualification<br />
METHODS OF STUDY<br />
Students are required to undertake wider reading. A reading list is provided and students<br />
are expected to subscribe to The Economist magazine and to keep abreast of current<br />
affairs by watching the news and regularly reading a good quality newspaper. An extra<br />
session which covers current economic news is offered, one lunchtime a week, and<br />
attendance is expected at this session.<br />
A variety of teaching methods are employed including paired and group work, class<br />
presentations, games and problem solving and report writing. Students’ work is marked<br />
regularly and in detail, offering feedback and suggestions for improvement. Students are<br />
invited to attend revision conferences throughout the year and we also enter a team into<br />
the prestigious Target 2.0 competition, run by The Bank of England. We have good links<br />
with the Institute for Economic Affairs and speakers from the IEA visit lessons to give talks<br />
on wider issues within the UK and global economies.<br />
SPECIAL FEATURES OF THE COURSE<br />
The A Level course covers in detail both micro and macro economics. Topics are<br />
considered within a UK, European and Global context, with particular emphasis placed on<br />
a detailed world knowledge and understanding of economic data.<br />
Students will be involved in Target 2.0, a competition run by The Bank of England which<br />
focuses on setting inflation rates. Guest speakers, such as Dr. Davies, Director General of<br />
the Institute of Economic Affairs, regularly visit the department to provide students with<br />
up to date information on world economic news. For example, Dr. Davies recently<br />
delivered a presentation on the Euro crisis. Students also attend specifically designed<br />
Tutor2U workshops in Manchester city centre to develop their exam skills and technique.<br />
21
ENGLISH LANGUAGE<br />
SPECIFICATION<br />
A Level EDUQAS English Language 601/5346/5<br />
OBJECTIVES OF THE COURSE<br />
To provide students with a progression from the knowledge, understanding and skills<br />
established in GCSE English Language. It is hoped that students will develop their interest<br />
in and enjoyment of English.<br />
CONTENT AND ASSESSMENT<br />
In Year 12 students are introduced to concepts and frameworks for the study of language,<br />
learning to apply these in the investigation of their own and others’ use of spoken and<br />
written language. Students develop and hone their skills in writing for different audiences<br />
and purposes and become increasingly adept at analysing the linguistic structure and<br />
function of texts. We also aim to develop students’ ability to respond perceptively to the<br />
different varieties of English that they hear and read, exploring data and examples of<br />
language in use.<br />
In Year 13, students’ knowledge of a range of linguistic frameworks is further developed,<br />
investigating varieties of English, language acquisition and language change over time up<br />
to the 21 st century. Students will select one area for coursework focus and will be<br />
expected to exercise increasing independence in the selection of texts and data and in the<br />
planning and structuring of their work.<br />
The course is divided into four components, all assessed at the end of the second year of<br />
study: three units are exams; one unit is coursework.<br />
Component 1: Language Concepts and Issues<br />
<br />
<br />
<br />
Written examination: 2 hours<br />
30% of qualification<br />
Two questions<br />
Analysis of Spoken Language – analysis of at least two spoken word transcripts<br />
Language issues – one question from a choice of three based on the study of four topic<br />
areas (standard and non-standard English, language and power, language and situation,<br />
language acquisition).<br />
22
Component 2: Language Change Over Time<br />
<br />
<br />
<br />
Written examination: 2 ¼ hours<br />
30% of qualification<br />
Two questions<br />
Language change over time<br />
English in the 21 st Century<br />
Component 3: Creative and Critical Use of Language<br />
<br />
<br />
<br />
Written examination: 1 ¾ hours<br />
20% of qualification<br />
One question<br />
Two original writing responses and one accompanying commentary<br />
Component 4: Language and Identity<br />
<br />
<br />
Coursework – 2,500-3,000 words<br />
20% of qualification<br />
Language investigation (extended essay) on the study and research of a topic related to<br />
language and identity. Students are required to choose a topic from the following list:<br />
language and self-representation; language and gender; language and culture; or<br />
language diversity.<br />
METHODS OF STUDY<br />
Students participate in group work, class discussion, individual research and a wide range<br />
of reading, particularly of non-fiction texts from a variety of genres and times.<br />
Students do need to be active and engaged readers of fiction and non-fiction and success<br />
in this course depends upon students being conscious, aware and interested in a wide<br />
range of social, cultural and political events.<br />
SPECIAL FEATURES OF THE COURSE<br />
This course offers the opportunity to develop written language skills in both creative and<br />
analytical writing.<br />
23
The first year content is designed to develop communication skills and knowledge<br />
about language<br />
The second year content extends the study of language in its cultural contexts and<br />
prepares for study in Higher Education<br />
Emphasis is placed on students as independent learners and language users<br />
There is compulsory coursework representing 20% of the overall course mark<br />
All terminal assessment is completed at the end of the second year of study<br />
24
ENGLISH LITERATURE<br />
SPECIFICATION<br />
A Level Edexcel English Literature 9ETO<br />
OBJECTIVES OF THE COURSE<br />
To provide students with progression from the knowledge, understanding and skills<br />
established in English Literature GCSE; to encourage wide independent reading for<br />
pleasure and understanding.<br />
Students will develop knowledge and understanding of:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
How writers use language in texts to shape meaning in and evoke responses in<br />
audiences and readers<br />
The function of genre features and conventions in poetry, prose and drama<br />
A range of ways to read texts, including reading for detail of how writers use and adapt<br />
language, form and structure in texts, responding critically and creatively<br />
The contexts (historical, literary and ideological) in which texts have been produced<br />
and received<br />
How to respond and critically evaluate texts, drawing on understanding of<br />
interpretations by different readers<br />
How attitudes and values are expressed in texts<br />
How to fluently and effectively convey knowledge, understanding and evaluation of<br />
texts<br />
How to use literary critical concepts and terminology<br />
How to make appropriate use of the conventions of writing in literary studies, referring<br />
accurately and appropriately to texts and sources<br />
25
CONTENT AND ASSESSMENT<br />
Year 1 Year 2<br />
<br />
Poetry<br />
<br />
Drama<br />
<br />
- Poetry from the Romantic Period<br />
- Post 2000 Contemporary Poetry<br />
Prose<br />
- Heart of Darkness, Joseph Conrad<br />
- One Shakespeare play (Othello)<br />
plus selection of related essays<br />
from the Shakespeare Critical<br />
Anthology<br />
- A Streetcar Named Desire,<br />
Tennessee Williams<br />
- The Lonely Londoners, Sam Selvon<br />
<br />
Coursework<br />
- One comparative essay of up to<br />
3000 words.<br />
Year 1<br />
Component 1: Poetry – The Romantics / Post 2000 Contemporary<br />
You will study,<br />
<br />
<br />
A selection of poems from English Romantic Verse to develop understanding of the<br />
contexts for Romantic poetry, its formal and ideological aspects, and how to compare<br />
poems independently<br />
A selection of poems from Poems of the Decade, An Anthology of the Forward Books of<br />
Poetry 2002 – 2011 to develop understanding of contemporary poetry in its formal and<br />
ideological aspects, and how to compare poems unseen at a high level.<br />
- Assessment<br />
<br />
<br />
<br />
Written exam of 2 hours and 15 minutes<br />
Section A: Contemporary Poetry: one comparative essay from a choice of two on an<br />
unseen poem written after 2000 and a named poem from the studied collection<br />
Section B: Poetry Collections: one essay question from a choice of two on the Poetry<br />
from the Romantic Period<br />
26
Component 2: Prose – Heart of Darkness and Lonely Londoners OR Tess of the<br />
D’Urbervilles and Mrs. Dalloway<br />
You will study,<br />
<br />
Two texts from the twentieth century from a comparative perspective, analysing<br />
formal and ideological aspects and comparing the various contexts for reading they<br />
present, such as Post-Colonialism, Modernism, and Narrative Theory.<br />
- Assessment<br />
<br />
<br />
Written exam of one hour<br />
One comparative essay from a choice of two questions<br />
Year 2 A Level<br />
Component 1: Drama<br />
You will study,<br />
<br />
<br />
<br />
Othello: William Shakespeare<br />
A Streetcar Named Desire: Tennessee Williams<br />
Essays and other critical commentary related to the form of tragedy and the history of<br />
Shakespeare studies in Shakespeare: A Critical Anthology<br />
- Assessment<br />
<br />
<br />
<br />
One written exam lasting 2 hours and 15 minutes<br />
Section A: Shakespeare – one essay question, incorporating ideas from wider critical<br />
reading<br />
Section B: Other Drama – one essay question on A Streetcar Named Desire<br />
Component 4: Coursework<br />
One extended comparative essay (up to 3000 words) referring to two texts and a range of<br />
secondary material and literary criticism: free choice of texts but linked by theme,<br />
movement, author or period.<br />
27
METHODS OF STUDY<br />
Students participate in group work, class discussion, individual research and a wide range<br />
of reading. There will be opportunities for theatre and cinema visits throughout the<br />
course, as well as relevant trips.<br />
SPECIAL FEATURES OF THE COURSE<br />
<br />
<br />
The course offers the opportunity to develop creative writing skills, as well as<br />
sophisticated reading skills<br />
Students will have the opportunity for theatre and cinema visits as well as study<br />
days at Manchester Metropolitan University<br />
28
FRENCH<br />
SPECIFICATION<br />
A Level AQA French 7652<br />
OBJECTIVES OF THE COURSE<br />
The course aims to:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Enhance linguistic skills and promote and develop the capacity for critical thinking on<br />
the basis of knowledge and understanding of the language, culture and society of<br />
France or countries where French is spoken<br />
Develop control of the language system to convey meaning, using spoken and written<br />
skills, including an extended range of vocabulary, for both practical and intellectual<br />
purposes as increasingly confident, accurate and independent users of French<br />
Develop the ability to interact effectively with users of French in speech and in writing,<br />
including through online media<br />
Develop language learning skills and strategies, including communication strategies to<br />
sustain communication and build fluency and confidence<br />
Engage critically with intellectually stimulating texts, films and other materials in<br />
French, developing an appreciation of sophisticated and creative uses of French within<br />
their cultural and social context<br />
Develop knowledge about matters central to the society and culture, past and present,<br />
of France and countries where French is spoken<br />
Mediate between cultures and between speakers of French and speakers of English<br />
Foster the ability to learn other languages<br />
Equip students with transferable skills such as autonomy, resourcefulness, creativity,<br />
critical thinking, and linguistic, cultural and cognitive flexibility that will enable them to<br />
proceed to further study or to employment<br />
CONTENT AND ASSESSMENT<br />
YEAR 12 TOPICS<br />
1. Social issues and trends<br />
2. Artistic culture<br />
3. Grammar<br />
4. Works: Literary texts and films<br />
29
Social issues and trends<br />
Students must study the following themes and sub-themes in relation to at least one<br />
French speaking country. Where France is not specified, students may study the theme or<br />
sub-theme in relation to any French-speaking country. Students must study the themes<br />
and sub-themes using a range of sources, including material from online media.<br />
Aspects of French-speaking society: current trends<br />
• The changing nature of the family (La famille en voie de changement)<br />
• The 'cyber-society' (La « cyber-société »)<br />
• The place of voluntary work (Le rôle du bénévolat)<br />
Artistic culture<br />
Artistic culture in the French-speaking world<br />
• A culture proud of its heritage (Une culture fière de son patrimoine)<br />
• Contemporary francophone music (La musique francophone contemporaine)<br />
• Cinema: the 7th art form (Cinéma: le septième art)<br />
Grammar<br />
Students will be expected to have studied the grammatical system and structures of the<br />
language during their course. Knowledge of the grammar and structures specified for<br />
GCSE is assumed.<br />
Literary texts and films<br />
Students must study either one text or one film from the list below:<br />
• Molière Le Tartuffe<br />
• Voltaire Candide<br />
• Maupassant Boule de suif et autres contes de la guerre 14<br />
• Camus L’étranger<br />
• Françoise Sagan Bonjour tristesse<br />
• Claire Etcherelli Elise ou la vraie vie<br />
• Joseph Joffo Un sac de billes<br />
• Faïza Guène Kiffe kiffe demain<br />
• Philippe Grimbert Un secret<br />
• Delphine de Vigan No et moi Films<br />
• Au revoir les enfants<br />
• La Haine<br />
30
• L’auberge espagnole<br />
• Un long dimanche de fiançailles<br />
• Entre les murs<br />
• Les 400 coups<br />
Y13 TOPICS<br />
1. Social issues and trends<br />
2. Political and artistic culture<br />
3. Grammar<br />
4. Works: Literary texts and films<br />
Paper 1: Listening, reading and writing<br />
• Aspects of French speaking society<br />
• Artistic culture in the French speaking world<br />
• Multiculturalism in French speaking society<br />
• Aspects of political life in French speaking society<br />
• Grammar<br />
• Written exam: 2 hours 30 minutes • 160 marks in total • 40% of A Level<br />
Paper 2: Writing<br />
<br />
<br />
One text and one film or two texts from the list set in the specification<br />
Grammar<br />
Written exam: 2 hours • 90 marks in total • 30% of A Level<br />
Paper 3: Speaking<br />
<br />
<br />
Individual research project<br />
One of four sub-themes i.e. Aspects of French speaking society or Artistic culture in the<br />
French speaking world or Multiculturalism in French speaking society or Aspects of<br />
political life in French speaking society<br />
Oral exam: 21–23 minutes (including 5 minutes preparation time) • 60 marks in total •<br />
30% of A Level<br />
SPECIAL FEATURES OF THE COURSE<br />
<br />
<br />
Visits abroad<br />
Study-day visits to local universities<br />
31
Video and foreign language films<br />
Use of Internet to access up-to-date information<br />
METHODS OF STUDY<br />
The A Level course is conducted in the foreign language wherever possible, and students<br />
are expected to take an active part in the learning programme. The course is based on the<br />
study of texts from a wide variety of sources, spoken as well as written, and at the same<br />
time as increasing their ability to use French, students will gain knowledge of and insight<br />
into aspects of the civilisation and culture of France and the French – speaking world.<br />
Through the use of documents and data, radio and taped texts, articles and books and<br />
computerised information, students will be encouraged to collect, analyse and exchange<br />
information, ideas and attitudes through the medium of French. The texts studied will be<br />
concerned primarily with topics of current interests rather than ‘literature’. Students MUST<br />
be prepared to commit a considerable amount of private time to the acquisition of an<br />
extremely broad vocabulary, and should be aware that a great deal of emphasis is placed<br />
on them voicing opinions on sociological issues in French.<br />
ENTRY REQUIREMENTS<br />
Grade B at GCSE.<br />
SUBJECTS WHICH COMPLEMENT FRENCH<br />
Other languages<br />
English, History, Geography<br />
Economics<br />
Business Studies<br />
Politics and Government<br />
Sciences<br />
HIGHER EDUCATION AND CAREER OPPORTUNITIES<br />
Pure languages degree courses.<br />
Language and business courses or any other combination degrees.<br />
Bilingual secretarial courses.<br />
Translating/Interpreting.<br />
Science/Engineering courses that include work experience abroad.<br />
32
GEOGRAPHY<br />
SPECIFICATION<br />
A Level AQA Geography<br />
OBJECTIVES OF THE COURSE<br />
The primary objective of the course is to develop students’ awareness of contemporary<br />
geographical issues and to equip them with a variety of skills which will benefit them<br />
beyond the confines of the A Level Geography curriculum. The AQA syllabus ensures that<br />
students will develop statistical, graphical and cartographical skills as well as independent<br />
research and problem solving skills which will provide them with the understanding and<br />
aptitudes for further study in higher education or future employment. A range of Physical<br />
and Human topics are studied which can always be linked to modern case studies making<br />
the course both relevant and interesting.<br />
CONTENT AND ASSESSMENT<br />
The A Level specification has three units:<br />
Component 1: Physical Geography<br />
Topic list<br />
- Water and Carbon Cycles<br />
- Coastal Systems and Landscapes<br />
- Hazards<br />
Worth 40% of the A Level and will be assessed by a 2 hours and 30 minutes written paper<br />
Component 2: Human Geography<br />
Topic list<br />
- Global Systems and Global Governance<br />
- Changing Places<br />
- Contemporary Urban Environments<br />
Worth 40% of the A Level and will be assessed by a 2 hours and 30 minutes written<br />
paper.<br />
33
Component 3: Geographical Investigation<br />
Non-examined assessment<br />
Worth 20% of the A Level<br />
Students complete an individual investigation of 3000-4000 words, which must include<br />
data collected in the field, based on a question or issue defined and developed by the<br />
students relating to any part of the specification content.<br />
METHODS OF STUDY<br />
A variety of learning styles are involved including group work assignments and<br />
independent research projects.<br />
SPECIAL FEATURES OF THE COURSE<br />
Students will take part in four days of fieldwork for the A Level course. This will involve a<br />
two night residential to the Holderness coast to study coastal processes and management,<br />
as well as a more local study to take place in Manchester. There is also the opportunity for<br />
a visit to Iceland to explore an environment rich in tectonic activity. Students will also be<br />
able to take advantage of regular enrichment opportunities aimed at boosting their<br />
geographical knowledge in preparation for the final exams; this includes guest speakers,<br />
visits to external lectures and courses runs by examiners to prepare students for their<br />
terminal exams. The department is a member of the Geographical Association which<br />
means we have access to contemporary resources and a range of enrichment<br />
opportunities.<br />
34
GOVERNMENT AND POLITICS<br />
SPECIFICATION<br />
A Level Edexcel Government and Politics 9PL0<br />
OBJECTIVES OF THE COURSE<br />
To develop:<br />
Knowledge and an informed understanding of contemporary political structures and<br />
issues in their historical context, both within the UK and globally<br />
A critical awareness of the changing nature of politics and the relationships between<br />
political ideas, institutions and processes<br />
An informed understanding of the influences and interests which have an impact on<br />
decisions in government and politics<br />
An informed understanding of the rights and responsibilities of individuals and groups<br />
The ability to critically analyse, interpret and evaluate political information to form<br />
arguments and make judgements<br />
An interest in, and engagement with, contemporary politics.<br />
CONTENT AND ASSESSMENT<br />
Component 1: UK Politics and Core Political Ideas<br />
<br />
<br />
<br />
<br />
<br />
Democracy and participation<br />
Political parties<br />
Electoral systems<br />
Voting behaviour and the media<br />
Conservatism, liberalism, socialism<br />
Component 2: UK Government and Optional Political Ideas<br />
<br />
<br />
<br />
<br />
The constitution<br />
Parliament<br />
Prime Minister and executive<br />
Anarchism, ecologism, feminism, multiculturalism or nationalism<br />
Component 3: Comparative Politics<br />
<br />
<br />
The US Constitution and federalism<br />
Democracy and Participation<br />
35
US presidency<br />
US Supreme Court and Civil Rights<br />
US Congress<br />
US Federation<br />
US/UK comparisons<br />
Assessment is through 3 examinations, each representing 33% of the course. Each paper<br />
lasts for 2 hours and requires essay writing skills as well as responding to political sources.<br />
The students will follow a linear programme and complete all 3 units over the 2 years<br />
taught by subject specialists.<br />
METHODS OF STUDY<br />
Politics is a highly relevant guide to the students’ country, their role in it and the part they<br />
can play in its future. Studying Politics will allow them to explore their own ideas and<br />
reach conclusions. We will teach students how to think, rather than tell them what to think<br />
and, where possible, classes will take the form of seminar style discussions to which they<br />
will be expected to contribute. To do this effectively students will need to learn how to<br />
analyse and evaluate, and how to construct clear and rational arguments to defend their<br />
point of view. They will develop many analytical and practical skills including the ability to<br />
conduct research, oral and written communication and IT, all of which are invaluable in<br />
today’s employment market.<br />
Students will be given regular opportunities to develop their essay writing skills in<br />
preparation for the final examinations. They will also practise marking and planning<br />
answers to ensure they are aware of the exam requirements.<br />
SPECIAL FEATURES OF THE COURSE<br />
Students will have the opportunity to participate in an overseas visit to America, staying in<br />
Washington DC, New York and Philadelphia, as well as a trip to Parliament in London.<br />
Lecture trips to Manchester University are also a part of the course, as is the weekly<br />
Debate Club.<br />
36
HISTORY<br />
SPECIFICATION<br />
A Level Edexcel History 9H10<br />
OBJECTIVES OF THE COURSE<br />
To explore the actions and ideas of individuals and societies to explain how life<br />
is and how it has been shaped<br />
To explore and study past events, changes and societies in order to understand<br />
the present and make sense of the world around us<br />
To explore history to shape and consider our moral understanding, sense of<br />
identity and our sense of citizenship<br />
CONTENT AND ASSESSMENT<br />
Unit 1: Paper 1 Britain transformed, 1918–97<br />
This option is a study of Britain as it emerged from the First World War and how it<br />
faced the challenges of Irish independence, working-class protest and votes for<br />
women. We will also explore the British response to the challenges of the twentieth<br />
century such as the General Strike (1926), the abdication crisis (1936), the Blitz<br />
(1940), the birth of the National Health Service (1948), the Suez Crisis (1956), the<br />
‘Swinging Sixties’ and the election of the first woman Prime Minister (1979) to<br />
name just a few events.<br />
Theme 1: A changing political and economic environment, 1918–79<br />
Theme 2: Creating a welfare state, 1918–79<br />
Theme 3: Society in transition, 1918–79<br />
Theme 4: The changing quality of life, 1918–79<br />
Interpretation: What impact did Thatcher’s governments have on Britain, 1979–97?<br />
Unit 2: The USA, 1955 – 92 conformity and challenge.<br />
This option comprises a study in depth of the USA in the years 1955–92, from post-<br />
1945 affluence, through racial and political protests in the 1960s, to the rise of<br />
right-wing groups in the 1980s and the development of bitter divisions between<br />
Democrats and Republicans.<br />
37
Students will gain an in-depth understanding of the challenges posed to the<br />
American political system by popular protests and different styles of leadership, and<br />
the effects on society of widespread economic, social and cultural change.<br />
Theme 1: Affluence and conformity, 1955–63<br />
Theme 2: Protest and reaction, 1963–72<br />
Theme 3: Social and political change, 1973–80<br />
Theme 4: Republican dominance and its opponents, 1981–92<br />
Unit 3: Protest, agitation and parliamentary reform, c1780–1928<br />
This option gives students the opportunity to explore the ways in which protest and<br />
agitation impacted on British society c1780–1928, and its success in bringing about<br />
change. Lasting change in most cases involved parliament and so parliamentary<br />
reform, and the increase in the numbers of people able to decide who should<br />
represent them.<br />
Aspects in breadth: changes in representation in England, c1780–1928<br />
1. Reform of parliament<br />
2. Changing influences in parliament: the impact of parliamentary reform<br />
Aspects in depth: mass protest and agitation<br />
1. Radical reformers, c1790–1819<br />
2. Chartism, c1838–c1850<br />
3. Contagious Diseases Acts and the campaign for their repeal, 1862–86<br />
4. The Women’s Social and Political Union, 1903–14<br />
5. Trade Union militancy, 1917–27<br />
Unit 4: Coursework: Independent Project<br />
The purpose of this coursework is to enable students to develop skills in the<br />
analysis and evaluation of interpretations of history in a chosen question, problem<br />
or issue as part of an independently researched assignment.<br />
The focus is on understanding the nature and purpose of the work of the historian.<br />
Students will be required to form a critical view based on relevant reading on the<br />
question, problem or issue. They will also be specifically required to analyse,<br />
explain and evaluate the interpretations of three historians.<br />
38
METHODS OF STUDY<br />
Studying History will allow students to explore their own ideas and reach<br />
conclusions. We will teach them how to think, rather than tell them what to think<br />
and, where possible, classes will take the form of seminar style discussions in which<br />
students will be expected to contribute. To do this effectively, students will need to<br />
learn how to analyse and evaluate, and how to construct clear and rational<br />
arguments to defend their point of view. Successful students will be those who can<br />
read critically and write convincingly.<br />
ASSESSMENT<br />
Students will be required to sit 3 exams in year 13:<br />
Unit 1: 30% 2 hours 15 mins<br />
Unit 2: 20% 1 hour 30 mins<br />
Unit 3: 30% 2 hours 15 mins<br />
Coursework 20% 3 – 4000 words<br />
SPECIAL FEATURES OF THE COURSE<br />
Students will have the opportunity to participate in an overseas visit to the USA.<br />
Lecture trips to Manchester University are also a part of the course, as is the<br />
weekly Debate Club.<br />
39
MATHEMATICS<br />
SPECIFICATION<br />
A Level AQA Mathematics (7357)<br />
OBJECTIVES OF THE COURSE<br />
Students should be able to:<br />
Recall, select and use their knowledge of appropriate mathematical facts, concepts<br />
and techniques in a variety of contexts;<br />
Construct rigorous mathematical arguments through appropriate use of precise<br />
statements, logical deduction and inference and by the manipulation of<br />
mathematical expressions;<br />
Evaluate mathematical models, including an appreciation of the assumptions made,<br />
and interpret, justify and present results from a mathematical analysis in a form<br />
relevant to the original problem;<br />
Read and comprehend a mathematical argument or an example of the application<br />
of Mathematics and have an awareness of its limitations.<br />
CONTENT AND ASSESSMENT<br />
Mathematical argument, language and proof; Problem solving; Mathematical modelling<br />
Pure Maths<br />
Proof, Algebra and functions, Coordinate geometry in the (x,y) plane, Sequences and<br />
series, Trigonometry, Exponentials and logarithms, Differentiation, Integration, Numerical<br />
methods, Vectors<br />
Statistics<br />
Statistical sampling, Data presentation and interpretation, Probability, Statistical<br />
distributions, Statistical hypothesis testing<br />
Mechanics<br />
Quantities and units in mechanics, Kinematics, Forces and Newton’s laws, Moments<br />
Assessment is by three 2-hour written exam papers (each worth 33⅓%) :<br />
Pure Maths, Pure and Mechanics, Pure and Statistics<br />
40
METHODS OF STUDY<br />
Students are taught by teacher exposition, group work, class discussion, investigation and<br />
individual research and practice.<br />
SPECIAL FEATURES OF THE COURSE<br />
Students have access to the MyMaths website, which can be used for individual revision<br />
and practice. They have the opportunity to participate in the UK Senior Maths Challenge<br />
(and follow-up competitions) and have the chance to attend the Maths Inspiration<br />
Lectures.<br />
Students who are aiming for a career or university course with a high mathematical<br />
content might also like to consider opting for A Level Further Maths as well.<br />
41
FURTHER MATHEMATICS<br />
SPECIFICATION<br />
A Level AQA Further Mathematics (7367)<br />
OBJECTIVES OF THE COURSE<br />
Further Maths is a second A Level qualification in Mathematics. It is aimed at students<br />
who intend to pursue subjects beyond the sixth form that have a high mathematical<br />
content, such as Mathematics itself, Sciences, Finance and Computing. It extends many<br />
of the concepts covered in the A Level Maths course. While it is not necessarily a<br />
prerequisite for many degree courses, it is seen as highly desirable, especially by the more<br />
“prestigious” universities. Students wishing to study Further Maths must also<br />
choose the single A Level Maths option.<br />
CONTENT AND ASSESSMENT<br />
Mathematical argument, language and proof; Problem solving; Mathematical modelling<br />
Pure Maths<br />
Proof, Complex Numbers, Matrices, Further Algebra and Functions, Further Calculus,<br />
Further Vectors, Polar Coordinates, Hyperbolic Functions, Differential Equations,<br />
Trigonometry, Numerical Methods, Coordinate Geometry.<br />
Plus two applied options from<br />
Statistics<br />
Discrete and Continuous Random Variables, Expectation, Poisson Distribution, Chi Tests,<br />
Exponential Distribution, Inference.<br />
Mechanics<br />
Dimensional Analysis, Momentum and Collisions, Work, Energy and Power, Circular<br />
Motion, Centres of Mass.<br />
42
Discrete Maths<br />
Graph Theory, Networks, Linear Programming, Critical Path Analysis, Game Theory, Group<br />
Theory.<br />
Assessment is by three 2-hour written exam papers (each worth 33⅓%):<br />
Two Pure Maths plus one applied paper.<br />
METHODS OF STUDY<br />
Students are taught by teacher exposition, group work, class discussion, investigation and<br />
individual research and practice.<br />
SPECIAL FEATURES OF THE COURSE<br />
Students wishing to study Further Maths must also choose the single A Level<br />
Maths option.<br />
43
MEDIA STUDIES<br />
SPECIFICATION<br />
A Level AQA Media Studies 7572<br />
CONTENT<br />
A Level Media Studies engages students in the in depth study of media products in<br />
relation to the four areas of the theoretical framework:<br />
• Media language<br />
• Media representation<br />
• Media industries<br />
• Media audiences<br />
Students are required to study media products from all of the following media forms:<br />
• Audio-visual forms (TV, film, radio, advertising and marketing, video games and<br />
music video)<br />
• Online forms (social and participatory media, video games, music video,<br />
newspapers,<br />
magazines, advertising and marketing)<br />
• Print forms (newspapers, magazines, advertising and marketing)<br />
OBJECTIVES OF THE COURSE<br />
A Level Media Studies offers students a comprehensive and integrated coverage of media<br />
theory and practice. There is a focus on new technologies, and students will complete<br />
practical work. The course covers a variety of contemporary topics and debates, from the<br />
way the media presents news and fiction, the impact of technological and e-media<br />
changes, to the production of marketing for a musical artist.<br />
What students like about the specification:<br />
<br />
<br />
<br />
<br />
Its contemporary relevance<br />
The hands-on practical work involved in producing such products as a video, web page<br />
or magazine<br />
The skills gained from the coursework units – learning about the process in the<br />
planning phase, developing production skills and evaluating their completed work<br />
against their intentions<br />
How the topics covered relate to their everyday lives<br />
44
Skills students develop:<br />
How to research, plan and construct media products using appropriate technical and<br />
creative skills<br />
To evaluate their own practical work<br />
To understand codes and conventions of the different platforms (broadcasting, e-<br />
media, print)<br />
How to apply knowledge and understanding when analysing media products and<br />
processes<br />
To increase their knowledge and understanding of media concepts<br />
To develop enquiry, critical thinking and decision-making skills<br />
To develop their knowledge and understanding of contexts and critical media debates<br />
and issues<br />
SPECIAL FEATURES OF THE COURSE<br />
<br />
<br />
<br />
<br />
Greater opportunities for practical work<br />
Practical work carried out using a wide range of software and hardware<br />
Students as active investigators rather than passive learners<br />
This course provides a good foundation for abstract thinking, general problem-solving,<br />
algorithmic and mathematical reasoning, scientific and engineering-based thinking,<br />
when investigating future challenges<br />
METHODS OF STUDY<br />
During the course students will develop knowledge of the four key media areas through<br />
close study products – this involves an in depth study of at least one audio-visual, one<br />
print and one online media form.<br />
Students will learn how the different modes and language associated with different media<br />
forms communicate multiple meanings and how audiences respond to and interpret<br />
different aspects of media language.<br />
Within media representations students will learn the ways events, issues, individuals<br />
(including self-representation) and social groups (including social identity) are represented<br />
through processes of selection and combination.<br />
Within media industries students will learn about the processes of media production,<br />
distribution and circulation by organisations, groups and individuals in a global context.<br />
Within media audiences students will learn how audiences are grouped and categorised by<br />
media industries, including by age, gender and social class, as well as by lifestyle and<br />
taste.<br />
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Media Studies develops a number of skills:<br />
<br />
<br />
<br />
<br />
An ability to analyse how media products are constructed<br />
How to produce media products across different platforms - either on your own or as<br />
part of a team<br />
Individual research<br />
How to evaluate your own media products and those of others<br />
ASSESSMENT<br />
Paper 1<br />
Questions will focus on issues and debates in the media. A topic will be released in<br />
advance of the exam. Students will be expected to use any relevant elements of the<br />
theoretical framework in order to explore the ideas in the paper.<br />
<br />
<br />
<br />
Written exam: 2 hours<br />
84 marks<br />
35% of A-level<br />
Questions:<br />
An argument relating to the theme.<br />
Short answer questions relating to the theme.<br />
2x15 mark questions testing in depth knowledge of two areas of the theoretical<br />
framework.<br />
2x25 mark questions assessing in depth knowledge of the two remaining areas of the<br />
theoretical framework.<br />
Paper 2<br />
Questions will focus on the analysis of media products, through the lens of the theoretical<br />
framework. Students will be expected to refer to the Close Study Products (CSPs) provided<br />
by AQA and other products they have studied. They will also be expected to demonstrate<br />
understanding of the contexts in which the products were created.<br />
<br />
<br />
<br />
Written exam: 2 hours<br />
84 marks<br />
35% of A-level<br />
Questions:<br />
Contrasting points of view relating to a particular CSP.<br />
46
Short answer questions assessing breadth and depth of knowledge of aspects of the<br />
theoretical framework in relation to particular media products.<br />
2x30 mark questions assessing depth of knowledge of the theoretical framework<br />
and/or contexts in relation to media products.<br />
Non-exam assessment: Creating a media product<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Application of knowledge and understanding of the theoretical framework.<br />
Practical skills relating to the media format of their choice.<br />
A choice of topics related to the over-arching (annually changing) theme<br />
72 marks<br />
30% of A-level<br />
Assessed by teachers<br />
Moderated by AQA<br />
Tasks<br />
Students produce:<br />
A statement of intent<br />
Cross-media products made for an intended audience.<br />
SUBJECTS WHICH COMPLEMENT MEDIA STUDIES<br />
Students who take Media Studies often also take English Literature/Language, Drama and<br />
Theatre Studies or Sociology and Psychology. As the media touches every person and<br />
every profession, the subject has a really broad application.<br />
HIGHER EDUCATION AND CAREER OPPORTUNITIES<br />
Media Studies naturally leads to careers in journalism, marketing, advertising or public<br />
relations. However, an awareness of how the world of media works can also support other<br />
careers, such as social work, law, medicine and education. By knowing how the media<br />
operates you will be able to decode messages more skilfully, and engage with topics that<br />
interest you.<br />
47
MUSIC<br />
SPECIFICATION<br />
A Level Edexcel Music 9MUO<br />
OBJECTIVES OF THE COURSE<br />
The A Level Music course allows students to develop performance skills to perform with<br />
fluency and control, develop skills to write longer, detailed compositions and to develop a<br />
better understanding of the development of Music from 1400 to present day. Being able<br />
to critically analyse and place Music in its context and make comparisons to other works is<br />
an important feature of this course.<br />
CONTENT AND ASSESSMENT<br />
Unit 1 Performance 30%<br />
Students perform an 8 minute recital of 2/3 contrasting pieces or 1 long work to the<br />
equivalent of grade 6 - 8 standard. The programme can include solo and ensemble pieces<br />
but must be recorded concurrently. The recital is marked as a whole rather than as<br />
individual pieces out of 40 and is assessed on the following criteria:<br />
Technical control for interpretation of musical ideas – 16<br />
Technical control for accuracy and fluency – 16<br />
Expressive control, style and context - 16<br />
Total = 48<br />
Students need to have music that is notated and an accompanist must be used where<br />
necessary. The recordings take place in Year 13 up until April.<br />
Unit 2 Composition 30%<br />
Students produce 2 compositions which total 5 minutes. One of the two tasks is set by<br />
the exam board as a composition technique paper and the other can be a free choice<br />
piece.<br />
48
Students have a choice of briefs, set by the exam board in September to include the<br />
following:<br />
<br />
<br />
<br />
<br />
Composing expressively – music which tells a story or conveys pictures<br />
Variations – ground bass, passacaglia or chaconne<br />
Words and music – vocal music from madrigals to pop songs<br />
Text, context and texture – opera, jazz, scat to sprechgesang<br />
Assessment is based on coherence, use of instruments and techniques, development of<br />
ideas, harmony, structure, and texture and receives a mark out of 60. The composition is<br />
submitted at the end of April for moderation.<br />
Unit 3 Developing Musical Understanding 40%<br />
Students complete a 2 hour combined listening and written examination. This is split into<br />
2 parts: A and B each with equal weighting of 50 marks.<br />
Students will study 18 set works (3 from each different areas of study):<br />
<br />
<br />
<br />
<br />
<br />
<br />
Vocal Music<br />
Instrumental Music<br />
Music for Film<br />
Popular Music and Jazz<br />
Fusions<br />
New Directions<br />
Part A lasts approximately 45 minutes and consists of listening to the CD and answering<br />
questions on the skeleton score, discussing compositional techniques used and identifying<br />
musical features based on the focus works.<br />
Part B lasts approximately 75 minutes and students extend their knowledge of the set<br />
works by comparing and contrasting features. These could include resources, form,<br />
texture, harmony, melody, rhythm, and metre. Students complete 2 essay questions. The<br />
first one asks students to draw ideas and facts from their set works to link to an unfamiliar<br />
extract. The second essay is a choice of three questions that ask students to evaluate the<br />
musical elements, context and key features of one set work. Each option is from a<br />
different area of study.<br />
The paper consists of multiple-choice, short, open and extended writing questions.<br />
49
This exam takes place in June and gives students a real chance to concentrate and focus<br />
when the 60% coursework is completed.<br />
METHODS OF STUDY<br />
Students will work independently and in small groups. Discussions will take place involving<br />
musical scores; performance skills will be developed through both group work and solo<br />
work. Independent study will need to be completed outside the lessons to consolidate the<br />
work and to develop listening and aural skills.<br />
SPECIAL FEATURES OF THE COURSE<br />
Students are encouraged to join the extracurricular activities available and to lead<br />
ensembles to enhance Unit 1 skills. Workshops and master classes are offered at external<br />
venues, such as the Royal Northern College of Music.<br />
SUBJECTS WHICH COMPLEMENT MUSIC<br />
Traditionally Music has worked well with Science and Maths based subjects, as well as<br />
other creative art subjects. It can also be used to provide a balance to any other<br />
combination of subjects. Universities such as Cambridge rate Music in their top 8 of<br />
academic subjects because of the skills required.<br />
HIGHER EDUCATION AND CAREER OPPORTUNITIES<br />
The A Level course is an excellent choice for students who wish to either further their<br />
musical development, to use as an intended career / university subject or simply to add<br />
variety to other A Level subjects. Students develop skills in communication, problem<br />
solving and working with others. Extra-curricular activities enhance the classroom based<br />
work including trips to workshops and concerts. Opportunities to use music technology<br />
are also available.<br />
50
PHYSICS<br />
SPECIFICATION<br />
A Level AQA Physics 7408<br />
OBJECTIVES OF THE COURSE<br />
A Level Physics takes students into the heart of what is widely regarded as the most<br />
fundamental of all sciences. Studying Physics can see students grasping the scope of<br />
massive galaxies or probing the tiniest component particles of atoms. Physics is the study<br />
of how everything works as well as the basic rules of the universe and is full of challenges<br />
and opportunities. It is a problem solving subject at its core.<br />
CONTENT AND ASSESSMENT<br />
Physics is taught using motivating, up-to-date contemporary contexts. This approach<br />
begins with the study of laws, theories and models of Physics and finishes with an<br />
exploration of their practical applications. Physics knowledge is rapidly growing and the<br />
application of new concepts is leading to developments in Medical Physics, Engineering,<br />
Astrophysics and Cosmology and modern technology in general.<br />
Throughout the course we try to select the approach that best meets the needs of the<br />
students.<br />
A summary of the units of work is shown below:<br />
First year of A Level<br />
Measurements and their errors<br />
Particles and radiation<br />
Waves<br />
Mechanics, energy and materials<br />
Electricity<br />
Second year of A Level<br />
Further mechanics and thermal physics<br />
Fields<br />
Nuclear physics<br />
Astrophysics<br />
<br />
<br />
There is no coursework on this course. However, students’ performance during a series<br />
of required practical experiments will be assessed.<br />
There are three exams at the end of the two years for A Level, all of which are two<br />
hours long. 15% of the marks for A Level Physics are based on experimental<br />
techniques developed in students’ practical work<br />
51
METHODS OF STUDY<br />
A variety of teaching methods are employed, such as group and individual work, class<br />
discussion, group presentation and practical work. A good knowledge and understanding<br />
of GCSE Mathematics is essential for Physics as these skills are used right from the start of<br />
the course. Students will also be expected to undertake independent study where problem<br />
solving practice is essential in addition to note taking.<br />
SPECIAL FEATURES OF THE COURSE<br />
Various trips and talks take place throughout the year, for example a one day particle<br />
Physics Masterclass at Daresbury Laboratory in Cheshire and various lectures at the<br />
University of Manchester and other venues.<br />
52
DESIGN AND TECHNOLOGY: PRODUCT DESIGN<br />
SPECIFICATION<br />
A Level Eduqas Design and Technology: Product Design 603/1178/2<br />
OBJECTIVES OF THE COURSE<br />
An A Level in Design and Technology offers a unique opportunity in the curriculum for<br />
learners to identify and solve real problems by designing and making products or systems.<br />
Design and technology is an inspiring, rigorous and practical subject. This specification<br />
encourages learners to use creativity and imagination when applying iterative design<br />
processes to develop and modify designs, and to design and make prototypes that solve<br />
real world problems, considering their own and others’ needs, wants, aspirations and<br />
values.<br />
CONTENT AND ASSESSMENT<br />
Component 1: Design and Technology in the 21st Century<br />
Written examination: 3 hours<br />
50% of qualification<br />
Learners take a single examination in the Product Design Specialism.<br />
The examination includes a mix of short answer, structured and extended writing<br />
questions. It will assess learners' knowledge and understanding of technical principles as<br />
well as designing and making principles in the following areas:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Designing and innovation<br />
Materials and components<br />
Processes<br />
Industrial and commercial practice<br />
Product analysis and systems<br />
Human responsibility<br />
Public interaction – marketing and research<br />
53
It will also assess their ability to analyse and evaluate design decisions and wider issues in<br />
design and technology.<br />
Whilst study of this content will prepare learners for the Component 1 assessment<br />
(examination), it will also develop knowledge and understanding that can be applied in<br />
Component 2 (the design and make project).<br />
Students will study all of the content specified, to ensure they have a broad knowledge<br />
and understanding of design and technology. The majority of the content will be initially<br />
covered in the first year of the course through a range of theoretical focused lessons and<br />
short practical tasks. The second year of the course will have a focus on the design and<br />
make project along with some integrated theory lessons.<br />
Component 2: Design and make task<br />
Non-exam assessment: 80 hours<br />
50% of qualification<br />
This is a sustained design and make task, based on a contextual challenge set by the<br />
exam board. It will consist of a design portfolio of evidence supporting a practical make<br />
element. The project will assess candidates' ability to:<br />
<br />
<br />
<br />
Identify, investigate and outline design possibilities<br />
Design and make prototypes<br />
Analyse and evaluate design decisions and wider issues in design and technology<br />
Assessment Criteria<br />
Marks<br />
(a) Identifying and investigating design possibilities 15<br />
(b) Developing a design brief and specification 15<br />
(c) Generating and developing design ideas 25<br />
(d) Manufacturing a prototype 25<br />
(e) Analysing and evaluating design decisions and prototypes 20<br />
Total 100<br />
The project requires students to demonstrate the integration of designing and making<br />
skills, knowledge and understanding.<br />
This component is marked in school and moderated by the Eduqas.<br />
54
SUBJECY STUDY REQUIREMENTS:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Have a critical understanding of the wider influences on design and technology,<br />
including cultural, economic, environmental, historical and social factors.<br />
Be open to taking design risks, showing innovation and enterprise whilst considering<br />
their role as responsible designers and citizens.<br />
Develop intellectual curiosity about the design and manufacture of products and<br />
systems, and their impact on daily life and the wider world.<br />
Develop the capacity to think creatively, innovatively and critically through focused<br />
research and the exploration of design opportunities arising from the needs, wants and<br />
values of users and clients.<br />
Develop knowledge and experience of real world contexts for design and technological<br />
activity.<br />
Develop an in-depth knowledge and understanding of materials, components and<br />
processes associated with the creation of products that can be tested and evaluated in<br />
use.<br />
Be able to make informed design decisions through an in-depth understanding of the<br />
management and development of taking a design through to a prototype/product.<br />
Be able to work safely and skilfully to produce high-quality prototypes/products.<br />
Develop the ability to draw on and apply a range of skills and knowledge from other<br />
subject areas, including the use of mathematics and science for analysis and informing<br />
decisions in design.<br />
The course enables learners to identify market needs and opportunities for new products,<br />
initiate and develop design solutions, and make and test prototypes. Learners should<br />
acquire subject knowledge in design and technology, including how a product can be<br />
developed through the stages of prototyping, realisation and commercial manufacture.<br />
Learners should take every opportunity to integrate and apply their understanding and<br />
knowledge from other subject areas studied during key stage 4, with a particular focus on<br />
science and mathematics and ICT.<br />
Students need to have both academic and practical ability.<br />
55
SPECIAL FEATURES OF THE COURSE<br />
This course is suitable for anyone considering further study or a career in a design or<br />
engineering field or architecture. It is also for students who wish to broaden their post 16<br />
studies and gain a fuller understanding of the world in which we live and to develop as<br />
discerning consumers, able to make informed choices.<br />
Product Design is a vehicle for developing and demonstrating key skills which will prove<br />
useful and transferable to the students’ main area of study. These include analysis,<br />
problem solving, project management, ICT and manual dexterity.<br />
There are opportunities to integrate work-related activities into the course and form links<br />
with industry and commerce. For example, students could enlist the help of the Royal<br />
Academy of Engineers or talk to a manufacturer about their design. Research may also<br />
involve trips to design museums.<br />
56
PSYCHOLOGY<br />
SPECIFICATION<br />
A Level AQA Psychology 7182<br />
OBJECTIVES OF THE COURSE<br />
The course encourages students to study psychological concepts, theories and research<br />
studies; to develop skills of analysis, interpretation and evaluation; to develop an<br />
understanding of the different areas of psychology; to design and report investigations<br />
and analyse and interpret data; to develop an understanding of ethical issues in<br />
psychology, including the ethical implications of psychological research.<br />
CONTENT AND ASSESSMENT<br />
A level:<br />
Paper 1:<br />
Paper 2:<br />
Paper 3:<br />
3 papers (2 hours each – 96 marks each) all include multiple choice, short<br />
answer and extended writing.<br />
Social Influence, Memory, Attachment, Psychopathology (All compulsory)<br />
Approaches in Psychology, Biopsychology, Research Methods (All<br />
compulsory).<br />
Issues and debates, Relationships, Schizophrenia, Aggression (These are<br />
optional and chosen by school. They may be subject to change).<br />
METHODS OF STUDY<br />
A variety of learning experiences are explored including interpreting and analysing<br />
research studies and findings, class discussions and debates, individual and group<br />
presentations. There is also an important requirement that reading, note making and the<br />
completion of activities relating to particular syllabus themes be undertaken by the<br />
students in their allocated independent study time both in school and at home.<br />
SPECIAL FEATURES OF THE COURSE<br />
Psychology is the science of human behaviour and experience. It involves observation and<br />
experimentation, the establishment of facts and the construction of theories which make<br />
sense of these facts. Psychology comprises a variety of approaches and subject areas such<br />
as Cognitive, Social, Biological, Developmental, Individual Differences and Research<br />
Methods. 25% is Biology; 10% is Maths content.<br />
57
SPECIAL FEATURES OF THE COURSE<br />
Students will have the opportunity to:<br />
<br />
<br />
Attend a psychology lecture at Chester Zoo to gain understanding of psychology in<br />
action.<br />
Get involved with the lower school by helping to run a social sciences lunch time<br />
club.<br />
58
RELIGIOUS STUDIES<br />
SPECIFICATION<br />
A Level EDUQAS Religious Studies Route B – A120PB<br />
OBJECTIVES OF THE COURSE<br />
Religious Studies is designed to encourage students to do the following:<br />
<br />
<br />
<br />
<br />
<br />
Develop their interest in a rigorous study of religion and belief and relate it to the wider<br />
world<br />
Develop knowledge and understanding appropriate to a specialist study of religion<br />
Develop an understanding and appreciation of religious thought and its contribution to<br />
individuals, communities and societies<br />
Adopt an enquiring, critical and reflective approach to the study of religion<br />
Reflect on and develop their own values, opinions and attitudes in the light of their<br />
study<br />
CONTENT AND ASSESSMENT<br />
The course is divided into three areas.<br />
Students will study different subject areas within Religious Studies:<br />
<br />
<br />
<br />
The Study of Religion<br />
Philosophy of Religion<br />
Ethics and Religion<br />
Students will cover areas including:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Religion concepts, life and practices<br />
Arguments for the existence of God<br />
Why does evil exist?<br />
Religious Experience and their validity<br />
How can something be good?<br />
Ethical Theory<br />
Applied ethics<br />
Religious language<br />
Deontological ethics<br />
59
Ethical thought<br />
Natural law theory<br />
Free will<br />
Determinism<br />
Unit Title Method of<br />
Assessment<br />
Component 1 The Study of 1 examination with<br />
Religion<br />
two questions<br />
Component 2 Philosophy of 1 examination with<br />
Religion<br />
two questions<br />
Component 3 Ethics and Religion 1 examination with<br />
two questions<br />
Exam Length<br />
A level – 2 hours<br />
A level – 2 hours<br />
A level – 2 hours<br />
METHODS OF STUDY<br />
The course requires students to have an enquiring mind, an interest in the subject and a<br />
desire to examine some of the bigger questions in the universe.<br />
Students will need to be able to read challenging texts, take notes, discuss and examine a<br />
range of different issues and to write a well structured essay.<br />
SPECIAL FEATURES OF THE COURSE<br />
Hopefully A Level Religious Studies will be more than a means to an end for students. The<br />
subject has something extra; real ‘added value’ features include:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Exploring the mysteries of human existence<br />
Analysing and evaluating the views of others and substantiating their own<br />
Being challenged to seek answers for the mysteries of life and death<br />
Looking at challenging everyday issues<br />
Testing the views of others, including scholars; challenging the evidence and the<br />
testimonies<br />
Being aware of the historical, social and cultural influences on the way ideas have<br />
developed and how the past influences the future<br />
Facing the challenge of exploring questions that have no answers<br />
60
SOCIOLOGY<br />
SPECIFICATION<br />
A Level AQA Sociology 7192<br />
OBJECTIVES OF THE COURSE<br />
The course encourages students to acquire knowledge and a critical understanding of<br />
contemporary social processes and structures; to appreciate the significance of theoretical<br />
and conceptual issues in sociological debate; to understand sociological research methods;<br />
to reflect on their own experience of the social world in which they live and to develop<br />
skills which enhance their ability to participate more effectively in adult life.<br />
CONTENT AND ASSESSMENT<br />
Sociology is the science of society. It is first the study of relationships existing between<br />
people living together in a given community so that facts relating to these relationships<br />
may be detected, classified and examined to see if any meaningful generalisations about<br />
them are possible, for example, the customs and laws relating to marriage and family; the<br />
class structure and its relationship to health or educational achievement. The aim is to<br />
generate an appreciation of the underlying patterns of behaviour in a changing world that<br />
allow us to make sense of how behaviour is shaped by forces beyond individual choice or<br />
awareness.<br />
The A Level course comprises a variety of subject areas including Families and<br />
Households; Education; Theory and Methods; Belief Systems; Crime and Deviance.<br />
The A Level course has 3 exams (all 2 hours, worth 80 marks each) comprising short<br />
answer questions and extended writing up to 30 marks.<br />
METHODS OF STUDY<br />
A variety of learning experiences are encouraged, including class discussions and debates,<br />
individual and group projects and assignments. There is an important requirement that<br />
reading, note taking and the completion of activities relating to particular syllabus themes<br />
be undertaken by the students in their independent study time.<br />
61
SPECIAL FEATURES OF THE COURSE<br />
Students will have the opportunity to:<br />
<br />
<br />
<br />
<br />
Attend Manchester Crown Court to gain experience of the criminal justice system<br />
first hand.<br />
Get involved with the lower school by helping to run a social sciences lunch time<br />
club.<br />
Make links with other A Level subjects such as Politics, Religious Studies and<br />
Psychology.<br />
Learn about people, society, culture and the impact of policy on society.<br />
62
SPANISH<br />
SPECIFICATION<br />
A Level AQA Spanish 7692<br />
OBJECTIVES OF THE COURSE<br />
The course aims to:<br />
Enhance students’ linguistic skills and promote and develop capacity for critical thinking<br />
on the basis of knowledge and understanding of the language, culture and society of<br />
Spain and where Spanish is spoken<br />
Develop control of the language system to convey meaning, using spoken and written<br />
skills, including an extended range of vocabulary, for both practical and intellectual<br />
purposes as increasingly confident, accurate and independent users of Spanish<br />
Develop the ability to interact effectively with users of the language in speech and in<br />
writing, including through online media<br />
Develop language learning skills and strategies, including communication strategies to<br />
sustain communication and build fluency and confidence<br />
Engage critically with intellectually stimulating texts, films and other materials in<br />
Spanish, developing an appreciation of sophisticated and creative uses of the language<br />
and understanding them within their cultural and social context<br />
Develop knowledge about matters central to the society and culture, past and present,<br />
of Spain and countries where Spanish is spoken<br />
Mediate between cultures and between speakers of Spanish and speakers of English<br />
Foster students’ ability to learn other languages<br />
Equip students with transferable skills such as autonomy, resourcefulness, creativity,<br />
critical thinking, and linguistic, cultural and cognitive flexibility that will enable students<br />
to proceed to further study or to employment<br />
CONTENT AND ASSESSMENT<br />
YEAR 12 TOPICS<br />
1. Social issues and trends<br />
2. Artistic culture<br />
3. Grammar<br />
4. Works: Literary texts and films<br />
63
Social issues and trends<br />
Students must study the following themes and sub-themes in relation to at least one<br />
Spanish speaking country. Where Spain is not specified, students may study the theme or<br />
sub-theme in relation to any Spanish-speaking country. Students must study the themes<br />
and sub-themes using a range of sources, including material from online media.<br />
Aspects of Hispanic society<br />
• Modern and traditional values (Los valores tradicionales y modernos)<br />
• Cyberspace (El ciberespacio)<br />
• Equal rights (La igualdad de los sexos)<br />
Artistic culture<br />
<br />
<br />
<br />
<br />
Artistic culture in the Hispanic world<br />
Modern day idols (La influencia de los ídolos)<br />
Spanish regional identity (La identidad regional en España)<br />
Cultural heritage or cultural landscape (El patrimonio cultural)<br />
Grammar<br />
Students will be expected to have studied the grammatical system and structures of<br />
Spanish during their course. Knowledge of the grammar and structures specified for GCSE<br />
is assumed.<br />
Literary texts and film<br />
Students must study either one text or one film from the list below:<br />
Texts<br />
Gabriel García Márquez Crónica de una muerte anunciada<br />
Laura Esquivel Como agua para chocolate<br />
Lorca La Casa de Bernarda Alba<br />
Zafón La sombra del viento<br />
Isabel Allende La casa de los espíritus<br />
Sender Réquiem por un campesino español<br />
Bécquer Rimas y leyendas<br />
Fernando Fernán-Gómez Las bicicletas son para el verano<br />
Manuel Rivas El lápiz del carpintero<br />
Gabriel García Márquez El coronel no tiene a quien le escriba Films<br />
Volver<br />
El laberinto del fauno<br />
64
Ocho apellidos vascos<br />
María, llena eres de gracia<br />
El bola<br />
Las 13 rosas<br />
YEAR 13 TOPICS<br />
1. Social issues and trends<br />
2. Political and artistic culture<br />
3. Grammar<br />
4. Works: Literary texts and films<br />
Paper 1: Listening, reading and writing<br />
<br />
<br />
<br />
<br />
<br />
Aspects of Hispanic society<br />
Artistic culture in the Hispanic world<br />
Multiculturalism in Hispanic society<br />
Aspects of political life in Hispanic society<br />
Grammar<br />
Written exam: 2 hours 30 minutes • 160 marks in total • 40% of A Level<br />
Paper 2: Writing<br />
<br />
<br />
One text and one film or two texts from the list set in the specification<br />
Grammar<br />
Written exam: 2 hours • 90 marks in total • 30% of A Level<br />
Paper 3: Speaking<br />
<br />
<br />
<br />
Individual research project<br />
One of four sub-themes i.e. Aspects of Hispanic society or Artistic culture in the<br />
Hispanic world or Multiculturalism in Hispanic society or Aspects of political life in<br />
Hispanic society<br />
Oral exam: 21–23 minutes (including 5 minutes preparation time) • 60 marks in total •<br />
30% of A Level<br />
SPECIAL FEATURES OF THE COURSE<br />
<br />
<br />
<br />
<br />
Visits abroad<br />
Watch foreign language films.<br />
Use of Internet to access up-to-date information<br />
Study-day visits to local universities.<br />
65
METHODS OF STUDY<br />
The A Level course is conducted in Spanish wherever possible, and students are expected<br />
to take an active part in the learning programme. The course is based on the study of<br />
texts from a wide variety of sources, spoken as well as written, and at the same time as<br />
increasing their ability to use Spanish, the students will gain knowledge of and insight into<br />
aspects of the civilisation and culture of Spain and the Spanish-speaking world. Through<br />
the use of documents and data, radio and taped texts, articles and books and<br />
computerised information, students will be encouraged to collect, analyse and exchange<br />
information, ideas and attitudes through the medium of Spanish. The texts studied will be<br />
concerned primarily with topics of current interest. Students MUST be prepared to commit<br />
a considerable amount of private time to the acquisition of an extremely broad vocabulary,<br />
and should be aware that a great deal of emphasis is placed on them voicing opinions on<br />
sociological issues in Spanish.<br />
ENTRY REQUIREMENTS<br />
Grade B at GCSE.<br />
SUBJECTS WHICH COMPLEMENT SPANISH<br />
Other languages and Arts subjects<br />
Sciences<br />
Business Studies<br />
Economics, Politics and Government<br />
Sciences<br />
HIGHER EDUCATION AND CAREER OPPORTUNITIES<br />
Pure languages degree courses<br />
Languages and business courses and other combined degrees.<br />
Bilingual secretarial courses.<br />
Translating/Interpreting.<br />
Science and engineering courses that include work experience abroad.<br />
66
SPORT STUDIES<br />
SPECIFICATION<br />
A Level AQA Physical Education 2580<br />
OBJECTIVES OF THE COURSE<br />
A Level PE builds on students’ experience from Key Stage 4 and GCSE to enhance their<br />
knowledge and increase their understanding of the factors that affect performance and<br />
participation in physical education. The qualification looks to equip students with skills and<br />
knowledge required for higher education or the world of work.<br />
The specification offers students the opportunity to experience and develop an interest in<br />
a variety of roles in sport such as performer, official and/or leader/coach in Year 12 and<br />
then to specialise in one in Year 13.<br />
CONTENT AND ASSESSMENT<br />
At A Level, students study both theoretical and practical aspects of the subject. Theory<br />
lessons are a more detailed continuation of work covered at GCSE in most cases, although<br />
new topics are also covered in the syllabus, notably Nutrition, and Drugs in Sport.<br />
Students are also assessed practically and can choose from 2 areas of assessment in a<br />
particular activity. These areas are performing or coaching within their chosen sport.<br />
Paper 1: Factors affecting participation in physical activity and sport<br />
Section A: Applied anatomy and physiology<br />
Section B: Skill acquisition<br />
Section C: Sport and society<br />
Assessment<br />
Written exam: 2 hours - 105 marks - 35% of A-level<br />
Questions<br />
Section A: multiple choice, short answer and extended writing (35 marks)<br />
67
Section B: multiple choice, short answer and extended writing (35 marks)<br />
Section C: multiple choice, short answer and extended writing (35 marks)<br />
Paper 2: Factors affecting optimal performance in physical activity and sport<br />
Section A: Exercise physiology and biomechanics<br />
Section B: Sport psychology<br />
Section C: Sport and society and technology in sport<br />
Assessment<br />
Written exam: 2 hours - 105 marks - 35% of A-level<br />
Questions<br />
Section A: multiple choice, short answer and extended writing (35 marks)<br />
Section B: multiple choice, short answer and extended writing (35 marks)<br />
Section C: multiple choice, short answer and extended writing (35 marks)<br />
Non-exam assessment: Practical performance in physical activity and sport<br />
nations<br />
Students assessed as a performer or coach in the full sided version of one activity.<br />
Plus:<br />
Written/verbal analysis of performance.<br />
Assessment<br />
Internal assessment, external moderation - 90 marks -30% of A-level<br />
A2 Examinations<br />
METHODS OF STUDY<br />
A variety of learning styles will be explored including group work, seminar type lessons,<br />
practical activities, including playing and officiating. Students will be expected to carry out<br />
a considerable amount of independent research and wider reading, as well as be prepared<br />
to run and organise lower school teams in their own time.<br />
68
SPECIAL FEATURES OF THE COURSE<br />
The content of the course will address current contemporary topics in sport such as the<br />
impact of the use of ergogenic aids, technology and increasing commercialisation of sport.<br />
The content of the A Level Physical Education specification is designed to follow on from<br />
GCSE Physical Education, enabling a smooth transition from one to the other, although it<br />
must be emphasised that a GCSE in Physical Education is not a requirement for students<br />
wishing to follow this course.<br />
69
A Level Results 2016-17<br />
SUBJECT % A*-B % A*-E<br />
Art 80 100<br />
Biology 63 100<br />
Chemistry 61 94<br />
Computing 83 100<br />
Economics 100 100<br />
English Language 33 100<br />
English Literature 75 100<br />
French N/A N/A<br />
Geography 80 100<br />
History N/A N/A<br />
ICT N/A N/A<br />
Mathematics 75 90<br />
Further Mathematics 100 100<br />
Music N/A N/A<br />
Physics 46 91<br />
Politics 100 100<br />
Product Design 0 100<br />
Psychology 50 100<br />
Religious Studies 75 100<br />
Sociology 75 100<br />
Spanish 0 100<br />
70
University Destinations from September <strong>2017</strong><br />
University<br />
Course<br />
Bath University<br />
Natural Sciences (With Year Abroad)<br />
Birmingham City<br />
University<br />
Bristol University<br />
Architecture<br />
Computer Science<br />
Cambridge University<br />
Veterinary Medicine<br />
Huddersfield<br />
University<br />
Lancaster University<br />
Leeds University<br />
Liverpool John<br />
Moores University<br />
Pharmacy<br />
Business Analytics and Consultancy (Industrial<br />
Placement)<br />
Law<br />
Biology with Enterprise<br />
Civil and Structural Engineering<br />
Zoology<br />
Management, Transport and Logistics<br />
University of Liverpool Business Management with a Year in Industry<br />
Psychology<br />
University of<br />
Manchester<br />
Actuarial Science and Mathematics<br />
Biosciences with a Foundation Year<br />
Computer Science with Industrial Experience (4<br />
Years)<br />
Criminology<br />
Dentistry (BDS first year entry)<br />
Engineering with an Integrated Foundation Year<br />
Linguistics<br />
Medicine<br />
71
University<br />
Course<br />
University of<br />
Manchester<br />
(continued)<br />
Manchester<br />
Metropolitan<br />
University<br />
University of<br />
Nottingham<br />
Northumbria<br />
University<br />
Queen Mary<br />
University of London<br />
School of Oriental and<br />
African Studies,<br />
London<br />
University Centre St<br />
Helens<br />
Warwick University<br />
Molecular Biology with Industrial/Professional<br />
Experience<br />
Psychology<br />
Sociology and Criminology<br />
Accounting and Finance (Placement)<br />
Fine Art<br />
Computer Forensics and Security<br />
Computer Science (Foundation)<br />
Human Biology<br />
Law<br />
Psychology<br />
Psychology (Foundation)<br />
Microbiology<br />
Fine Art<br />
Human Geography<br />
Law<br />
Game Art<br />
Law<br />
University of West<br />
London<br />
University of York<br />
Accounting and Finance<br />
Computer Science<br />
72