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Beechwood
BE THE BEST YOU CAN BE
Beechwood School SIXTH FORM PROSPECTUS 2017
As a Key Stage 4 student you are now at one of the most significant stages in your school career to date.
Everything you are currently working towards and aiming to achieve should now make sense. All of your efforts are
enabling you to have choices in the future. Choosing where to continue your studies after GCSEs is really one of the
most important decisions you will make.
GCSE success and Sixth Form success determine the success of your long term future. What type of future are
you aspiring to? Do you want Level 3 qualifications? Do you want to go to university? Do you want a rewarding
and fulfilling professional life?
If you are aspiring to be the best and if you are prepared to give of your best to secure this goal, then the Beechwood
Sixth Form may well be right for you!
We very much look forward to discussing this with you and to providing you with all of the information, support
and guidance you need to make the
Kathleen Higgins
Executive Headteacher
Application information - please read the following guide carefully before making your choices. You should also talk to as many
people as possible including subject staff, your Form Tutor, Careers Adviser, your parents and older students who have gone
through this process.
Welcome
OFSTED INSPECTION 2016
‘Beechwood Sixth Form behaviour is ‘exemplary’, they are good role models for the younger pupils’
‘Students confirmed how well teachers prepare them for their futures and world of work’
‘All learners proceeded to university, higher education, apprenticeships or employment’
‘Teaching & Learning are good because there are more subject specialists’
‘The Sixth Form is now well led and progress good overall’
‘Learners mature into thoughtful young adults’
∞
Beechwood is an extremely innovative and forward thinking school in which to work. It is also a school that is constantly
striving to improve all aspects of its practice. We frequently ask students for their opinions to help shape our future
plans. The personal support you will receive begins from the moment you express an interest in studying with us, and
continues throughout your time in the Sixth Form.
In addition to pursuing A-Levels and / or vocational courses, our students engage in an extended range of enrichment
activities. Students will regularly have the opportunity to engage with outside speakers about the opportunities available
at university and in the work place. They also attend seminars within the local community and nationally, focusing upon
the exciting avenues open to them, and have been praised for their achievements when taking on placements at such
employers as O2 and Mars. These opportunities are vital in developing self-confidence, community awareness,
leadership skills, self-esteem and softer key skills such as working cooperatively with diverse groups of people and
problem solving. They also help prepare young people for the world of work and life in general.
We value enormously the positive contribution Sixth Formers make to the ethos of our school and the influence they
have over our younger students. OFSTED described Sixth Form behaviour as ‘exemplary’, and ‘good role models for the
younger pupils’. There are a number of leadership opportunities open to our students which support their development
and set an example to our younger students. We provide our Sixth Form students with a number of dedicated work
spaces with up to date ICT facilities to support independent work during study sessions.
Finally, every student who wants to succeed at Beechwood has to successfully ‘graduate’ into our Sixth Form upon
completion of specific academic assessments designed by subject leaders to bridge the gap between GCSE and Sixth
Form subjects. These assignments will require you to work independently using a variety of different sources to present
a high level piece of work to your teacher. This work, plus feedback on attendance and punctuality, ensure that you are
on the right course.
Why Beechwood School
The Beechwood Sixth Form offers a variety of different qualifications. Our students can pursue the more traditional
A-Level route or vocational level 3 BTEC Nationals or a combination of the two.
We are also offering a Level 2 Pathway. This allows students who may not have secured high enough GCSE grades
to gain access to the A-Level or 3 BTEC Nationals programmes to gain some additional qualifications so they are
positioned to access our Level 3 Sixth Form the following year.
All the courses we offer allow students to continue onto higher education at university, obtain an apprenticeship
or go straight into employment. Further information can be found on each course later in this guide.
A-Level reform
As you may be aware, the government has been reforming A-Levels, and A-Levels are now assessed only at the
end of Year 13. There may be opportunity to take a ‘stand-alone’ AS level in these new qualifications, leading to
an exam at the end of Year 12, but the results from this exam will not count towards the final A-Level grade.
Universities still value an AS level qualifications as it gives them an idea of aptitude and progress since Year 11.
What are the differences between BTEC and A-Levels?
The fundamental difference is that Level 3 BTEC qualifications are predominately coursework based and
have a strong vocational element. One important note: a Level 3 BTEC will usually only get you onto a
related course at university, in the same or a very similar subject. This is because BTEC qualifications are
very practical and teach you the skills to succeed in that particular area. They are not always considered by
universities as providing evidence of the more general academic / intellectual skills which can be applied
across all courses, like essay writing and analytical thinking.
Some universities will accept students with only BTEC qualifications whilst others will accept an Extended
Certificate or a Diploma BTEC as long as A and AS Level grades are also secured. Russell Group universities
have the highest entry requirements and usually require the top grades in A-Level.
What courses are on offer
Please note that the changes to Media Studies and Product Design are expected to be ratified by the
examination board in December 2016. There may be a slight change to these two subjects.
Courses - A-Level
Biology
Business Studies
Computer Science
Chemistry
English Literature
Geography
History
Mathematics
Media Studies
Product Design
Psychology
Photography
Religious Studies (Philosophy and Ethics)
Students are expected to commit to a 2 year programme of study.
Courses - BTEC National Diploma
(equivalent to two A-Levels)
Business Studies
Computer Science
Performing Arts
Science
Courses – Level 3 BTEC National Extended
Certificate (equivalent to one A-Level)
Art & Design
Business Studies
Food Science & Nutrition
Health & Social Care
ICT
Performing Arts
Science
Sport
Travel & Tourism
Courses - Level 2 courses (equivalent to one GCSE)
Maths GCSE
English GCSE
Food and Cookery (V Cert)
Public Services (Level 2 BTEC)
There are a number of different pathways open to you at Beechwood School. The pathway you choose will
depend on your GCSE results.
Pathway 1
If you are expected to get grade Bs or higher in your GCSEs you are more likely to choose a programme of study
comprised, in the main, by 3 A-Level courses and the Extended Project Qualification (EPQ).
Pathway 2
If you are expected to pass all your GCSEs with a combination of B and C grades you may choose to do a
combination of A-Level and BTEC courses.
Pathway 3
If you have some grade Ds at GCSE but have secured C grade passes in 5 subjects you are more likely to succeed
on a pathway that offers a Level 3 BTEC pathway to success. Students on this pathway may be re-taking an English
or Maths GCSE examination.
Public Professional Studies Pathway This pathway will suit students who have not got the required grades to
progress onto the other pathways and are likely to need to retake Maths and / or English. This Pathway will
provide you with the grades you need to access the other pathways in a years time.
You will study your English and Maths GCSE if you have not secured a higher level pass (A* – C grade) and also Level
2 qualifications in Food and Cookery and Professional Public Services.
Entry Criteria
Students wishing to study for A-Level courses should be looking to score B grades in the majority of their GCSE
subjects, particularly if that is subject is to be continued at A-Level.
Any student who wants to study for level 3 BTEC courses should have 5 A*-C grades at GCSE including English
language and Mathematics, with a C grade in any subject that is to be studied at Level 3.
To access the Level 2 pathway, students must have at least D grade in four GCSEs, including English Language and
Mathematics.
What Pathway to choose
The main focus of the Sixth Form is to secure the best possible academic outcomes. There are also
opportunities to develop skills that employers and universities highly value and require.
Leadership Opportunities
A ‘Sixth Leaders’ Programme’ offers opportunities for you to support the smooth running of our school
(including some paid duties).
‘Student Experts’ in each subject are available to support Sixth Form and younger students in making the
best possible progress on their chosen pathway.
Enterprise Challenges at other schools.
The Social Committee arrange a variety of events each half-term.
‘Buddy’ support for younger students.
Fundraising projects to support local and national charities.
Higher Education
We will provide financial support for your transport to cover rail and bus fares when visiting universities.
We will enable your attendance at Higher Education Conferences which provide insight and information of
the variety of courses available to Sixth Form students.
Subject areas offer a wide variety of trips and visits to support, extend and enrich your learning.
Educational Trips and Visits
The list of trips and learning experiences the subjects offer are too numerous to list. Here are a few examples
of what you can expect.
As part of the induction into our Sixth Form, all Year 11 students will join Year 12 during their enrichment
day in London.
Opportunity to visit Auschwitz as part of an international project to remember the Holocaust.
Students have visited Paris and York, and further trips are planned during 2017.
Art galleries and museums have been visited, e.g. Psychology trip to The Freud Museum.
National Subject Conferences are offered to students on A-Level courses.
‘Drive Safe, Stay Alive’ theatre workshop is an annual event for all Year 12 students.
Collaborative partnership for our English Literature students with Eton College.
Computer Science students working with 02 on business collaboration projects.
Life in the Sixth Form Academic & Personal Support
During your time at Beechwood you will receive exceptional support from a variety of different people. You will be
assigned to a tutor group and your tutor will be the person who supports you, monitors your progress and who is
the first point of call for your parent or carer.
Tutor sessions provide you with the opportunity to confirm what route you want to take when you leave our Sixth
Form. You will be fully supported in writing your personal statement as you aim to secure a university place. You
will also be supported in completing any letters of application for employment or apprenticeship.
In addition to your form tutor, you will also have access to our Careers’ Adviser who will meet regularly with
you to fully support you in successfully applying to university, or in securing an apprenticeship or employment.
Finally, you will have the support of our Director of Sixth Form Studies, Assistant Director of Studies and a Deputy
Headteacher. All are permanently based in the Sixth Form Study Area and support you in making the best use of
your time and opportunities at Beechwood. All members of staff will work in partnership with you so that you can
achieve highly and fulfil your ambitions.
At the back of this prospectus is an application form which will need completing and returning to Beechwood School. If
you are currently studying at Beechwood this form can be submitted to the Student Support Services Office.
If you are applying to our Sixth Form from elsewhere, please contact us and we will arrange for you to come and visit
our school. Completed applications should be marked for the attention of the Director of Sixth Form Studies and
posted to: Beechwood School, Long Readings Lane, Slough, Berkshire SL2 1QE
Admissions Process
Students applying for a place in Year 12 will be invited to attend the Sixth Form Open Evening Thursday 17th
November 2016.
Applications for Year 12 must be completed using Beechwood’s Sixth Form Application Form which can be found at
the back of this prospectus. Applications should be addressed to Ms R. Doncaster, Director of Sixth Form Studies and
be received by Friday 27th January 2017. Please check the school’s website for more details. Applications received
after this deadline will be placed on a waiting list. The Sixth Form Admissions’ Policy can be found on our website.
Admissions for external applicants
A written reference from students’ previous school will be sought to check suitability for Sixth Form study. Students
will be invited for interview as appropriate. At interview preferred learning pathways and course choices will be
discussed. Following the interview stage, a letter will be sent to the applicant confirming the decision made regarding
a place in Year 12. Students must provide proof of identification (birth certificate or passport) prior to any offer being
made.
All offers of a place in Year 12 will be made on condition of students meeting the entry requirements detailed above. All
prospective students holding conditional offers will have their place confirmed following receipt of GCSE certification in
August 2017.
Late Applications
Any applications received after 29th January 2017 will be considered after those received on time.
Offer Date
All conditional offers (subject to confirmation of meeting the required academic entry requirements) will be made by
21st April 2017.
How to apply
Course Type: BTEC Extended Certificate Exam Board: Edexcel
Head of Department: Miss K. Clancy
Course Outline
The Extended Certificate gives a coherent introduction to the study of Art and Design at this level.
Learners develop art and design projects and gain an understanding of the creative process. They study
visual understanding of the creative process. They study visual production skills to produce art and
design outcomes. The aim of the course is to help students progress to higher education and ultimately
employment using these creative skills.
What the course can lead to
The qualification may prepare learners for employment in a wide artistic & creative field: Advertising Art
Director, Animator, Architect, Art Exhibition Organiser, Art Therapist, Cartoonist, Ceramic / Pottery
maker, Computer Games Designer, Display Designer, Visual Merchandiser, Exhibition Designer, Fashion /
Clothing Designer, Fine Artist, Goldsmith / Silversmith, Graphic Designer, Illustrator, Interior Designer,
Make-Up Artist, Medical Illustrator, Model Maker, Multimedia Designer, Museum / Art Gallery Curator,
Photographer, Product Designer, Sculptor, Teacher.
Course Content
Extended Certificate
4 units will be covered over two years - 3 are mandatory & 1
unit is externally set. The mandatory units are:
1.
Visual Recording and Communication
Critical and Contextual Studies in Art and Design
The Creative Process
The optional units are:
Photographic Materials, Techniques and Processes
Fine Art Materials, Techniques and Processes
Textile Materials, Techniques and Processes
3D Design Craft Materials, Techniques and Processes
Course Type: A-Level Exam Board: Edexcel
Director of Learning & Achievement: Mr J. Hamilton-Cox
Course Outline
Biology involves the study of a wide range of exciting topics, ranging from Molecular Biology to the
study of ecosystems and from microorganisms to mammoths. Biology is never far from the headlines
either. The human genome has been sequenced and we know the complete arrangement of the three
thousand million bases that make up human DNA. In Kenya 350 people die every day from AIDS and
in South East Asia the skies are dark with smoke as the last Bornean rainforests are burned to grow oil
palms. Biologists are concerned with all these issues. They work in the fields of cell Biology, medicine,
food production and ecology – the work they do is vital to us all.
What the course can lead to
Biology leads on to a wide range of courses and careers. This could include: an undergraduate degree
in Life Sciences, Medicine, Dentistry, Veterinary Science, Environmental Science, Forensic Science and
related courses. Employment possibilities are in the areas of biological testing, biotechnology,
independent research, careers within the medical field, the food industry and sports and fitness.
Course Content
Year 12 AS Biology
AS paper 1 1 hour and 30 minutes 50% weighting 80 marks
Biological molecules
Cells, viruses and reproduction of living things
Experimental methods (including questions on core practicals)
AS paper 2 1 hour and 30 minutes 50% weighting 80 marks
Classification and Biodiversity
Exchange and transport
Experimental methods (including questions on core practicals)
Year 13 A-Level
A-Level paper 1 30% weighting 90 marks covers half the A-Level topics and some AS content
Energy for biological processes
Microbiology and pathogens
Modern genetics
A-Level paper 2 30% weighting 90 marks covers half the A-Level topics and some AS content
Origins of genetic variation
Control systems
Ecosystems A-Level paper 3 40% weighting 120 marks covers all A-Level and AS content
General paper assessing topics across the AS and A-Level qualifications
Experimental methods (including questions on core practicals)
Practical Assessment
There are 16 core practicals that cover all of the 12 techniques required for the practical competency measure.
Knowledge of all core practicals can be tested within exam papers.
Core practicals form part of the practical competency assessment. A-Level is 100% externally assessed (no coursework). Core practicals appear in the specification content; practical-based questions are also in the exams. Teacher-assessed practical competency, based on core practical activities, reported alongside the A-Level grade.
Course Type: A-Level Exam board: AQA Head of Department: Mr R Johnson
Course Outline
This is one of the new linear A-Level courses that has been introduced in Business Studies. The content is designed to engage students through topics and issues that are relevant in today’s society – you will study key contemporary developments such as digital technology, business ethics and globalisation. You will develop the knowledge and skills needed to analyse data, think critically about issues and make informed decisions – all skills that are needed for further study and employment.
What can the course lead to The A-level enables students to develop both a broad understanding of applied business principles and gives them the opportunity to focus on a specific pathway, e.g. Marketing, Finance, Human Resources and Administration. Business Studies students are at a great advantage compared to other graduates. Around 67% of Business Studies graduates are in full-time employment six months after graduation. Of this number, around 20% work as business and finance professionals in areas such as Chartered Accountancy, Business Consultancy, Tax, Banking, City Markets and Insurance, all of which are very highly rewarding careers.
Course Content
Year 12
1. What is business?
2. Managers, leadership and decision making
3. Decision making to improve marketing performance
4. Decision making to improve operational performance
5. Decision making to improve financial performance
6. Decision making to improve human resource performance
Assessment
Examination papers make use of a variety of assessment styles including multiple choice, short
answer, data response, essay and case studies so that students feel more confident and engage
with the questions. Real life case studies will be used wherever possible to make it easier for
students to relate to and apply their knowledge and skills developed throughout the course.
Assessment in AS Level Business will allow students to demonstrate their ability to draw together
their knowledge, skills and understanding from across the full course of study and provide the
opportunity for extended responses.
AS Level Assessment 1-6 (previous page) Paper 1 and Paper 2 are written examinations over 1
hour 30 minutes, each making up 50% of the AS Level.
Year 13
1. Analysing the strategic position of a business (A-level only)
2. Choosing strategic direction (A-level only)
3. Strategic methods: how to pursue strategies (A-level only)
4. Managing strategic change (A-level only)
Assessment
Examination papers make use of a variety of assessment styles including multiple choice, short
answer, data response, essay and case studies so that students feel more confident and engage
with the questions. Real life case studies will be used wherever possible to make it easier for
students to relate to and apply their knowledge and skills developed throughout the course.
Assessment in A-Level Business will allow students to A-Level Assessment 1-10 above
Paper 1, Paper 2 and Paper 3 are written examinations over 2 hours, each making up 33% of the
A-Level.
Course Type: BTEC Level 3 National Diploma Exam board: AQA
Head of Department: Mr R Johnson
Course Outline
The Diploma is offered to students who are interested in learning about the business sector. The BTEC
National courses allow students to continue their education in Business through applied learning. This
course will prepare students for a range of higher education courses and job roles. The National
Diploma is equivalent to two A-Levels.
What the course can lead to
The Level 3 equivalents in Business Studies allow students to develop the knowledge and skills needed
to analyse data, think critically about issues and make informed decisions. The courses make extensive
use of real–life case studies and scenarios that will allow students to talk confidently on a range of
contemporary business issues. Areas such as marketing, international business, accountancy,
customer services, and retail would be open to you at degree level as well as employment.
Assessment
The new BTEC Level 3 National courses now contain an externally assessed element. This assessment will
comprise of a written submission, covering the ‘Developing a Marketing Campaign‘ unit. It will be based on a
case study that is pre-released 2 weeks before a supervised assessment period. There will be a 2 hour written
paper based on the ‘Personal and Business Finance’ unit. There will also be an additional externally assessed
task based on the ‘Principles of Management’ unit. Again, students will be provided with a case study 2 weeks
prior to a supervised assessment window.
Course Content
Students will be required to study and complete 8 unit topics, a selection of which is set out below.
6 units are mandatory and 3 units will be externally assessed.
Exploring Business (mandatory)
Developing a Marketing Campaign (mandatory)
Personal and Business Finance (mandatory)
Recruitment and Selection Process
Investigating Customer Service
Market Research
Managing and Event (mandatory)
International Business (mandatory)
Principles of Management (mandatory)
Digital Marketing
Creative Promotion
Course Type: BTEC Level 3 Extended Certificate Exam board: AQA
Head of Department: Mr R Johnson
Course Outline
The extended certificate is offered to students who are interested in learning about the business
sector. The BTEC National courses allow students to continue their education in Business through
applied learning. This course will prepare students for a range of higher education courses and job
roles. The extended certificate is equivalent to one A-Level.
Assessment
The new BTEC Level 3 National courses now contain an externally assessed element. This assessment
will comprise of a written submission, covering the ‘Developing a Marketing Campaign’ unit. It will be
based on a case study that is pre-released 2 weeks before a supervised assessment period. There will
also be a 2 hour written paper based on the ‘Personal and Business Finance’ unit.
Course Content
Students will be required to study and complete 4 unit topics, a selection of which
is set out below. 3 units are mandatory and 2 units will be externally assessed.
Exploring Business (mandatory)
Developing a Marketing Campaign (mandatory)
Personal and Business Finance (mandatory)
Recruitment and Selection Process
Investigating Customer Service
Market Research
Course Type: A-Level Exam Board: Edexcel
Director of Learning & Achievement: Mr J. Hamilton-Cox
Course Outline
Chemistry topics within the qualification are diverse in nature from fully understanding the periodic
table in detail to Organic Chemistry, Kinetics and Bonding.
A Chemistry qualification could open doors to all sorts of jobs that you may have never even imagined!
The food we eat, the clothes we wear and the technology we use all depend on chemistry. Chemists
develop new medicines, safeguard our food supply and monitor and protect our environment.
What can the course lead to
People who study chemistry work in a huge variety of careers both in and out of the lab, including
many you might not have thought about before. The Royal Society of Chemistry offer guidance for
your next steps in their booklets and on their careers’ website, ‘a Future in Chemistry’.
Doing a chemistry degree does not mean you will have to work in a laboratory – of course you can if
you want to – but there are so many routes available for you. About a third of Chemistry graduates
decide to pursue a career in the laboratory, but many do not. A Chemistry degree can provide you
with a whole range of useful skills that are highly valued by employers of all kinds, such as team work,
analytical, problem solving, communication and numeracy skills. Chemistry graduates work in a wide
range of settings including Education, Finance, Forensics, Health & Safety, Industry, Laboratory work,
Law, Consultancy, Media and Sales & Marketing.
Course Content
Year 12 AS Chemistry
AS paper 1 1 hour 30 minutes 50% weighting 80 marks Core Inorganic and Physical Chemistry Experimental methods (including questions on core practicals)
AS paper 2 1 hour and 30 minutes 50% weighting 80 marks Core Organic and Physical Chemistry Experimental methods (including questions on core practicals)
Year 12 & 13 A-Level Chemistry:
A-Level paper 1 1 hour 45 minutes, 30% weighting 90 marks Advanced Inorganic and Physical Chemistry Experimental methods (including questions on core practicals)
A-Level paper 2 1 hour 45 minutes, 30% weighting 90 marks Advanced Organic and Physical Chemistry Experimental methods (including questions on core practicals) A-Level paper 3 2 hours 30 minutes 40% weighting 120 marks General and Practical Principles in Chemistry
Practical Assessment There are 12 core practicals that cover all of the techniques required for the practical competency measure.
Knowledge of all core practicals can be tested within exam papers. Core practicals form part of the practical competency assessment. A-Level is 100% externally assessed (no coursework). Core practicals appear in the specification content; practical-based questions are also in the exams. Teacher-assessed practical competency, based on core practical activities is reported alongside the A-Level grade.
Course Type: A-Level Exam board: OCR Head of Department: Ms K Delliou
Course outline
Computer Science helps students:
focus on programming and emphasise the importance of computational thinking as a discipline;
put computational thinking at its core, helping students to develop the skills to solve problems, design systems and
understand human and machine intelligence;
allow student to apply the academic principles learned in the classroom to real world systems in an exciting and
engaging manner;
give students a clear progression into higher education, as the course was designed after consultation with members
of British Computing Society and top universities.
What the course can lead to
The qualification is suitable for learners intending to pursue any career in any industry which an understanding of technology
is needed. For example, the IT and telecoms industry, which employs one in twenty of the workforce, is predicted to grow
nearly five times faster than the UK average, according to e-skills UK, with more than half a million new entrants required
between 2012 and 2020. Currently, nine out of ten firms are suffering IT and telecoms related shortages which is delaying
the development of new products and services. Computer Science students are at a great advantage compared to other
graduates. Around 82% of Computer Science graduates are in full-time employment six months after graduation and all are
pursuing very highly rewarding careers.
Course Content
Component 1
Computer systems:
Exam
This component contains the majority of the content of the qualification and is assessed in a written
paper recalling knowledge and understanding. You will study:
The characteristics of contemporary process, input, output and storage devises.
Software and software development.
Exchanging data.
Data types, data structures and algorithms.
Legal, moral, cultural and ethical issues.
Component 2
Algorithms and
Programming: Exam
This component relates principally to problem solving skills needed to apply the knowledge and
understanding gained in Component 1. You will study:
All elements of computational thinking.
Problem solving and programming using Python.
Algorithms.
Component 3
Programming
Project: Assessment
Programming project component (03) is a practical portfolio based assessment with a task that is
chosen by the teacher or leaner and is produced in Python (programming languages). You will choose a
computing problem to work on and develop a solution. You will go through all the steps from the
analysis of the problem to the design of the solution. You will write the programming code for
developing the solution and complete your project with an evaluation.
Course Type: BTEC National Diploma Exam board: Pearson Head of Department: Ms K Delliou
Course outline
All of the course units have a real life Computer Science focus. All ten units of the course have to be completed to secure a Diploma, with one unit assessed by a written examination, and another unit externally assessed. When studied alongside other BTEC qualifications or A levels, this course offers several routes of progression; further training within employment; degrees in Computer Science, Information Systems and all ICT related subjects.
What the course can lead to
A Diploma in Computer Science could open many doors as most employers and universities want to be assured that potential candidates are able to contextualise information and apply knowledge and theory. The vocational aspect of the course lends itself to practical application where each unit is set into current computer science related scenarios, allowing students to develop real knowledge of IT, Computer Software development, Building Computer Systems as well as developing IT networks. Many students continue into Computer Science, Networking or Business Information Systems at university or may use their grades to opt for an apprenticeship scheme.
Course Content
Year 12
You will study the following units: Principles of Computer Science *
Building Computer Systems
Website Development
Computer Networking
IT Systems Security
Year 13
In the second year the following subjects are studied:
Planning & Management of Computing Projects **
Systems Analysis & Design
Software Development
Digital Graphics & Animation
Network Operating Systems
Assessment: The units are set and marked internally.
* One written examination set by the examination board.
** One assignment task will be set and marked by the examination board.
Course type: A-Level Exam Board: AQA Head of Department: Ms S Hull
Course Outline
This specification is suitable for a considerable range of students and abilities. It offers teachers and students a
great deal of choice. It definitely encourages students to develop their interest in English Literature through
reading widely, critically and independently. Texts in the three main forms, prose, poetry and drama, range across
centuries, genre and gender. Students are encouraged to become informed, independent readers of literary texts
and gain an understanding of a variety of views about texts and how to read them.
What the course can lead to
Students can progress from this qualification to higher education courses such as degrees in English, English
Literature, Creative Writing or in related subjects such as Journalism, Media, Teaching, Drama and History.
The course can also be a stepping stone to a wide range of careers either directly related to English Language or
Literature, such as Editor, Writer, or in areas like Publishing, Advertising, Marketing, Public Relations, Arts,
Administration, Record Offices, Libraries, National and Local Government and the Civil Service.
Course Content
AS Level
Paper 1: ‘Love through the ages’ Shakespeare and poetry
Study of two texts: one Shakespeare play and one AQA Anthology of love poetry through the ages (pre-1900 or post-1900)
Assessed
Written exam: 1 hour 30 minutes
Closed book
50 marks
50% of AS level Questions Section A: Shakespeare. One passage-based question with linked essay (25 marks) Section B: Poetry. One question on printed poem (25 marks)
Paper 2: ‘Love through the ages’ - prose Study of two prose texts. Exam will include an unseen prose extract
Assessed
written exam: 1 hour 30 minutes
open book
50 marks
50% of AS level Questions Section A: Unseen prose. One compulsory question on unseen prose extract (25 marks) Section B: Comparing prose texts. One comparative question on two prose texts (25 marks)
If you follow and complete the entire A-Level course, you will be assessed in the following manner:
Course Content
Paper 1 : ‘Love through the ages ‘ Study of three texts: one poetry and one prose text, of which one must be written pre-1900, and one Shakespeare play. Exam will include two unseen poems
Assessed
Written exam: 3 hours
Open book in Section C only
75 marks
40% of A-Level Questions Section A: Shakespeare: one passage-based question with linked essay (25 marks) Section B: Unseen poetry: compulsory essay question on two unseen poems (25marks) Section C: Comparing texts: one essay question linking two texts (25 marks)
Paper 2: Tests in shared contexts Option 2B: Modern times: literature from 1945 to the present day Study of three texts: one prose, one poetry, and one drama, of which one must be written post – 2000. Exam will include an unseen extract.
Assessed
Written exam: 2 hours 30 minutes
Open book
75 marks
40% of A-Level Questions Section A: Shakespeare: one essay question on set text (25 marks) Section B: Contextual linking: one compulsory question on an unseen extract - (25 marks) One essay question linking two texts - (25 marks) Non-exam assessment: Independent critical study: texts across time Comparative critical study of two texts, at least one of which must have been written pre – 1900. One extended essay (2,500 words) and a bibliography Assessed
50 marks
20% of A-Level
Assessed by teachers
Moderated by AQA
Course type: Level 3 Certificate Exam Board: WJEC Subject Leader: Mrs B. Hodges
Course Outline Level 3 Food Science and Nutrition helps students:
gain skills required for independent learning and development skills to ensure their own dietary health and
well being;
develop a range of generic and transferable skills and the ability to solve problems;
master the skills of project based research, development and presentation with the ability to apply
mathematical and ICT skills;
be able to apply learning in vocational contexts;
develop an understanding of food science and nutrition that is relevant to many industries and job roles.
gain knowledge useful to care providers and nutritionists in hospitals;
understand how this can inform sports coaches and fitness instructors;
develop skills required by hotels and restaurants.;
be aware of how food manufacturers and government agencies also use this understanding to develop
menus, food products and policies that that support healthy eating initiatives.
What the course can lead to
This course is designed primarily to support learners progressing to university. It is mainly designed for those
wanting to pursue careers or learning in related areas such as Sports’ Development, Health & Social Care policy.
The range of units available would support learners’ progression from study at Level 2 in Biology, Physical
Education and Humanities.
Together with other relevant qualifications at Level 3, such as AS and A-Levels in Biology, Physical Education,
and Maths and/or Level 3 qualifications in Sport, Health and Social Care or Science, learners will gain the
required knowledge to be able to use the qualification to support entry to higher education courses such as:
• BSc Human Nutrition
• BSc (Hons) Public Health Nutrition
• BSc (Hons) Food Science and Technology
Course Content
In Year 12 – Unit 1: ‘Meeting the nutritional needs of a specific group’
Unit 1 comprises: Understanding the importance of food safety Understanding properties of nutrients Understand the relationship between nutrients and the human body Be able to plan nutritional requirements Be able to plan the production of complex dishes Be able to cook complex dishes
This Unit will be through a series of case studies and involve a lot of practical planning and cooking.
This Unit is assessed both externally with a written exam lasting 90 minutes plus reading time, and internally through controlled assessments.
In Year 13 – Unit 2: ‘Ensuring Food is safe to eat’ Unit 3: ‘Experimenting to solve Food Production problems’
Unit 2 comprises: In this Unit you will develop an understanding of hazards and risks in relation to the storage, preparation and cooking of food in different environments and the control measures needed to minimise these risks. From this understanding, learners will be able to recommend the control measures that need to be in place, in different environments, to ensure that food is safe to eat. An assignment should be produced each academic year. This Unit is an 8 hour timed, supervised assessment.
The aim of this Unit is for learners to use their understanding of the properties of food in order to plan and carry out experiments. The results of the experiments would be to propose options to solve food production problems. This Unit is internally assessed and externally moderated.
Course type: A-Level Exam Board: Edexcel Subject Leader: Miss A. Buttigieg
Course Outline The aims of the Edexcel Advanced Level GCE in Geography are to allow students to develop and apply their
understanding of geographical concepts and processes to understand and interpret our changing world. The
course will also develop students’ awareness of the complexity of interactions within and between societies,
economies, cultures and environments at scales from local to global. An essential part of the course is an
expectation that students should be inspired by the world around them, and gain enjoyment and satisfaction from
their geographical studies and understand their relevance.
What the course can lead to
A-Level Geography is required for a number of science or environmental based careers. Having a Geography A-
Level can be advantageous when applying for jobs in a variety of sectors, including environment and sustainability,
physical systems, society, business, geographical techniques, development and global issues, settlement, travel,
tourism, leisure and culture. Many graduates who have studied Geography are also enabled to enter into careers
such as Law, Accountancy and Marketing.
Course Content
Year 12
Topic 1 : Tectonic Processes and Hazards
Topic 2: Landscape Systems, Processes and Change (Coastal Landscapes
and Change)
Topic 3: Globalisation
Topic 4: Shaping Places (Regenerating Places or Diverse Places)
Independent Investigation (after examinations have finished)
Examinations
It is expected that the topics studied in year 12 will be assessed in an AS
examination in the summer of 2016. This would comprise of 2 papers of 1
hour and 30 minutes each.
These marks would not contribute towards the final A-Level grade.
Year 13
Topic 5: The Water Cycle and Water Insecurity
Topic 6: The Carbon Cycle and energy Security
Topic 7: Climate Change futures
Topic 8: Superpowers
Topic 9: Global Development and connections
Examinations
In Year 13 students will study for 3 exams and will submit an independent
investigation (coursework)
Paper 1 Written examination: 2 hours 30% of the qualification Content overview Area of study 1 Topic 1: Tectonic Processes and Hazards Area of study 1 Topic 2: Landscape Systems, Processes and Change Area of study 3 Topic 5: The Water Cycle and Water Insecurity Area of study 3 Topic 6: The Carbon Cycle and Energy Security Area of study 3 Topic 7: Climate Change Futures Paper 2 Written examination: 2 hours 30% of the qualification Content overview Area of study 2 Topic 3: Globalisation Area of study 2 Topic 4: Shaping Places Area of study 4 Topic 8: Superpowers Area of study 4 Topic 9: Global Development and Connections
Paper 3 Written examination: 1 hour and 45 minutes 20% of the qualification Content overview The specification contains three synoptic themes within the compulsory content areas: Players Attitudes and actions Futures and uncertainties The synoptic investigation will be based on a geographical issue within
a place-based context that links to the three synoptic themes and is rooted in two or more of the compulsory content areas.
Coursework: Independent Investigation 20% of the qualification Content overview The student’s investigation will incorporate fieldwork data (collected
individually or as part of a group) and own research and/or secondary data.
The investigation report will evidence independent analysis and evaluation of data, presentation of data findings and extended writing.
Course type: BTEC Level 3 National Extended Certificate Exam Board: Edexcel
Subject Leader: Mrs M. Bowles
Course Outline The BTEC level 3 National Extended Certificate in Health & Social Care is designed to support progression into
further education, training or employment, as it offers a mix of both theoretical and vocational learning. A broad
basis of study for the Health & Social Care sector.
The qualification is designed to support progression to higher education when taken as part of a programme of
study that includes other appropriate BTEC Nationals or A-Levels. Learners who successfully complete the BTEC
in Health and Social Care have several routes of progression: to further training within employment, to BTEC
Higher National Certificates and Diplomas in health and social care-related subjects, to degrees in health and
social care-related subjects and to other further and higher health and social care qualifications. These
qualifications have been developed to provide a broad educational basis for further training,
The course also gives learners the opportunity to develop a range of skills and techniques, personal skills and
attributes essential for successful performance in working life.
What the Course can lead to
The Health & Social Care sector is a major employer of almost 4 million people in the UK, many of which are highly
skilled. Almost 1.7 million job openings are expected over the period to 2020. It also makes a vital contribution to
all other aspects of the economy and society by creating a healthy and productive workforce and by caring for the
ageing and the vulnerable. Services provided by the sector will touch every individual and family in the UK. This
course will help learners to develop knowledge, understanding and skills required by the sector, including
essential employability skills, and apply them in real work contexts.
Course Content
Year 12
2 mandatory units:
Unit 1 Human lifespan development – Externally assessed – 90 minute paper in June
Unit 5 Meeting individual care and support needs – Internally assessed.
Year 13
1 mandatory /
1 optional
Unit 2 Working in Health and Social Care – Externally assessed – 90 minutes paper in June
Unit 10 Sociological perspectives – internally assessed.
Course Type: A-Level Exam Board: AQA Associate Senior Leader & interim Subject Leader: Mrs S. Mendes
Deputy Headteacher: Mr Priestley.
Course Outline
As well as being highly respected by all universities, History is a very popular A-Level choice. It is a notable A-Level
for progression into social science and humanities courses. At Beechwood we follow the AQA course which
provides suitable foundations for the study of related subjects such as English, Law, Politics and Economics.
However it is by no means restricted to being useful for these courses alone. Indeed many leading universities
also respect science students taking History as the analytical and writing skills gained from it are invaluable in any
field. Its depth, variety and challenging nature means that the skills learnt from History A-Level will remain with
you no matter what you choose to study at a higher level.
What the course can lead to
History offers many transferable skills that employers in Business, Government and Education are often keen to
utilise. Such skills include research, communication and statistical methods. Due to their solid foundation in
research and analysis, Historians often pursue careers in Law, especially if their degree is combined with Political
History or Science. Careers include Solicitor - both Commercial and Personal, Legal Assistant and Accountant,
Teaching, Journalism, Museum Education Officer and Archivist.
A-Level students must take assessments in all three of the following components in the same series:
Course Content
Year 12
Students must:
Study the history of more than one country
Study a British history option for Component 1 or 2
Study a non-British history option for Component 1 or 2
Component 1: Breadth study
Written exam: 1 hour 30 minutes
Two questions (one compulsory)
50% of AS
Component 2: Depth Study
Written exam 1 hour 30 minutes
Two questions (one compulsory)
50% of AS
Year 13
Component 1: Breadth study
The study of significant historical developments over a period of around 100
years and associated interpretations.
Written exam: 2 hours 30 minutes
Three questions (one compulsory)
80 marks
40% of A-level
Component 2: Depth study
The study in depth of a period of major historical change or development
and associated primary evidence.
Written exam: 2 hours 30 min
Three questions (one compulsory)
80 marks
40% of A-level
Component 3: Historical
investigation (Personal study)
Students must:
Study the history of more than one country
Study a British history option for Component 1 or 2
Study a non-British history option for Component 1 or 2
Study topics from a chronological range of at least 200 years
Course Type: A-Level Exam board: Edexcel
Director of Learning and Achievement: Mrs A McEvoy
Course Outline:
This course introduces students to a range of Mathematical topics which are all widely applied in Science and
Technology in the modern world. The backbone of Mathematics is algebra, and A-Level Mathematics course
builds on the algebraic concepts and methods taught levels 8 and 9 in GCSE Maths. It goes on to explore a range
of topics at a much higher level, including functions, and transformations, trigonometry, numerical methods and
calculus, (the study of the properties of curves). Teaching methods are similar to those at GCSE with regular testing
and assignments and feedback to enable a student to track and improve their progress.
At Beechwood School we follow the Edexcel course which is divided into 3 components. Pure Mathematics
advances skills of manipulation of algebra; whereas, the modules in Statistics and Mechanics teach students to
apply their mathematical knowledge to analyse and explain the real world. The course is examined in May/June
of Year 13 and consists of three two hour exams, two in Pure Mathematics and one in applied, (Statistics and
Mechanics).
What the course can lead to
An A-Level in Mathematics is highly regarded by Universities and Higher Education Colleges. It is essential for
students applying for a Mathematics or Statistics degree, and highly desirable for students applying for any
Science degree as well as Psychology, Medicine, Nursing, Computing, Gaming, Business and Finance.
Course Content
Paper 1 will contain questions on
Pure Mathematics:
Proof, algebra and functions, Co-ordinate Geometry, Sequences and Series,
Trigonometry, Exponentials and Logarithms, Differentiation, Integration and
Vectors.
Paper 2 will contain questions on
Pure Mathematics:
Proof, algebra and functions, Co-ordinate Geometry, Sequences and Series,
Trigonometry, Differentiation, Integration and Numerical Methods.
Paper 3 will contain questions on
the applied areas of Mathematics,
(Statistics and Mechanics) and
topics will include:
Section A: Statistics; Statistical sampling, Data presentation and interpretation,
Probability, Statistical distributions, Statistical hypothesis testing
Section B: Mechanics; Quantities and units in mechanics, Kinematics, Forces
and Newton’s laws, Moments
Calculators are allowed for all papers and the papers are equally weighted.
Course Type: A-Level Exam board: AQA*(* to be confirmed by end of 2016)
Head of Department: Miss R Doncaster
Course Outline:
Twenty years ago the media could be summed up as mainly print (newspapers and magazines) and audio/visual
(television, radio and films). Audiences today have access to a huge number of additional channels that let us
receive news, entertainment, information and advertising. This new digital media includes the web and mobile
phones - providing us with access to blogs, social networking sites and emails.
A-level Media Studies will enhance your enjoyment, understanding and appreciation of the media and its role in
your daily life. The course introduces you to media ideas, theories & debates which gives you the chance to
develop a real understanding of media platforms, the contemporary media landscape and the influential role of
the media in today’s society. Throughout film, TV, video games and various audio sources you will study, emphasis
will be on the practical application of traditional and modern production techniques used to produce a wide range
of Media. You will be using IT to create, dissect and manipulate video, CGI (Computer Generated Imagery) and
sound to generate new and exciting media.
What the course can lead to
The qualification may prepare learners for employment in the Creative Media industries, and can also provide
progression to higher education. It is an ideal feeder course for Film / Media Studies, Advertising / Marketing and
Digital Art/Technology degrees.
Course Content
Year 12 Paper 1: 70% of AS-level. 2 hours 30 minutes externally assessed exam.
Creating media: 30% of AS-level. Practical unit, internally assessed, externally
moderated.
Topics covered include:
Media concepts: media forms, media representations; media institutions; media
audiences. Media platforms broadcasting; e-media; print
Year 13
Paper 1: 35% of A-level. Two hours externally assessed exam
Paper 2: 35% of A-level. Two hours externally assessed exam
Media research & production: 30% of A-level. Practical unit, internally assessed,
externally moderated.
Topics covered include:
Media debates: news values; moral panics; post 9/11 and the media; media technology
and the digital revolution – changing technologies in the 21st century.
Media theories: semiotics; structuralism and post-structuralism; post modernism and
its critiques; gender and ethnicity; Marxism and hegemony; Liberal pluralism;
colonialism and post-colonialism.
Course type: BTEC Level 3 Diploma & Extended Certificate Exam board: Edexcel
Head of Department: Mrs D Dadak
Course Outline:
This course focuses on the development of performing arts’ skills and combines acting, voice skills and movement.
This course gives you the skills and all-round experience to be an adaptable and multi-skilled performer. As well
as drama, movement, technical and physical theatre, you will study the performing arts business and learn how
to market yourself within the industry. The course is designed to support students to develop a range of skills
through practical and theoretical sessions. This includes written assignments, personal portfolios, and reflective
journals. There are frequent trips to see productions. Students will reflect upon their own practice and that of
others in order to understand the process of making productions for theatre.
The course is designed to be adaptable to your interests, abilities and aspirations: it consists of two compulsory
core units plus a choice from a range of specialist units. The specific focus of the course varies and can include
musical theatre, performance, drama improvisation or clowning.
What the course can lead to
The BTEC National Award in Performing Arts (Acting) has the equivalence of one GCE ‘A’ Level and it is possible
for you to progress further into higher education, as successful BTEC National qualifications give UCAS points for
university applications.
With the international recognition of BTEC courses such as this, you can progress straight into employment. If
successful there are a wide variety of prospective careers that you can explore, for example: actor/actress,
stagehand or entertainer.
Course Content
Diploma Mandatory units
Investigating practitioners’ work
Developing skills and techniques for live performance
Group performance workshop
Performing Arts in the community
Individual performance commission
Final live performance to an audience
Unit assessed externally
Optional Units
Physical theatre techniques
Movement in performance
Extended Certificate Mandatory units
Investigating practitioners’ work
Developing skills and techniques for live performance
Group performance workshop
Unit assessed externally
Optional units
Physical theatre technique
Course type: A-Level Exam board: AQA Head of Department: Miss K Clancy
Course Outline:
The course offers an introduction to photography within a framework of general art and design issues such as
contextual awareness. The course will explore how photography is used to convey messages and create works in
other graphic disciplines, such as magazine advertisements.
Work will form a means of personal enquiry and expression involving the selection and manipulation of images.
Students must employ creative approaches which go beyond mere observation and recording.
The aim of the course is to develop independent and self-motivated and confident photographic practice. Units
cover studio, digital practices, as well as the history and theory of art, photography and film to help
contextualise and inform the development of the students’ work.
What the course can lead to
The qualification may prepare learners for employment in the Creative Media industries, and can also provide
progression to higher education.
Course Content
Year 12
Unit 1 is Coursework portfolio:
Unit 2 externally set assignment
50% Coursework and 50% Exam
50% Coursework and 50% Exam
Unit 3 Personal Investigation
Unit 4: Externally set assignment with 15 hr supervised
Year 13
Areas of study
Aesthetics:
Portraiture / Landscape photography / Still-life photography
Documentary photography and photo journalism / Fashion photography /
Multimedia / Photographic installation / Moving image (video, animation)
Technical:
Appreciation of viewpoint, composition, depth of field
and movement, time-based, through such techniques
as sequence or ‘frozen-moment’
The use of a manual camera. Explore the use of film,
lenses, filters and lighting for work in their chosen area of Photography
Course type: BTEC Level 3 National Extended Certificate in Sport Exam board: Edexcel
Head of Department: Mr L. Phillips
Course Outline:
This course is designed for those students who have a real interest in sport as an industry and want to improve
their chances of employment in this area. The course will teach you to understand the human body, sports’
psychology, fitness training and instructing physical activity.
It is mainly a theoretical course that analyses many aspects of sport and it is delivered through a variety of
methods within the classroom, the sports hall and fitness suite.
It is advisable that you have a strong scientific interest as well as good written communication skills.
What the course can lead to
On successful completion of the Extended Certificate, it is possible to progress into Higher Education to study in the following areas:
Sport and Exercise Studies Physical Education Teaching (primary and secondary) Sport Therapy Coaching Science. Health, Sport Performance and Nutrition Recreation/Sport Management Leisure Management Sport Development
There are also opportunities to apply for the armed forces, or to seek employment within leisure centres, health clubs or sport coaching within the UK or abroad.
Past students have gone onto Higher Education on one of the many sports degree courses available, or have obtained employment within the fitness industry, sport development centres or community football instructors.
Course Content
This is a four unit course and we look at the following areas over 2 years:
Unit 1 – Anatomy and Physiology * Unit 2 – Fitness training and programming for health, sport and well-being * Unit 3 – Professional development in the sports industry Unit 4 – Sports Leadership
* are units that will be externally assessed.
Course type: A-Level Exam Board: Edexcel Head of Department: Mr N. Ensor
Course Outline:
Students will use creativity and imagination when applying iterative design processes to develop and modify
designs, and design and make prototypes that solve real world problems, considering their own and others’
needs, wants, aspirations and values. Students need to be open to taking design risks, showing innovation and
enterprise while considering their role as responsible designers and citizens
You will develop intellectual curiosity about the design and manufacture of products and systems,
And their impact on daily life and the wider world, working collaboratively to develop and refine your ideas,
responding to feedback from users, peers and expert practitioners.
Learners will gain an insight into the creative, engineering and/or manufacturing industries, developing the
capacity to think creatively, innovatively and critically through focused research and exploration of design
opportunities arising from the needs, wants and values of users and clients, learners will develop an in-depth
knowledge and understanding of materials, components and processes associated with the creation of products
that can be tested and evaluated in use.
The course will also enable students to have a critical understanding of the wider influences on design and
technology, including cultural, economic, environmental, historical and social factors.
We follow Edexcel’s GCE in Design and Technology: Product Design specification this course develops students’
Knowledge, understanding, skills and application for designing products. Product design encompasses a wide
range of design disciplines but is firmly rooted in the skills required to design and make high quality products.
Products that are fit for purpose, satisfy wants and needs, enhance our day-today lives and, most importantly,
give students the opportunity to demonstrate their design and technology capability. Typically students use a
combination of GCSE/A-Level folder work and additional learning projects to create work and university portfolios
for entry to degree courses. This qualification supports progression into further education, training or
employment, such as any appropriate design-related courses, Engineering or Architecture.
What the course can lead to
This qualification supports progression into further education, training or employment, such as any appropriate
design-related courses, Engineering or Architecture.
Course Content
Year 12
Unit 1: Design and Manufacture project 50% coursework assessment.
Unit 2: Principals of Design and Technology. (50% theory exam 1.5 hours) covering
materials, performance characteristics of materials, processes & techniques,
digital technologies, factors influencing the development of products, effects of
technological developments, potential hazards and risk assessment.
Year 13 Unit 1: Design and Manufacture project 50% coursework assessment.
Unit 2: Principals of Design and Technology. (50% theory exam 1.5 hours) covering
features of manufacturing industries, designing for maintenance and the cleaner
environment, current legislation, information handling, modelling and forward
planning, further process & techniques.
Assessment Overview The paper includes calculations, short-open and open-response questions, as well
as extended writing questions focused on:
analysis and evaluation of design decisions and outcomes, against a technical
principle for prototypes made by others;
analysis and evaluation of wider issues in design technology, including social,
moral, ethical and environmental impacts.
Course type: A-Level Exam board: AQA Head of Department: Ms J Sabbagh
Course Outline:
The A-Level Psychology course at Beechwood Sixth Form offers students the opportunity to immerse themselves in the theory of Psychology which underpins a number of exciting applications to real life practice. The units of study are taught in innovative, and where possible, practical ways, to enable students to enjoy their learning. Although A-level Psychology is not a requirement for the study of Psychology at university level, it is a course which is compatible with a very wide range of higher education courses. The qualifications are linear and students will be required to sit the content taught over two years at the end of the second year. The qualification is 100% examination based, and the examinations consist of a combination of multiple choice questions, short answer questions, and longer answer questions to the value of a maximum of 16 marks 16 marks in A-Level. Students studying Psychology at AS and A-Level are required to be proficient in Mathematics and English, and to have gained a minimum of a B grade in these subjects in Year 11.
Course Content
Year 12
Social influence, Memory, Attachment, Approaches in Psychology, Psychopathology and Research Methods
Year 13
Compulsory Content As above, along with Biopsychology and Issues and Debates in Psychology Optional Content: Option 1 Either: Relationships or Gender or Cognition and Development Option 2 Either: Schizophrenia or Eating Behaviour or Stress Option 3 Either: Aggression or Forensic Psychology or Addiction
Course Type: A-Level Exam board: Edexcel Head of Department: Mrs K Larminie
Course Outline:
Ever since humankind started to think, religion has been a fundamental part of our development. As people look
into the vastness of space or witness the miracle of birth, they contemplate the meaning of life and their own
mortality. It has always been this way. In the 21st century, religion still addresses the same eternal human
questions about life and death, values and relationships, right and wrong. Religious Studies is an inclusive subject,
designed for people of any faith and people who have no faith. It is not necessary to have taken Religious Studies
at GCSE, although students who have a GCSE will find that the AS/A-Level builds on their knowledge,
understanding and skills. All that is required is a desire to find out more about religion and its role in society.
The skills that you will learn in Religious Studies will be useful to you in any number of careers; teaching, youth
work, journalism, civil service or government to name a few. If you’re thinking of a career in law or medicine then
a Religious Studies A-Level is looked upon favourably for undergraduate courses too. Studying philosophy will
teach you to logically and critically think about issues, to analyse and construct arguments and to be open to new
ways of thinking. In addition to this, you will be able to write clearly and persuasively.
You will develop the skills of investigation, analysis, interpretation, evaluation, communication and debate.
This course encourages students to:
develop their interest in a study of religion and its relation to the wider world; adopt an enquiring, critical and reflective approach to the study of philosophy of religion reflect on, and develop their own values, opinions and attitudes.
What the course can lead to
Religious Studies is one of the fastest growing subjects. This is partly because it is compatible with, and has a
similar skills base to, subjects such as English, History, Sociology, Philosophy and Government and Politics. It can
also compliment studies in Archaeology, Classical Civilisation and History of Art, as well as the Sciences and Law.
A career in primary or secondary education will make good use of well-developed communication and critical
thinking skills when helping young people develop these in turn. You will be well-placed for careers in the public
sector through an understanding of complex societal issues and world affairs, as well as general analytical abilities.
Possible careers in the Public Sector include roles in the Civil Service, Government, Health Service, Police Force
and the Armed Forces. Philosophy can provide a good foundation for a career In Law where your skills in research
and analysis will be invaluable within this industry.
Course Content
AS level – Year 1 of studies A-Level – Year 2 of studies
Philosophy of Religion
The nature of the soul, mind and body
Arguments about the existence or non-existence of
God:
The Cosmological Argument
The Teleological Argument
The Ontological Argument
The nature and impact of religious experience
The challenge for religious belief of the problem of evil
Philosophy of Religion
Ideas about the nature of God
Issues in religious language
Ethics
Normative ethical theories
The application of an ethical theory to two
contemporary issues of importance
Ethics
Ethical language and thought
Debates surrounding the significant idea of
conscience
Sexual ethics and the influence on ethical thought of
developments in religious beliefs:
Environmental issues and Stewardship Equality Utilitarianism Situation ethics Natural moral law War and Peace
Developments in religious thought
Religious beliefs, values and teachings, their
interconnections and how they vary historically and in
the contemporary world
Sources of religious wisdom and authority
Practices which shape and express religious identity,
and how these vary within a tradition
Developments in religious thought
Significant social and historical developments in
theology and religious thought
Key themes related to the relationship between religion
and society
Religious beliefs, values and teachings
Sources of wisdom and authority Practices that shape and express religious identity
Exam: 1 hour 15 minutes Exam: 2 hours
Course Type: BTEC Diploma Exam Board: Edexcel
Director of Learning and Achievement: Mr J Hamilton-Cox
Course outline
This qualification is primarily designed to support progression to applied science and related employment after
further study at university. However, it also supports learners progressing directly to employment, as the
transferable knowledge, understanding and skills will give learners an advantage when applying for a range of
entry-level industry training programmes and/or Higher Apprenticeships in areas such as Laboratory Technician,
Industrial Technician, and Medical Technician.
BTEC Diploma in science consists of 8 units, 6 of which are mandatory units and 3 of these are externally
assessed.
The final optional units will depend on the interest, ability and demand of the students. Some units that could
be studied are:
What can the course lead to
The requirements of the qualification will mean that learners develop the transferable and higher order skills which are valued by higher education providers and employers. The qualification carries UCAS points and is recognised by higher education providers as contributing to admission requirements for many relevant courses. Taken on its own, the National Diploma in Applied Science will offer the opportunity to progress to some science-related degree courses. Taken alongside other qualifications, it will prepare learners to progress to a wider range of degree programmes.
Course Content
Year 12 4 compulsory units:
Unit 1: Principles and Applications of Science I *
Unit 2: Practical Scientific Procedures and Techniques
Unit 4: Laboratory Techniques and their Application
Unit 6: Investigative Project * Externally assessed
Year 13 To compulsory units:
Unit 3 - Science Investigation Skills *
Unit 5 - Principles & Applications of Science II *
Two optional units from the following:
Physiology of Human Systems
Human Regulation and Reproduction
Microbiology and Microbiological Techniques
Practical Chemical Analysis
Forensic Evidence, Collection and Analysis * Externally assessed
Course Type: BTEC Extended Certificate Exam Board: Edexcel
Director of Learning and Achievement: Mr J Hamilton-Cox
Course outline
The qualification carries UCAS points and is recognised by higher education providers as contributing to meeting admission requirements for many courses if taken alongside other qualifications as part of a two-year programme of learning, including, but not exclusively, those which are Science-related. BTEC Diploma in science consists of 4 units, 3 of which are mandatory units and 2 of these are externally
assessed.
What can the course lead to
The requirements of the qualification will mean that learners develop the transferable and higher order skills which are valued by higher education providers and employers. For example, when studying Unit 3: Science Investigation Skills, learners will develop skills including how to plan investigations, collecting, analysing, and presenting data and communicating results which support some of the skills learners need to progress to higher education, employment, self-employment or training.
Course Content
Year 12 Two compulsory units:
Unit 1 - Principles and Applications of Science I *
Unit 2 - Practical Scientific Procedures and Techniques * Externally assessed
Year 13 One compulsory unit and one optional unit:
Unit 3 - Science Investigation Skills *
Optional Unit chosen from:
Physiology of Human Systems
Human Regulation and Reproduction
Microbiology and Microbiological Techniques * Externally assessed
Course type: BTEC Level 3 Extended Certificate Exam board: Pearson
Subject Co-ordinator: Ms J Ah-Sam
Course outline The qualification, which is equivalent to one A-Level, is designed to support students with an interest in travel and tourism who want to continue their education through applied learning and who aim to progress to higher education. The Travel and Tourism industry has fast become one of the significant employment areas within the UK. The course provides a broad understanding and knowledge of the industry, allowing students to be more competitive. It also develops transferable knowledge, understanding and broad skills such as communicating and presenting ideas. Both the skills and knowledge learnt are highly regarded by higher education providers and employers both within the industry and in other sectors of the employment market.
What the course can lead to This qualification can lead to a wide variety of employment opportunities – Travel Agent, opportunities within the Sales & Marketing Industry, Tour Operators, Reservations Consultant, Hotel Staff, Conference Co-ordinator or Manager, Hospitality, Exhibition Co-ordinator.
There are three mandatory units which cover content on: The Travel and Tourism industry Different types of destinations and their importance Customer service
The units are taught in an innovative way, and where possible, involve vocational excursions and application of skills and knowledge learnt to enable students to further enjoy and engage in their learning.
Course Content
Year 12 Unit 1 – The World of Travel and Tourism mandatory unit 90 min exam externally assessed
Unit 15 – Visitor Attractions
optional unit coursework assessment internally assessed
Year 13 Unit 2 – Global Destinations
mandatory unit 3-hour controlled assessment externally assessed
Unit 3 – Managing the Customer Experience
mandatory unit coursework assessment internally assessed
Course type: NCFE Level 2 Certificate Exam board: VCERTS NQF Subject Leader: Mrs B Hodges
Course outline
This qualification is designed for learners who have an interest in food and cookery. It will provide learners with
experience of using different cooking techniques and methods to enable them to use these within further
education or apprenticeships. It will give them a basic understanding of the skills required for a career in food.
This qualification aims to: focus on an applied study of the food and cookery occupational area ;
offer breadth and depth of study, incorporating a significant core of knowledge and theoretical content with broad-ranging applicability ;
provide opportunities to acquire a number of practical and technical skills. The objectives of this qualification are to help learners to: prepare and cook using basic skills ;
understand food and its functions in the body and in recipes ;
understand balanced diets and modification of recipes for health;
plan and produce dishes for a purpose.
Throughout the delivery of this qualification, the following core areas and transferable skills should be evident: planning ;
research skills ;
communication ;
problem-solving skills;
health and safety.
What the course can lead to
Learners who achieve this V Cert qualification could progress onto further Level 3 qualifications and A-Levels, such as:
Advanced GCE in Design and Technology: Food Technology
Advanced GCE in Home Economics (Food, Nutrition and Health)
Diploma in Advanced Professional Cookery (Preparation and Cooking)
Certificate in Hospitality and Catering Principles
Professional Cookery Studies
Course Content
Learners compete four units. Unit 1 Preparing to cook – Internally assessed
Unit 2 Understanding food – Internally assessed.
Unit 3 Exploring balanced diets – Externally set and marked assessment paper.
Unit 4 Plan and produce dishes in response to a brief – Internally assessed
portfolio of evidence.
Course Type: BTEC Level 2 Exam Board: Edexcel Subject Co-ordinator: Ms J Ah-Sam
Course outline: This qualification gives learners the opportunity to: gain a broad understanding and knowledge of a vocational sector; investigate areas of specific interest; develop essential skills and attributes prized by employers, further Education; colleges and higher education institutions; inspire and enthuse learners to consider a career in the public service sector. What the course can lead to This qualification provides opportunities for learners to progress to either academic or more specialised vocational pathways at Beechwood School or at other sixth form centres or colleges. Support progression into a more specialised Level 3 vocational or academic course or into apprenticeship;
A wide range of junior job roles across the public service sector, for example entry level jobs within the
armed services or non-uniformed services
Provide opportunities for the development of transferable skills related to study and vocational application that provide a platform for success both within the public services and elsewhere
Course Content
Two mandatory units
Unit 1: The role and Work of the Public Services Unit 2: Working Skills in the Public Service Sector Optional Units Unit 3: Employment in the Public Services Unit 5: Health, Fitness and Lifestyle for the Public Services It may also be useful to those studying qualifications in the following sectors: Catering
Hospitality
Food Technology
‘Come to Beechwood Sixth Form:
it is the best decision you will ever make’
Year 13 student
Beechwood School
Long Readings Lane
Slough
Berkshire SL2 1QE
Tel: 01753 520473
www.beechwood.slough.sch.uk
