AEQUALIS PER DEI IMAGINEM Equal by means of God’s image

Sixth Form Prospectus September 2016

DETERMINED / OUTSTANDING / VIRTUOUS / ENDEAVOUR

“Trinity Sixth Form is a dynamic, supportive and nurturing environment where the strong community spirit helps the individual achieve.”

Tom Knight

“Trinity is a wonderful Sixth Form that encourages independent learning and creativity.”

Luke Carr

“Trinity Sixth Form is a place where students can learn and develop academically as members of a community.”

Rosie Hannan

“What makes Trinity Sixth Form special is the people, both the teachers and the students.”

Caitlin Knights

We are very proud of the destinations

our students aim for and achieve. This

year, former Trinity pupils will be

studying at Oxbridge and Russell Group

universities, and we can count influential

artists, sportspeople, actors and

business people amongst our alumni.

Just as impressively, former Trinity

students are active in the third sector

and work as leaders of charities and

social enterprises. We are a varied,

talented and caring community.

In 2016, our sixth form students will

continue in this tradition. Whilst we will

always focus on the importance of

academic attainment and tertiary

destinations, we also commit to

encouraging independent enrichment

and community stewardship.

As a school, we are conscious that the

values and attitudes our sixth formers

develop inform their employability, their

engagement with university learning and

their success in later life.

Chris Gabbett Principal

I am honoured to be the leader of a

creative, vibrant and aspirational school;

a model for progressive Catholic

education in the 21st century. Trinity is a

place of equality, opportunity, inclusion

and excellence, where every individual

in the school is valued for their unique

contribution to school life.

Our motto, ‘Equal by means of God’s

Image’ underpins every action at our

school. We strive towards equality and a

sense of justice, and have high

expectations of our students in this

regard. We are a Pax Christi school,

and principles of social justice and non-

violence are at the core of our mission.

To reinforce this, all Trinity students are

expected to engage in community

stewardship and support.

PRINCIPAL’S WELCOME

I am delighted to welcome you as a prospective student of Trinity Sixth Form in September 2016. As Head of Sixth Form I am proud to be involved in such a key transitional stage of your educational life, and hope that Trinity is able to offer you the choices you desire in progressing towards your desired academic pathway. Over the next few months you will face some difficult decisions related to your future study and inevitable pressure with forthcoming examinations. Whatever destination you decide on, I hope you feel as informed as possible about what is available for you at Trinity. There is a diverse range of academic options available for you in your Sixth Form study, and time will be spent over the remaining months of Year 11 working with you to ensure that the right academic choices are made. An excellent support network is available for you from an academic and pastoral perspective. Subject teachers create a superb working environment that maximises the quality of teaching and learning taking place in your lessons, as well as offering a network of support and intervention as required. Pastorally, our tutor team will offer you very strong support in all aspects of Sixth Form life.

Whilst there will be great importance and focus based on your academic study, I firmly believe it is not just about what results you achieve at the end of your Year 13 study. You are positively

encouraged to develop greater independence; socially and emotionally as individuals; and the sense of being a community as a Sixth Form student. Students who leave Trinity are well rounded individuals, and continue to be excellent ambassadors at their next stage of academic study or otherwise. Do take your time in ensuring the choices you make are right for you, as this is a crucial stage of your education. The information provided in this prospectus is the first stage of this process, and I hope this stimulates positive dialogue between you, family members, and staff at Trinity. I look forward to receiving your application to study at Trinity, and am more than happy to discuss any aspect of your future plans with you. Marc Johnson Head of Sixth Form September 2015

HEAD OF SIXTH FORM

BUILDING A PROGRAMME OF STUDY As a dynamic institution, constantly aiming to improve and develop our post 16 educational provision, we aim to provide students with an increased choice of options which will enable them to achieve at the highest levels. Consequently we provide a diverse range of A level subject choices, and endeavour to have minimal restrictions on subject combinations. Details on building a programme of study and individual subject information can be found in this prospectus, but it is important to understand the structure of A level courses and the nature of the exams undertaken. WHAT SUBJECTS SHOULD BE STUDIED? There is no simple answer to this question. Subject choices should reflect not only study interests and academic strengths, but more importantly long terms higher education and career aspirations. Finding out what subjects to study may require some in depth research. A good starting point would be to utilise the UCAS website (www.ucas.com), or to access support from Karen Greening (RightStep – Careers Advisor); and Mary La Spisa/Fay Kite (Careers Room).

ENTRY REQUIREMENTS For any student who is considering Trinity Sixth Form, there are 3 elements that we analyse to ensure Trinity is the right destination for them, and that the subjects selected for Key Stage 5 study are reflective of the optimal progress strived for: Pre-requisite grades Meeting of the pre-requisite GCSE grade to undertake the subject at Key Stage 5 level is a fundamental requirement. Please refer to further into the prospectus to analyse academic expectations of all students prior to beginning Year 12. Attendance Unless there are extenuating circumstances preventing this, we expect all students joining Trinity Sixth Form to have maintained attendance in Year 11 of at least 92% in line with OFSTED guidelines. Engagement Students at Trinity School are not just monitored in terms of their academic progress, but also their engagement in lessons. Students selecting specific subjects to study in Key Stage 5 will be expected to have achieved a minimum average engagement score of 4 or above in Year 11 study of GCSE subjects that directly link to intended Key Stage 5 study.

GETTING THE BEST OUT OF YOU! STEWARDSHIP Students are positively encouraged to utilise time away from their study in the form of stewardship, by giving up to an hour of their own time per week. We are proud of the way Trinity students not only work very hard on all aspects of their study, but also the supportive way they assist other students around the school or within the local community – often committing themselves to more than suggested. Opportunities for this will be discussed with students at the beginning of each academic year – areas include: * Mentoring of younger students * Support GCSE classes in subjects of interest * Paired reading * Extracurricular support – breakfast/ lunchtime/after school clubs * Support in local primary schools * Support of whole school events * Monitoring of key study spaces Students are encouraged to independently make decisions on areas of stewardship they are interested in, but are actively supported by staff in sourcing suitable opportunities.

ADVICE, INFORMATION AND GUIDANCE In a fast-changing world, the decisions you make at 16-plus have become increasingly complicated and ever more important. It is crucial that, as far as possible, you make the right choice at this stage, to enable you to lay the foundation for Higher Education and/or for future employment. Our aim is to provide each student with the information and guidance that you require at this vital time and then to devise with you a programme which best suits your individual ability and ambitions. PASTORAL CARE One of the major strengths of Trinity Sixth Form is our pastoral system. The tutors take primary responsibility for monitoring the progress of each student in their tutor group. Tutor groups in years 12 and 13 are structured so that as well as fast track integration and socialising of students, advice, support and guidance is quickly to hand. Students are also assigned an Academic Referee for Year 13. In addition, we offer all our students a comprehensive system of work experience, higher education advice and counselling.

UNIVERSITY LINKS We are also proud of the many university links that have been set up over the past year. These links combine a mixture of Russell Group and modern universities using a focus of progression from Key Stage 4 through to further education and identifying the pathways to ensure that this goal is realised. All pupils will have access to master class sessions which are provided by a wide range of universities who work with our sixth form course leaders. Additionally, local universities provide study support sessions combined with workshops on key areas such as Student Finance and Personal Statements, which prepare Trinity students for life at University and the financial implications that may arise. WORK EXPERIENCE As part of the Sixth Form programme, all students will be required to undertake a week of work experience towards the end of Year 12 study. Students will be given access extensive support and resources in devising an appropriate Curriculum Vitae and Letter of Application, as well as being able to discuss potential options with our excellent Work Experience team of Mary La Spisa and Fay Kite.

STUDENT VOICE It is essential students in Sixth Form are able to feel fully integrated and involved all aspects of school life, and it is something we at Trinity School pride ourselves with. Every student has the opportunity to nominate themselves for the Sixth Form School Council, and have a direct input on matters that directly affect their cohort. Selected students can also represent the Sixth Form in the Whole School Council with representatives from other year groups. Furthermore, every academic year a Head Boy and Head Girl are elected following an interview and presentation process. Students in this prestigious position represent the best values of a Trinity School student, and take on ambassadorial responsibilities at key events during the school year.

RAISING ASPIRATIONS CATHOLICITY Trinity Sixth Form continues the commitment to build a community based on excellence, aspiration, inclusion and redemption inspired by faith. We remember the words of Jesus “I have come so that you might have life and live in all its fullness” and encourage students to develop beyond their potential in all areas of their lives. All Sixth Form students are given the opportunity to go to St. Cassian’s Retreat Centre in Kintbury. Participating in a Kintbury retreat can be a whole-life enhancing experience, reaching out to spiritual, emotional and physical dimensions of one’s life. Students are also given the opportunity to go to Taize on an ecumenical pilgrimage. The meetings at Taize are about searching, listening and thinking about what it means to be a human being, and how we can do something to bring justice, peace and hope to our world. The school provides an opportunity to receive the sacrament of reconciliation once a month, and there is also a voluntary Mass at lunchtime should students wish to attend.

ADDITIONAL SUPPORT All sixth form students have the opportunity to access Study Extension Periods which take place every week and help students by: * Supplementing classroom learning * Helping with specific study difficulties * Covering revision topics and supporting students who are re- sitting examinations * Helping students who are late starters on a course or who have missed lessons * Stretching and challenging individuals * Provide help for students in the completion of homework 16-19 BURSARY FUND The 16-19 Bursary Fund provides financial support for young people to stay in education. The Dept for Education and the YPLA have set out clear criteria for the administration of funding which can be found at www.direct.gov.uk/16-19bursary. Students who meet the criteria (in full) will be able to receive a bursary directly from Trinity Sixth Form to which conditions (targets) might be attached for example for attendance. Subject to available funding, occasional discretionary bursaries may also be awarded to students in financial difficulty.

EXTRA CURRICULAR OPPORTUNITIES There are plenty of amazing opportunities to participate in additional activities at Trinity Sixth Form whatever your interest and role. Society groups are designed which cater for interests in Drama, Film, Sport and Community projects. You have the opportunity to design your own society and build an interest group of like-minded students. We have a strong tradition of building successful sixth form football and rugby teams which regularly compete against other local colleges and sixth forms. In addition we run creative writing workshops, art clubs and the production of the sixth form magazine which are open to all students.

TRIPS AND ACTIVITIES In addition to the European ski excursion that takes place every year, there are also residential courses, theatre trips, language exchanges, lecture and seminar visits which are arranged by a variety of subject departments. These courses and events are extremely well attended by all students and continue to be a key strength of the sixth form.

WORLD CHALLENGE World Challenge was first launched at Trinity in 2010, in order to offer additional opportunities for our students, and we believe for personal development there is nothing better. World Challenge is a two year program, designed for challengers to learn and improve multiple lifelong skills. Initially challengers learn the importance of teamwork, and how to manage time and money during their fundraising. On expedition, challengers will develop and demonstrate many more skills, including leadership, organisation, budgeting, problem solving and safe travel abroad.

The expeditions we choose at Trinity are project based, designed to help communities in countries less fortunate than ourselves. This is the most important aspect of World Challenge and one which our students hugely benefit and learn from. The next World Challenge expedition is provisionally scheduled for the summer holidays of 2017, and current Year 11 and Year 12 students will be predominantly focused upon once launched in November 2015. For more information, please contact Marc Johnson or Stuart France.

GCSE PRE-REQUISITE GRADE SHEET For individual subjects at AS/A2 Level SUBJECT ENTRY REQUIREMENT FOR AS/A2 LEVEL Art GCSE Art is a requirement for this course at Grade B or above. Biology Grade B in GCSE Science and Grade B in GCSE Additional Science. Also a Grade B in GCSE Mathematics. Business Studies Grade B in this subject, if taken at GCSE level. At least Grade B in English. A desire to read a quality newspaper and an interest in current affairs. An interest in the operation of business. Chemistry Grades B in GCSE Science and Grade B in GCSE Additional Science. Also a Grade B in GCSE Mathematics. Or Chemistry GCSE (from the Separate Science Course) grade B and Mathematics grade B. Computing (TBC) ICT GCSE or equivalent including Merit for OCR National Unit 7 and A*- B in GCSE Mathematics due to the highly mathematical nature of some parts of the course. Alternatively, candidates with A* in Maths who have not studied Computing before, may also be suitable to join. English Language Grade B in GCSE English Language. English Literature Grade B at GCSE English Language and a commitment to reading and ideas. French Grade B at GCSE. Further Mathematics Grade B+ in GCSE Mathematics. Geography English GCSE and Mathematics GCSE at Grade B. GCSE Geography at Grade B or above on the Higher paper is preferred, although we will take students who have not studied the subject at GCSE level. German Grade B at GCSE. History Grade B at GCSE History. ICT (TBC) BTEC ICT Merit or Distinction (or GCSE A*-B in ICT or Computing if joining from another centre). Mathematics Grade B+ in GCSE Mathematics. Media Studies Grade B in GCSE Media Studies if taken, or Grade B in GCSE English if not. Photography Grade C at GCSE Photography preferred if taken, or at least 5 C+ GCSE grades including English. Physical Education Grade B or above at GCSE PE., Grade C or above in GCSE English, and Grade B or above in Science. Physics Grade BB in GCSE Double Science or Grade B in GCSE Physics GCSE and

Grade B in GCSE Mathematics. Product Design (3D) Grade C in GCSE Product Design/Graphic Products or above. GCSE English, Maths and Science at Grade C or better required. Product Design (Textiles) Grade C in GCSE Textiles or above (or similar qualification). Psychology Grade B or above in GCSE English for AS Level study. Grade B or above in GCSE English and GCSE Mathematics for A Level study. Religious Education GCSE Grade B or above in RE, and preferably English GCSE at Grade B or above. Sociology Grade B or above in GCSE English or GCSE History if studied, and Grade C in GCSE Mathematics.GCSE. Spanish Grade B at GCSE. Theatre Studies Drama GCSE at Grade C or above, or prior experience outside of school. English GCSE at Grade B or above.

ART

Course Type AS and A2 Exam Board Edexcel Pre-requisite qualifications GCSE Art is a requirement for this course at grade B or above. Course overview The main purpose of any course in Art and Design is to develop your ability to appreciate the visual world; respond in a personal and creative way, and contribute for the benefit of yourself and others. The skills you require will be to some extent determined by the area of study you choose. However; whether you see yourself as a painter, graphic designer, photographer or film maker; the same basic principles and skills apply. Our course covers practical, theoretical and critical/historical aspects of Art and Design. You will have the opportunity to develop your own creative skills and the techniques in practical work and critical studies – a component which gives you the chance to explore the work of other artists, crafts people and designers across time, culture and place. We emphasise individuality and flexibility within a coherent structure and our core course unit content aims to offer you a sound base from which to explore other areas of interest should you wish to do so. We adopt a multi-disciplinary approach to creative learning which supports a broad base of subject related disciplines. Based on demand we could potentially offer experience in: graphic design, mixed media, TV, film and video. Topics covered The department works thematically. A broad theme is established at the beginning of the year providing everyone working in the department with a starting point. Our emphasis is on individuality. Each unit is flexible, whether written or practical and allows you to interpret each theme or topic to accommodate your own developing interest and creative direction. We aim to balance new media technology, contemporary work and traditional approaches within a core course the units of which are designed to progressively extend your skills and knowledge, and will include: work in 2D and 3D dimensions, mixed media, critical studies and photography.

Suggested Career Paths Skills developed * Vocational and Degree Courses * Communication * Work based training * Information Technology * Graphic Design * Working with others * Photography * Problem solving * Product Design * Improving own learning and performance * Advertising * Architecture Trips and outing with the course * Fashion and Textiles * Publishing and the Media * Local and national gallery exhibition visits * Environmental Design * European study trip * Museums and Galleries * Day workshops at different locations * Marketing * Visiting artists, designers and photographers * Illustration and animation

Examination Component Weighting

AS Unit 1 – Art and Design - coursework 60% of AS 30% of A2

Unit 2 – Art and Design - Externally Set Assignment 40% of AS 20% of A2

A2 Unit 3 – Art and Design - Coursework, Practical Work and Personal Study 30% of A2

Unit 4 – Art and Design - Externally Set Assignment 20% of A2

BIOLOGY

Course Type AS and A2 Exam Board OCR Pre-requisite qualifications B in Science and B in Additional Science. B in Mathematics Biology B (Advancing Biology) Learners study biology using a context based approach. Ideas are introduced within relevant and interesting settings which help learners to anchor their conceptual knowledge of the range of biological topics required at GCE level. Practical skills are embedded within the specification and learners are expected to carry out practical work in preparation for a written examination that will specifically test these skills. The Biology specification aims to encourage learner to: * develop essential knowledge and understanding of different areas of the subject and how they relate to each other * develop and demonstrate a deep appreciation of the skills, knowledge and understanding of scientific methods * develop competence and confidence in a variety of practical, mathematical and problem solving skills * develop their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject * understand how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society. Overview of A Level in Biology B (Advancing Biology) (H422) Content is split into five teaching modules: * Module 1 – Development of practical skills in biology * Module 2 – Cells, chemicals for life, transport and gas exchange * Module 3 – Cell division, development and disease control * Module 4 – Energy, reproduction and populations * Module 5 – Genetics, control and homeostasis Assessment This is a 2 year course that will be assessed by written exams at the end of year 13. Students will have the option of sitting AS Biology exams at the end of year 12 if they wish to do so. This will allow students to obtain an AS in Biology as a single qualification. At the end of Year 13 students will sit 3 papers: Paper 1 Fundamentals of biology (01) 2 hour 15 minutes written paper 41% of total A level Paper 2 Scientific literacy in biology (02) 2 hour 15 minutes written paper 37% of total A level Paper3 Practical skills in biology (03) 1 hour 30 minutes written paper 22% of total A level For more information, please contact Pinder Cheema or Matt Alton in Science.

BUSINESS

Course Type GCE: AS Level in Year 12, A2 in Year 13. Exam Board OCR Pre-requisite qualifications Grade B in this subject, if taken at GCSE level. At least grade B in English. A desire to read a quality newspaper and keep up to date with current affairs An interest in the operation of a business. Course overview Business is a useful subject and is offered as a GCE. It is an enjoyable and rewarding course suitable for students who have an interest in business. Central to both the AS and A Level qualifications will be developing the knowledge and understanding of the key aspects of business decision-making and the impacts these have on the business and its

stakeholders.

Each course will look at different types of business ranging from small and medium enterprises to national and international organisations. The emphasis will be on what is important for businesses, what the consequences of their actions are and why these differ depending on size. Students 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. Question papers use 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. The course allows a number of progression routes; university, employment or other business related qualifications. Topics covered * Introduction to Business * Business objectives and strategy * External influences * Accounting and finance within a business environment * Human resource management within a business environment * Marketing within a business environment * The Production Process

Examination Assessment

AS

Two one and a half hour written exams at the end of the year. Paper 1: Section A: multiple choice. 50% Section B: case study - data response questions. Paper 2: Section A: short answer. 50% Section B: case study – extended response.

A2 Assessed by three two hour written exams at the end of the course. Paper 1: Multiple-choice questions, case study – data response. 33.3% Paper 2: Short Answer, case study – extended response 33.3% Paper 3: One compulsory case study – data response and extended questions. 33.3%

Suggested career paths Human Resources Accounting Management Marketing

Skills developed Communication Numeracy IT Problem solving Personal skills

CHEMISTRY

Course Type AS and A2 Exam Board AQA Pre-requisite qualifications GCSE Science and Additional Science grade BB and Mathematics grade B. Or Chemistry GCSE (from the Separate Science Course) grade B and Mathematics grade B Course Overview AQA A-level Chemistry is a rigorous, challenging and ultimately rewarding course that develops students' scientific skills and knowledge. The 2015 specification will help to inspire students, nurture their passion for chemistry and lay the foundations for further study and the workplace.

You will investigate how and why substances behave as they do. Social, economic, environmental and technological applications of Chemistry are also stressed. Our objective is to ensure earning is enjoyable, and enhances a candidate’s enthusiasm for chemistry. We believe in learning through practical. Wherever possible, our students carry out experimental work to illustrate the theoretical principles covered in the course. Topics covered at AS (please note that at A2, all of the AS topics are examined with additional topics included in all areas). 3.1 Physical chemistry 3.1.1 Atomic structure 3.1.2 Amount of substance 3.1.3 Bonding 3.1.4 Energetics 3.1.5 Kinetics 3.1.6 Chemical equilibria and Le Chatelier's principle 3.1.7 Oxidation, reduction and redox equations 3.2 Inorganic chemistry 3.2.1 Periodicity 3.2.2 Group 2, the alkaline earth metals 3.2.3 Group 7(17), the halogens 3.3 Organic chemistry 3.3.1 Introduction to organic chemistry 3.3.2 Alkanes 3.3.3 Halogenoalkanes 3.3.4 Alkenes 3.3.5 Alcohols 3.3.6 Organic analysis

Examination Component Weighting

AS

Unit 1 Relevant physical chemistry topics (sections 3.1.1 to 3.1.4, 3.1.6 and 3.1.7) Inorganic chemistry (section 3.2) Relevant practical skills

50% of AS

Unit 2 Relevant physical chemistry topics (sections 3.1.2 to 3.1.6) Organic chemistry (section 3.3) Relevant practical skills

50% of AS

A2

Unit 1: Relevant physical chemistry topics (sections 3.1.1 to 3.1.4, 3.1.6 to 3.1.8 and 3.1.10 to 3.1.12) Inorganic chemistry (section 3.2) Relevant practical skills

35% of A Level

Unit 2: Relevant physical chemistry topics (sections 3.1.2 to 3.1.6 and 3.1.9) Organic chemistry (section 3.3) Relevant practical skills

35% of A Level

Unit 3: Any content Any practical skills

30% of A Level

Suggested career paths Scientific journalism Scientific Research Illustration and Animation Education and Community Medicine / Pathology Forensic Science Veterinary Science Dentistry

Skills developed Communication Data Analysis Team Work Research Report Writing Logical Reasoning Practical Problem Solving Note Making Numeracy

For more information, please contact Francesca Wright or Pinder Cheema in Science.

COMPUTING (TBC)

Course Type AS and A2 Exam Board OCR Pre-requisite qualifications GCSE A*-B in Computing and A*-B in Maths due to the nature of some of the course material. Alternatively, candidates with A* in Maths who have not studied Computing before, may also be suitable to join. Course Overview This course gives a general grounding in computing, including an understanding of computer systems, the principles of programming and the solving of problems. What will you study in Year 12? There are two written examinations (for details see below). What will you study in Year 13? In Year 13 AS knowledge is built upon towards two more examinations as well as the undertaking of a practical project.

Here is a brief look at the course units and the content for the AS and A Level Computer Science qualifications: AS Computer Science

01 Computing Principles

An examination with a mix of question types: short-answer, longer-answer, and levels of response mark-scheme-type questions. It

will cover the characteristics of contemporary systems architecture and other areas including the following:

Operating systems

Introduction to programming

Data types, structures and algorithms

Exchanging data and web technologies

Using Boolean algebra

Legal and ethical issues

02 Algorithms and Problem Solving

An examination including a mix of question types: short-answer, longer-answer, and levels of response mark-scheme-type questions. There will be a short scenario/task contained in the paper, which could be an algorithm or a text page-based task,

which will involve problem solving.

Other areas covered include the following:

Elements of computational thinking

Programming techniques

Software development methodologies

Algorithms

Standard algorithms.

A Level Computer Science

01 Computer Systems

An examination with a mix of question types: short-answer, longer-answer, and levels of response mark-scheme-type questions. It

will cover the characteristics of contemporary systems architecture and other areas including the following:

Software and its development

Types of programming languages

Data types, representation and structures

Exchanging data and web technologies

Following algorithms

Using Boolean algebra

Legal, moral and ethical issues.

02 Algorithms and Programming

This component will be a traditionally marked and structured question paper with two sections, both of which will include a mix of

question types: short-answer, longer-answer, and levels of response mark-scheme-type questions.

Section A

Traditional questions concerning computational thinking.

Elements of computational thinking

Programming and problem solving

Pattern recognition, abstraction and decomposition

Algorithm design and efficiency

Standard algorithms.

Section B

There will be a scenario/task contained in the paper, which could be an algorithm or a text page-based task, which will involve

problem solving.

03 Programming Project

Students select their own user-driven problem of an appropriate size and complexity to solve. This will enable them to demonstrate the skills and knowledge necessary to meet the Assessment Objectives. Students will need to analyse the problem, design a solu-

tion, implement the solution and give a thorough evaluation.

Please Note: All Computing A Level specifications are currently in draft form only due to government led changes. As a result the exact final nature of the course may have slight variation to that described above. Who Should I Contact For More Information? Please contact Graham Butt, Head of Computing and I.C.T.

ENGLISH LANGUAGE

Course Type AS and A Level Exam Board AQA Pre-requisite qualifications Grade B in English Language Course Overview A study of the theory and practice of the English language. The course looks closely at the uses of spoken and written English using linguistic theory as a tool for analysis. We also develop students' own writing skills, helping them to write successfully for different audiences and purposes and to edit their own work. Please note that AS and A Level Language will be two separate qualifications from next year. We intend that all students should follow the AS course and sit the exam at the end of Year 12. Those students who are successful will progress onto the A Level course in Year 13. How is the Course assessed and organised?

Where next? Suggested career paths include: Media, advertising, marketing, journalism, teaching and law. Many students go on to degree courses in English Language, Linguistics or Journalism. Skills developed Creative writing Analysis of Style Effective written and spoken communication Critical judgement Selection and interpretation Trips and outings with the course Possibility of Specialist lectures Visit to the Public Records Office in Warwick Visit to primary school to look at children’s Literacy Who should I contact for more information? Seath Tankard Crook or Laura Cleal

Qualification Details Weighting

AS

Examined Unit: Language and the Individual

50%

Examined Unit: Language Varieties

50%

A Level

Examined Unit: Language, the Individual and Society

40%

Examined Unit: Language Diversity and Change

40%

Coursework: Investigation, Original Writing and Commentaries

20%

ENGLISH LITERATURE

Course Type AS and A Level Exam Board Eduqas Pre-requisite qualifications Grade B in English Language and a commitment to reading and ideas. Course Overview The new Advanced Literature course involves exciting developments, including an emphasis on the different ways in which a work of literature can be read and a greater awareness of social and political contexts for example, considering literature from the point of view of class, wealth and gender. Please note that AS and A level Literature will be two separate qualifications from next year. We intend that all students should follow the AS course and sit the exam at the end of Year 12. Those students who are successful will progress onto the A Level course in Year 13. Topics covered Prose

Poetry

Drama (including Shakespeare) How is the Course assessed and organised?

Suggested career paths English Literature can lead to a variety of career paths in the Arts and Humanities. Skills developed

Thinking, understanding and communicating

Responding to difference ideas and experiences Formal essay writing

Trips and outings

Theatre

Workshops

Lectures

Who should I contact for more information? Seath Crook

Qualification Component Weighting

AS

Examined Unit: Poetry/Drama 50%

Examined Unit: Two Prose Texts 50%

A Level

Two Examined Units: Poetry/Drama/Prose 80%

Coursework: Two Prose Texts 20%

GEOGRAPHY

Course Type AS Level Exam Board AQA Pre-requisite qualifications English GCSE Grade B and Maths Grade B. Geography Grade B from the higher paper preferred although we do accept students who have not studied the subject at GCSE level.

Physical Geography Water and Carbon Cycles To focus on the major stores of water and carbon at or near the Earth’s surface and the dynamic cyclical

relationships associated with them. These are major elements in the natural environment and understanding them is fundamental to many aspects of physical geography.

This section specifies a systems approach to the study of water and carbon cycles. The content invites students to

contemplate the magnitude and significance of the cycles at a variety of scales, their relevance to wider geography and their central importance for human populations. The section offers the opportunity to exercise and develop geographical skills, including observation, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork.

Case studies Case study of a tropical rainforest setting to illustrate and analyse key themes in water and carbon cycles and their relationship to environmental change and human activity. Case study of a river catchment(s) at a local scale to illustrate and analyse the key themes above, engage with field data and consider the impact of precipitation upon drainage basin stores and transfers and implications for sustainable water supply and/or flooding.

Human Geography

Global systems and global governance We focus on globalisation – the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades. Increased interdependence and transformed relationships between peoples, states and environments have prompted more or less successful attempts at a global level to manage and govern some aspects of human affairs. Students engage with important dimensions of these phenomena, with particular emphasis on international trade and access to markets and the governance of the global commons. Students contemplate many complex dimensions of contemporary world affairs and their own place in and perspective on them. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. People and the Environment

Hazards To focus on the lithosphere and the atmosphere, which intermittently but regularly present hazards to human populations, often in dramatic and sometimes catastrophic fashion. By exploring the origin and nature of these hazards and the various ways in which people respond to them, students are able to engage with many dimensions of the relationships between people and the environment they occupy. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. Case studies Case study of a multi-hazardous environment beyond the UK to illustrate and analyse the nature of the hazards and the social, economic and environmental risks presented, and how human qualities and responses such as resilience, adaptation, mitigation and management contribute to its continuing human occupation. Case study at a local scale of a specified place in a hazardous setting to illustrate the physical nature of the hazard and analyse how the economic, social and political character of its community reflects the presence and impacts of the hazard and the community’s response to the risk. Geography Fieldwork Investigation All students must complete a minimum of two days' of fieldwork. They should all do significant fieldwork in both physical and human geography, although the physical and human aspects may be integrated within a single enquiry. Students will not be asked to hand in a completed enquiry although, for the examination, they do need to be familiar with all the stages of fieldwork-based enquiry. They may be asked questions on any of the following.

Preparation for fieldwork, including background reading, drawing up aims and objectives for the enquiry, planning research in the field and from secondary sources, using data sampling techniques and carrying out health and safety procedures.

Collection of primary data in the field and using secondary data sources.

Processing and presenting data using relevant graphical and cartographical techniques.

Analysing data, including using statistical techniques where relevant.

Drawing conclusions related back to the original aims and objectives and linking these conclusions to both the place studied and the general ideas forming the basis of the enquiry.

Reviewing the success, or otherwise, of all stages of the enquiry.

Considering how the enquiry could be further developed. Questions in the examination could be asked so as to test the students’ general understanding of the fieldwork enquiry process or they could ask for specific details of each student’s own individual fieldwork enquiry. Who should I contact for more information?

Mandy Hughes, Head of Geography

GEOGRAPHY

Course Type A Level Exam Board AQA Pre-requisite qualifications English GCSE Grade B and Maths Grade B. Geography Grade B from the higher paper preferred although we do accept students who have not studied the subject at GCSE level.

Physical Geography Water and carbon cycles To focus on the major stores of water and carbon at or near the Earth’s surface and the dynamic cyclical relationships associated with them. These are major elements in the natural environment and understanding them is fundamental to many aspects of physical geography. Case studies Case study of a tropical rainforest setting to illustrate and analyse key themes in water and carbon cycles and their relationship to environmental change and human activity. Case study of a river catchment(s) at a local scale to illustrate and analyse the key themes above, engage with field data and consider the impact of precipitation upon drainage basin stores and transfers and implications for sustainable water supply and/or flooding. Coastal systems and landscapes Focus on coastal zones, which are dynamic environments in which landscapes develop by the interaction of winds, waves, currents and terrestrial and marine sediments. The operation and outcomes of fundamental geomorphological processes and their association with distinctive landscapes are readily observable. In common with water and carbon cycles, a systems approach to study is specified. Case studies Case study of coastal environment(s) at a local scale to illustrate and analyse fundamental coastal processes, their landscape outcomes as set out above and engage with field data and challenges represented in their sustainable management. Case study of a coastal environment beyond the United Kingdom (UK) to illustrate and analyse coasts as presenting risks and opportunities for human occupation and development. Evaluation of human responses of resilience, mitigation and adaptation. Hazards To focus on the lithosphere and the atmosphere, which intermittently but regularly present hazards to human populations, often in dramatic and sometimes catastrophic fashion. By exploring the origin and nature of these hazards and the various ways in which people respond to them, students are able to engage with many dimensions of the relationships between people and the environment they occupy. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. Case studies Case study of a multi-hazardous environment beyond the UK to illustrate and analyse the nature of the hazards and the social, economic and environmental risks presented, and how human qualities and responses such as resilience, adaptation, mitigation and management contribute to its continuing human occupation. Case study at a local scale of a specified place in a hazardous setting to illustrate the physical nature of the hazard and analyse how the economic, social and political character of its community reflects the presence and impacts of the hazard and the community’s response to the risk. Human Geography Global systems and global governance To focus on globalisation – the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades. Increased interdependence and transformed relationships between peoples, states and environments have prompted more or less successful attempts at a global level to manage and govern some aspects of human affairs. Students engage with important dimensions of these phenomena with particular emphasis on international trade and access to markets and the governance of the global commons. Students contemplate many complex dimensions of contemporary world affairs and their own place in and perspective on them. Changing places To focus on people's engagement with places, their experience of them and the qualities they ascribe to them which are of fundamental importance in their lives. Students acknowledge this importance and engage with how places are known and experienced, how their character is appreciated and the factors and processes which bear upon these matters. Students are required to embed their studies in two contrasting places, one to be local, using a variety of appropriate investigative techniques. They should come to know the nature and character of these places and how they reveal their meanings in the light of changing circumstances.

Study of this section offers particular opportunities to exercise and develop qualitative (and quantitative) investigative techniques and practice-related observation, measurement and various mapping skills, together with data manipulation and statistical skills including those associated with and arising from fieldwork. Resource security To focus on the large-scale exploitation of unevenly distributed natural resources, which is one of the defining features of the present era. Increasing demand for water and energy and their critical role in human affairs leads to massive local and regional transfers of water and massive global transfers of energy. In this section students contemplate the fundamental relationships between the physical environment and human activities and the relationships between people in their local, national and international communities involving themes of sustainability and conflict. They engage with these themes in relation to both energy and water but may concentrate on one or other in their case studies. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. Case studies Case study of either water or energy resource issues in a global or specified regional setting to illustrate and analyse theme(s) set out above, their implications for the setting including the relationship between resource security and human welfare and attempts to manage the resource. Case study of a specified place to illustrate and analyse how aspects of its physical environment affects the availability and cost of water or energy and the way in which water or energy is used.

Geography Investigation The Geography investigation is assessed in Component 3. Fieldwork requirements All students are required to undertake fieldwork in relation to processes in both physical and human geography. Students must undertake four days of fieldwork during their A-level course. Fieldwork can be completed in a number of ways: locally or further afield, on full days or on part days. Schools and colleges will be required to confirm that all A-level Geography students have been given an opportunity to fulfil this requirement. Schools and colleges are required to provide a fieldwork statement that confirms each student has undertaken four days of geographical fieldwork. Any failure to provide this statement in a timely manner will be treated as malpractice or maladministration. Who should I contact for more information?

Mandy Hughes, Head of Geography

HISTORY

Course Type AS Level and A Level Exam Board AQA Pre-requisite qualifications Grade B in GCSE History What the course is about? Component 1- Breadth Study – The Tudors: England, 1485-1603 Students study in breadth issues of change, continuity, cause and consequence in the period. Part 1 (A/S Level–50%) – Consolidation of the Tudor Dynasty: England, 1485-1547 Henry VII 1485-1509; Henry VIII, 1509-1547; Part 2 (A-Level plus part 1 -40%)- England: Turmoil and Triumph, 1547-1603 Instability and consolidation: ‘the Mid-Tudor Crisis’ 1547-1563; The triumph of Elizabeth, 1563-1603. Component 2- Depth Study- The American Dream: Reality and Illusion 1945-63 This option provides students with the opportunity to study in depth the challenges faced by the USA at home and abroad as it emerged from the 2nd World War. Part 1 (A/S Level- 50%)- Prosperity, Inequality and Super Power status, 1945-1963 Truman and Post-war America, 1945-1952; Eisenhower: Tranquillity and Crisis, 1953-1960; John F Kennedy and the ‘New Frontier’, 1961-1963. Part 2 (A-Level plus part 1- 40%) –Challenges to the American Dream. 1963-1980 The Johnson Presidency 1963-1968, Republican Reaction: the Nixon Presidency, 1968- 1974; the USA after Nixon, 1974-1980. Or Component 2- Depth Study- The Cold War, 1945-1991 This unit provides students with the opportunity to study in depth the evolving course of international relations during an era of tension between communist and capitalist powers which brought threats as a nuclear Armageddon Part 1 (A/S Level- 50%)- To the brink of Nuclear War: International Relations, 1945-1962. The Origins of the Cold War, 1945-49; The Widening of the Cold War, 1949-1955, The Global War, 1955-1963. Part 2 (A-Level plus part 1- 40%)- From Détente to the end of the Cold War, 1962-1991 Confrontation and cooperation, 1963-1968; The Brezhnev era, 1968-1985; The Ending of the Cold War, 1985-1991. Component 3- Historical Investigation. (A-Level only 20%) Non- Examined Assessment Candidates will be required to submit a Historical Investigation (extended essay) of 3000- 3500 words. There is a choice of issue and question around a theme. The issue to be studied must be placed in the context of approximately 100 years. What next? The History A-Level is a highly regarded academic qualification among the universities and employers alike. The ‘Which’ consumer guides wrote the following in their ‘Which subject; Which career? ‘Historians are regarded as having had an education that trains their minds to assemble, organise and present facts and opinions and this is very useful quality in many walks of life and careers…History is an excellent preparation for very many other jobs’. History graduates often go on to work in various fields such as Law, Journalism, Business, Economics and Politics. Who should I contact for more information? Please contact Deborah Hayden, Head of History or a member of the History department for any additional information.

ICT (TBC)

Course Type AS Level and A Level Exam Board Welsh Pre-requisite qualifications BTEC ICT Merit or Distinction (or GCSE A*-B in ICT or Computing if joining from another centre). Course Overview In today's society, Information Technology has a great impact on our everyday life. Whatever your chosen career, being able to use ICT to its full potential will give you a definite advantage. The A Level course will teach you how to utilise the full facilities of various packages and bring together your skills allowing you to solve real problems. It will increase your confidence and competence using computer technology. What will you study in Year 12? There is a written exam and coursework. The theory module involves a 2hr 15mins exam. What will you study in Year 13? The course is similar to Year 12, but the content is studied to more depth and the coursework is a database project for a real system and end-user. Topics Covered (AS) (A2) The role of ICT in business and society Presenting information using: Networks Health and Safety issues Word Processing ICT and the Internet Using spreadsheets for Modelling DTP Protecting ICT systems Databases Database Systems Deb Authoring Management Information Systems Systems development lifecycle

Suggested Career Paths

Business Analyst

Programmer

Business Management

Accountancy Skills Developed

Identify needs, opportunities and potential benefits arising from the use of ICT Identify, as appropriate, an ICT solution to a problem and assess the value and effectiveness of the solution Evaluation of the applicability and suitability of techniques and tools deployed The skills associated with analysis, design, implementation and evaluation of IT systems Generic and package-specific skills and their appropriate application Who Should I Contact For More Information? Please contact Graham Butt, Head of I.C.T.

Level Component Weighting Method of Assessment

AS Unit 1 – Information Systems 60% of AS 30% of A2

Examination

Unit 2 – Presenting Information 40% of AS 20% of AS

Coursework

A2 Unit 3 - Use and impact of ICT 30% of A2 Examination

Unit 4 – Relational Databases 20% of A2 Coursework and database pro-ject

MATHEMATICS

Course Type AS Level and A2 Level Exam Board AQA Pre-requisite qualifications GCSE Higher B+ Course Overview Mathematics AS/A Level Mathematics in the Sixth Form can be combined successfully with a variety of subjects. Whilst being of obvious use to the scientist, it adds an extra dimension and ways of studying for others. The A level course is a challenging and accessible course which develops ability and confidence in mathematics and its application together with an appreciation of how mathematical ideas help in the understanding of the world and society in which we live. Students will take the Statistics 1 (Year 12) and Mechanics 1 (Year 13) units alongside the four compulsory Pure Core mathematics units. Further Maths AS/A Levels are available for those students who wish to extend their knowledge of even more advanced maths, perhaps with a view to studying a maths-related degree at university. Modules covered include Decision and further Statistics/Mechanics alongside the Further Pure core units. The main principals of the course are that students are actively involved in developing mathematical ideas and appropriate use is made of technological advances. Topics Covered

Methods

Functions

Logics

Calculus

Newton’s Laws of Motion

Problem Solving

Statistics

Mathematical Methods

Calculus Methods

Networks

Geometry

Mechanics

Suggested Career Paths Sciences Business Technology Design Psychology Philosophy Economics Accountancy Architecture Engineering

Level Compulsory Modules Optional Modules (Choose one per AS/A2 entry)

AS Core Module 1 Core Module 2 Mechanics 1 Statistics 1 Decision 1

A2 Core Module 3 Core Module 4 Mechanics 2 Statistics 2 Decision 2

Skills Developed

Recall, select and use of appropriate mathematics, facts, tech-niques and concepts.

How to use calculators and computer software.

Problem solving.

Interpretation and communication of results.

MEDIA STUDIES

Course Type AS Level and A2 Level Exam Board AQA Pre-requisite qualifications English GCSE grade B You do not need a GCSE in Media Studies but if you have taken it, a grade B would be expected for you to take AS and A2. Course Overview It is said that the mass media have become a central part of modern life. We know that they contribute enormously in the fields of entertainment, culture, politics, arts and information, and it is alleged that they influence everyday choices, decisions and behaviour. Because of these and other reasons, it seems important that we know more of something which has personal, local and global significance. As a student of this subject you will investigate the ways in which mass media products communicate with us, the diversity of language forms, they employ how they are made and how audiences use them. You will become a critical, analytical and informed reader of mass media texts rather than a passive consumer of products. You will also have the opportunity to create your own media productions, working in film and video, animation or print based media. Topics Covered

* Mass Media Forms * Radio and Television * Press and Publishing

* Media languages * Film and Cinema * ‘Effects’ Debate

* Representations * Censorship and Regulation * Popular Music Industry

* Advertising * Communication Theory * Practical Production

* Genre and Narrative * Audiences

Level Component Weighting Method of Assessment

AS Unit 1 – Investigating media 50% of AS 25% of A2

Written Paper

Unit 2 – Creating media 50% of AS 25 % of A2

Practical and Written Coursework

A2 Unit 3 – Critical perspectives 25% of total A Level Written Paper

Unit 4 – Media research and production 25% of total A Level Written and Practical Coursework

Suggested Career Paths

* Film Studies

* Fine Arts

* Communication and Media Studies degree

* Various combined degrees are also available which include Media Studies

* Media Production degree

* Illustration and Animation

* Education and Community

Skills Developed

* Communication and language

* Critical, investigative and analytical

* Creative and aesthetic

* Technical and practical

MODERN LANGUAGES

Course Type AS Level and A2 Level Exam Board AQA (French, German, Spanish) Pre-requisite qualifications Grade B at GCSE What is the course about? The course aims to develop students’ linguistic skills of the spoken and written word, communicating confidently and clearly, alongside developing a critical insight into and contact with the contemporary society and cultural background of the country. Languages Offered: French German Spanish

How will the course be taught? The fully integrated course involves a multi-skill approach to speaking, listening, reading and writing. Language activities are very varied and include such exercises as role-play, reporting tasks, discussions, interviews and games. Students are strongly advised to pay an extended visit to the country concerned. What next? Suggested Career Path Skills Developed * Business * Expressing views, feelings and emotions * Marketing * Imaginative and creative skills * Law * Effective communication * Medicine * Translation * Journalism * Cultural awareness * Travel and tourism * Grammatical knowledge * Interpreting * Research skills * Teaching * Giving presentations Who should I contact for more information? Sarah Baggott, Head of Modern Languages

Level Component Weighting Method of Assessment

AS Paper 1 – Listening, Reading and Writing 40% of AS

1 hour 45min. written examination – 80 marks

Paper 2 – Writing 30% of AS

1hr 15 minutes -60 marks

Paper 3 - Speaking 30% of AS

12-14 mins (15 min. prep time) -60 marks

A2 Paper 1 – Listening, Reading and Writing 40% of A2 2 hours 30 minutes written examination – 160 marks

Paper 2– Writing 30% of A2 2hr -90 marks

Paper 3 – Speaking 30 % of A2 21-23 min -60 marks

PHOTOGRAPHY

Course Type AS Level and A2 Level Exam Board Edexcel Pre-requisite qualifications Grade B at GCSE preferred if taken, and at least 5 C+ GCSEs including English Course Overview The main purpose of any course in the visual arts is to develop your ability to appreciate the visual world, respond in a personal and creative way and contribute for the benefit of yourself and others. The skills you acquire will be to some extent determined by the area of study you choose. However whether you see yourself as a photographer, graphic designer, painter or film maker, the same basic principles and skills apply. Our course covers practical, theoretical and critical/historical aspects of photography. You will have the opportunity to develop your own creative skills and the techniques in practical work and critical studies - a component which gives you the chance to explore the work of artists, crafts people and designers across time, culture and nation. We emphasise individuality and flexibility within a coherent structure and our core course unit content aims to offer you a sound base from which to explore other areas of interest should you wish to do so. We adopt a multi-disciplinary approach to creative learning which supports a broad base of subject related disciplines. Topics Covered The department works thematically. A broad theme is established at the beginning of the year providing everyone working in the department with a starting point. Our emphasis is on individuality. Flexibility is written into each unit whether written or practical, which allows you to interpret each theme or topic to accommodate your own developing interest and creative direction. We aim to balance new media technology, contemporary work and traditional approaches within a core course whose units are designed to progressively extend your skills and knowledge and will include: lighting, alternative processes, mixed media and critical studies.

Suggested Career Paths * Vocational and Degree course * Architecture * Work Based Training * Fashion and Textiles * Graphic Design * Publishing and the Media * Photography * Environmental Design * Product Design * Museums and Galleries * Advertising * Marketing * Illustration and Animation Skills Developed Trips and Outings * Communication * Local and National Gallery exhibition visits * Information Technology * European study trip * Working with others * Day Workshops * Problem Solving * Visiting artists, designers and photographers * Improving own learning and performance

Level Component Weighting Method of Assessment

AS (Year 12)

1 – Personal Investigation (coursework) 50% of AS Level Internally set Internally marked Externally moderated

2 – Art and Design Externally Set Assignment 50% of AS Level Externally set Internally marked Externally moderated

A Level (Year 13)

1 – Art and Design coursework, practical work (72 marks) and personal study (18 marks)

60% of A Level Internally set Internally marked Externally moderated

2 – Art and Design Externally set assignment 40% of A Level Externally set Internally marked Externally moderated

PHYSICAL EDUCATION

Course Type A Level Exam Board OCR Pre-requisite qualifications At least a Grade B in GCSE PE, Grade C in English and Grade B in Science. Key Features Course has four distinct components students must study and demonstrate knowledge and understanding in; Physiology/Psychology/Sociology/Practical Work. Course Overview The focus of these specifications is on participation and performance in physical activity as part of a balanced, active and healthy lifestyle. Key Stage 5 Physical Education Outline of Work AS (Year 12) Physical Education Outline

A2 (Year 13) Physical Education Outline

Suggested Career Paths * Teaching, coaching and sports management * The leisure and fitness industry * Professional sport * Journalism and sports analysis

Physiology Basic Anatomy

Biomechanics CV System Respiratory System 20% of AS

Psychology Skill/Ability Information Processing

Motor Control Learning & Skill Development

20% of AS

Socio Cultural Physical Activity

Sport & Culture UK Sport Structure

Contemporary Issues in Sport

20% of AS

Practical Two activities from designated list & verbal analysis in one 40% of AS

Physiology Energy for Movement

Fitness for Sport

Training for Sport Enhancing Performance

23.3% of A2

Psychology Individual Aspects Group Dynamics

Mental Preparation

Stress Management

23.3% of A2

Socio Cultural

Sport in the UK Sport in Australia

Sport in the USA Critical Evaluation 23.3% of A2

Practical One activity from designated list & verbal analysis 30% of A2

PHYSICS

Course Type AS Level and A2 Level Exam Board AQA A Pre-requisite qualifications Grade BB in Double Science or Grade B in Physics. GCSE and Grade B in Maths. Course overview Physics is an attempt to understand the physical world. It describes and explains how matter and energy interact by developing an understanding of that interaction. It is both a simple and mysterious Science with the capacity to excite, amuse, perplex and satisfy. On the course you will meet some familiar topics and deepen your understanding as well as encounter new topics. Your learning throughout the course will be supported by extensive practical work. This provides an opportunity to develop high levels of practical competence and analysing the associated data, improves mathematical skills and critical thinking. Topics covered AS 1 Measurements and their errors 2 Particles and radiation 3 Waves 4 Mechanics and materials 5 Electricity Additional units for A Level 6 Further mechanics and thermal physics 7 Fields and their consequences 8 Nuclear physics 9 Turning points in physic

Suggested Career Paths Skills Developed * Engineering * Mathematical/Data Handling * Audiologist * Problem Solving * Radiographer * Analytical * Medical Physics * Communication * Telecommunications * IT For more information, please contact Gary Chalmers or Pinder Cheema in Science.

Level Component Weighting

AS

Paper 1 – Long and short answer questions Paper 2 – Section A: 20 marks of short and long answer questions on practical skills and data analysis Section B: 20 marks of short and long answer questions from across all areas of AS content Section C: 30 multiple choice questions

50% of AS Level 50% of AS Level

A

Paper 1 – Long, short and multiple choice questions on topics 1-6.1 Paper 2 – Long, short and multiple choice questions on Topics 6.2 – 8 Paper 3 – Long and short answer questions. Section A Compulsory section: Practical skills and data analysis Section B: Section 9 – Turning points in Physics

34% of A Level 34% of A Level 32% of A Level

PRODUCT DESIGN (3D DESIGN)

Course Type AS Level and A2 Level Exam Board AQA Pre-requisite qualifications Product Design GCSE recommended. English, Maths and Science Grade C or better required. Course overview With many partner companies setting design briefs students have the chance to take

on challenging design projects, develop ideas and experience how design is used to innovate and produce products.

Students have the chance to learn how to design, draw and make high quality products. The course allows them to develop with expert guidance design and making skills. Candidates work with materials, drawings and models (three dimensional, CAD and on paper) to develop design ideas into working products and also explore the work of professional designers.

Topics covered Students explore drawing, new materials and processes, methods of manufacture and new

technology, how products are developed and improved, design methods, CAD and CAM explored together with how companies develop and manufacture products.

The AS folio allows pupils to explore materials, design ideas through a range of design and

make projects. Students have the opportunity to design and produce a range of products and develop a wide range of skills.

During the summer of Year 12 students can also take part in further design workshops

before selecting a project for A2. For the A2 coursework students design and produce a product of their choice. A2 coursework is assessed upon the completion of a design folder and a substantial piece of practical work. Throughout the course students have the opportunity to undertake a range of design and make tasks to develop practical skills and knowledge.

Suggested Career Paths: Product Designer, 3d Design, Graphic Designer, CAD/CAM, Manufacturing, Advertising, Engineering, Architecture, Design management, Craft design (designer makers), film and TV effects. Skills Developed: Design and problem solving, verbal presentation, Research, Making skills, Visits, mentoring and placements: The department works with many partner companies including agencies, universities, manufacturers and design experts to allow students to work with a real clients to develop design ideas and produce a portfolio of design work.

Level Component Weighting Method of Assessment

AS

Unit 1 – Materials and components 50% of total AS 25% of total A level

Written examination

Unit 2 – Design and manufacture Optional EPQ unit – Summer year 12

50% of total AS 25% of total A Level

Folio of design projects and prototypes

A2

Unit 3 – Design and manufacture 25% of total A Level Written examination

Unit 4 – Design and make project 25% of total A level Coursework folder and working prototype.

PRODUCT DESIGN (TEXTILES)

Course Type AS Level and A2 Level Exam Board AQA Pre-requisite qualifications Textiles GCSE Grade C or better (or similar qualification). Course overview Textiles students have the opportunity to explore a wide range of fabrics and components used in the design of textiles products. Candidates work with materials, design drawings and models (three dimensional and on paper) to develop design ideas into working products and also explore the work of professional designers in fashion, textiles and stage design. Through this they develop an understanding of how designs are conceived, manufactured and evolved. Topics covered: Students explore materials and processes, methods of manufacture and wider issues of environment and sustainability. How products are developed and improved, design methods, CAD and CAM (computer aided design and manufacture) are explored together with finishes and surface decoration. Design projects allow students to explore design history, developments in technology and designing for the human context (user needs, ergonomics and fashion trends). The AS folio allows pupils to explore materials, processes and design ideas through a range of design and make projects. Students have the opportunity to design and produce a range of items to develop skills and explore design ideas. Throughout the course students can work with partner companies to tackle real design challenges. For the A2 coursework students design and produce a product of their choice. A2 coursework is assessed upon the completion of a design folder and a substantial piece of practical work.

Suggested Career Paths Skills Developed * Fashion/Textiles Designer * Design and problem solving * Product Designer * Verbal presentation * Graphic Designer * Research * Advertising * Communication * Stage Design * Making skills * Fashion forecasting * Architecture * Design Management * Film and TV costume Trips and outings with the course * University Design course Open Days * Local companies * Clients and project mentors

Level Component Weighting Method of Assessment

AS

Unit 1 – Materials and components 50% of total AS 25% of total A level

Written examination

Unit 2 – Design and manufacture 50% of total AS 25% of total A Level

Folio of design work and prac-tical work

A2

Unit 3 – Design and manufacture 25% of total A Level Written examination

Unit 4 – Design and make project 25% of total A level Coursework folder and proto-type design

PSYCHOLOGY

Course Type AS Level and A2 Level Exam Board AQA Pre-requisite qualifications GCSE Grade B or above in English for AS Level. GCSE Grade B or above in English and Mathematics for A Level. Course Overview Psychology is the science of mind and behaviour. It is about what makes us do the things we do and what it is to be human. Topics Covered AS Level 1 Social influence 2 Memory 3 Attachment 4 Approaches in psychology 5 Psychopathology 6 Research methods Assessment Students are assessed at the end of the one year course by 2 exams of 1 hour 30 minutes each. This is a stand alone qualification which does not count towards an A Level in Psychology, although the topics covered are the same as those in the first year of the A Level course. Students can transfer from AS to A Level if they wish after the first year. Topics Covered A Level Compulsory content: 1 Social influence 2 Memory 3 Attachment 4 Psychopathology 5 Approaches in psychology 6 Biopsychology 7 Research methods 8 Issues and debates in psychology Then one topic from each of the following three sections: Option 1: Option 2: Option 3: 9 Relationships 12 Schizophrenia 15 Aggression 10 Gender 13 Eating behaviour 16 Forensic Psychology 11 Cognition and development 14 Stress 17 Addiction Assessment Students are assessed at the end of the two-year course by three 2-hour exams each of which is worth one third of the final qualification. Suggested Career Paths Skills Developed * Psychologist/Psychiatric * Analysis, interpretation and evaluation * Marketing * Communication * Social Work * Application of number * People orientated/caring professions * Team work * Law * Organisation * Personnel * Structuring an investigation * Teaching * Research For more information about this course Please contact Vin Bryer, Head of Psychology

RELIGIOUS EDUCATION (TBC)

Course Type AS Level and A2 Level Exam Board OCR Pre-requisite qualifications Preferable GCSE English at Grade B or above with GCSE RE at Grade B or above. Course Overview A Level Religious Studies takes an interdisciplinary approach to study and students gain critical skills in history, sociology, philosophy, ethics and theology. Students not only learn the substance of religion in various cultures, but also study ethical and philosophical theories and concepts. We explore the link between religion and contemporary culture, evidence of which is all around us, from advertising hair straighteners to the collapse of the Twin Towers. Students are taught in small groups to facilitate discussion and acquire investigative skills. Ethical theories are explored through philosophical debate. Topics Covered * Ancient Greek influences on philosophy of religion (Plato) * Judaeo-Christian influences on philosophy of religion * Traditional arguments for the existence of God * Challenges to religious belief * Ethical theories * Applied ethics topics (abortion, euthanasia, genetic engineering)

Suggested Career Paths Skills Developed * Law * Critical thinking * Medicine * Oral and written communication skills * Civil Service * Acquisition of technical and critical vocabulary * Politics

Level Component Weighting

AS Ethics 50%

Philosophy 50%

SOCIOLOGY

Course Type AS Level and A2 Level Exam Board AQA Pre-requisite qualifications Grade B in GCSE History if studied and Grade C in GCSE Mathematics. Sociology is a new and exciting course, which is very relevant to understanding today’s rapidly changing society. For example, why have family structures changed, why have more people begun to live on their own, why are more women now in paid employment, why have divorce rates continued to rise? What is Sociology? Sociology is the study of society and the way that it shapes people’s behaviour, beliefs, and identity. Ultimately it enables us to understand ourselves. The way that we think, behave and feel, and our sense of identity, is produced by society, to some extent. Sociology can enable us to understand and explain the world we live in and our situation in it. Topics There are four main areas of study for the A Level course: - Education, Families and Households, Beliefs in Society and Crime and Deviance. Theories and methods are also taught across the topics. The families and households course looks at the changing structure of families and households in Britain today; changing patterns of marriage, cohabitation, divorce and child bearing. Changes within the family, gender roles, domestic labour and changes in the status of children and childhood. The education unit looks at the role of education and the impact this has on the individual and its role in society; the explanations for different educational achievement; relationships within schools, pupil subcultures and the hidden curriculum; the impact of state policies on educational experience. The beliefs in society unit will focus on sociological explanations of ideology, science and religion, the relationship between social change and religion, the significance of religion in contemporary society and the extent of secularisation. The crime and deviance unit focuses on patterns in crime and deviance; the reasons why people commit crimes; the ways in which crime is recorded; the explanations for different levels of crime within social groups. A Level Outline The A Level course includes 3 examined units in Year 13. These comprise, Education and Research Methods, Topics in Sociology (Families and Households and The Media), and Crime and Deviance with Methods. Module 1 Module 2 Module 3 Education, Theory and Methods Family and Beliefs Crime and Deviance, Theory and Methods 33.3% of A Level 33.3% of A Level 33.3% of A Level Skills developed in the course: * Critical evaluation * Negotiating * Report writing * An understanding of the different aspects that make up the society we live in * Clear and logical thinking * Designing research tasks * Data analysis * An awareness of our role in society. Suggested career paths: Community services, personnel management, probation service, marketing, politics, social work and welfare, law, journalism, civil service, police force, teaching and lecturing, social research, youth work.

THEATRE STUDIES

Course Type AS Level and A2 Level Exam Board Edexcel Pre-requisite qualifications GCSE Drama at Grade C or above, or prior experience outside of school. GCSE English at Grade B or above. Course Overview The course is largely practical and is based upon the study of theatre texts, devised work and improvisational skills. Students will study texts from the point of view of director, designer, performer and critic. The aim of the course is to promote an enjoyment of and interest in Drama and theatre both as a participant and an informed member of an audience. Topics Covered Texts: Practitioners: * The Accidental Death of an Anarchist—Dario Fo * Stanislavski * The Pillowman by Martin McDonagh * Brecht * Lysistrata—Aristophanes * Artaud

Skills Developed * Organisation * Performance skills * Communication * Cooperation * Imagination * Creativity * Theatre History Trips and Outings Regular visits to see a range of performances and workshops are a compulsory part of the course. Over the last two years the students have seen: Tierno Bokar, A Midsummer Night’s Dream, Macbeth, Tristan and Yseult, Richard III, A Night at the Circus, 2000 Years, Perfect, History Boys, Caucasian Chalk Circle, Han Lenny Pope, Peter Brook, 1984, The Believers. Suggested Career Paths Degree courses in Drama/Performing Arts/Acting/Stage Management/Theatre. Jobs that require confidence and communication skills. For more information about this course: Please contact Alex Green, Head of Theatre Studies

Level Component Weighting Method of Assessment

AS Unit 1 – Exploration of Drama and Theatre

40% of AS 20 % of A2

Exploration of 2 plays chosen by the centre

Unit 2 – Theatre text in Performance 60% of AS 30 % of A2

A practical exam externally assessed in two sections:

Students perform either a monologue or duologue

Students perform in groups an extract form a published play

A2 Unit 3 – Exploration of dramatic Per-formance

40% of AS 20% of total GCE

Teacher assessed unit – the devising of an original piece of theatre

Unit 4 – Theatre text in context 60% of AS 30% of total GCE

This externally examined written unit re-quires the detailed study of one set play text and one prescribed historical period of the-

atrical development

EXTENDED PROJECT QUALIFICATION (EPQ)

Course Type AS Level Exam Board Edexcel Course Overview: The Department for Education describes an EPQ as ‘A single extended piece of work which requires a high degree of planning, preparation, research and autonomous work, providing valuable additional evidence for entry to higher education’ EPQ stands for Extended Project Qualification and is the equivalent of an AS grade, but has the added advantage of being able to obtain the A* grade. It is a fairly new qualification that has been developed and is offered across various schools and colleges. The EPQ gives students the opportunity to research a topic of their interest; this does not have to be based on an academic subject that the student is studying. However, it is important that students show the project to be relevant to their educational aspirations. So someone who wants to study English literature could examine the way poverty is portrayed in Victorian novels, for example, or wannabe lawyers could look at the relationship between the press and police Once research has been undertaken, students must submit their work, which usually takes the form of a dissertation but can also include compositions, an investigative report or an artefact supported with a written piece. The EPQ offered by is usually completed over the summer with a minimum guideline of 5,000 words. Assessment: An EPQ is assessed on the following basis: Manage: Identify and plan the project Use resources: Undertake research and select relevant information Develop and realise: Interpret evidence and write up results Review: Present finding / evaluation to an audience The EPQ is worth a maximum of 70 UCAS points, as although it is equivalent to half an A-level, it is worth slightly more as the A* grade is available. It is advised that all students who wish to attend a Russell Group University complete the EPQ. For more information contact Marc Johnson (Head of Sixth Form), or Gunny Patel (Assistant Principal).

Internal Sixth Form Application Form

Please return this form to the Reception office by FRIDAY 4TH DECEMBER 2015, at the latest.

A Personal Details

B Trinity Courses (Please number your 4 choices in order of preference)

Additional course preferences Please identify any courses you would ideally like to do, but we do not currently offer. Please note that we cannot guarantee that we will be able to offer such courses.

Name: Tutor Group:

Preference

Subject Teacher’s Signature

ar Art

bi Biology

bs Business Studies

ch Chemistry

co Computing (To be confirmed)

en English Language

el English Literature

fr French

fm Further Mathematics

ge Geography

gr German

hi History

in ICT (To be Confirmed)

ma Mathematics

me Media Studies

ap Photography

pe Physical Education

ph Physics

pd Product Design (3D)

fa Product Design (Textiles)

ps Psychology

re Religious Education

so Sociology

sp Spanish

ts Theatre Studies

Course School/College

Student’s Signature:

Date:

Tutor/Year Head’s Signature:

External Sixth Form Application Form

Please return this form to: Mrs Mary La Spisa, Sixth Form Secretary, Trinity Catholic School, Guy’s

Cliffe Avenue, Leamington Spa, CV32 6NB or fax to 01926 462928.

Candidate Name:

Parents Name:

Date of Birth:

Address:

Parent Contact Details:

Home Tel No: Mobile Tel No: Email address:

Name and Address of School Attended:

Name and Contact Number of Current Head of Year:

Subjects Studied at GCSE Level:

Intended Study Choices at AS/A2 Level (rank order):

1

3

2

4

Name and address of two referees. At least one referee must be from your present school:

1

2

Student Signature:

Date:

NOTES

OUR LEARNING ENVIRONMENT We have the following top quality facilities: * Curriculum block (including a dedicated Sixth Form centre and common room, Maths, History, Geography and Language classrooms, Careers suite, five ICT suites, Media, Music and Drama studios. * Spacious library and multi-media resource centre. * Chapel * Theatre * Sports Hall * A film and TV recording studio with control and recording rooms and additional work area. * A technology suite with a full range of specialised equipment and materials. * Specialist 2D, 3D and digital art studios with two exceptionally well equipped darkrooms supporting study up to A-Level. * All our existing Science labs have been completely refurbished and rebuilt. * All classrooms are fitted with the latest ICT equipment to enhance learning. TO FIND OUT MORE This prospectus offers only a small picture of our school. The best advertisement is to visit us, walk around our school and meet our amazing staff and students. Please contact us directly to arrange a meeting. Trinity Catholic School Guy’s Cliffe Avenue Leamington Spa Warwickshire CV32 6NB Telephone: (01926) 428416 Fax: (01926) 462928 Email: trinityschooloffice@welearn365.com