Prospectus 2021/22 ELLIOTTHUDSON COLLEGE EHC1 PROSPECTUS 2021/22 elliotthudsoncollege.ac.uk TURN PAGE ELLIOTT HUDSON COLLEGE
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GO TO CONTENTS TURN PAGE CONTENTS Welcome 04 Our Mission 06 THE COURSES Core Values 07 Art and Design 44 Exceptional Progress 08 Fine Art 46 Graphic Communication 46 Student Success Stories 09 Photography 47 OFSTED ‘Outstanding’ Provider 12 Textiles 47 Teaching and Learning 14 Biology 48 Support and Guidance 16 Business Studies 50 Enrichment 20 Chemistry 52 The Gorse Boat Club 22 Classical Civilisation 54 Students’ Union 24 Computer Science 56 The Curriculum 25 Drama and Theatre Studies 58 EPQ 26 Economics 60 Core Maths 28 English Language 62 EHC10 30 English Literature 64 Student Bursary 32 Film Studies 66 Facilities 34 French 68 Partnerships 35 Geography 70 Careers and Employability Skills 37 German 72 Admissions Policy 116 Health & Social Care (Diploma) 74 Health & Social Care (Extended) 76 History 78 IT 80 Law 82 Mandarin Chinese 84 Mathematics 86 Mathematics (Further) 88 Media Studies 90 Medical Science 92 Music 94 Music Technology 96 Physical Education 98 Physics 100 Politics 102 Product Design 104 Psychology 106 Religious Studies 108 Sociology 110 3 PROSPECTUS 2021/22 Spanish 112 Tourism 114
TURN PAGE ELLIOTT HUDSON COLLEGE
WELCOME On behalf of everyone connected to The GORSE Academies Trust I should like to take the opportunity to welcome you to Elliott Hudson College. The establishment of the college is one of the most exciting developments that we have seen within the Trust in recent years.
In March 2018 Elliott Hudson College was judged by Ofsted to be Outstanding in all areas of its work and the opening statement of the report was a testament to the brilliance of our staff and our students: ‘Leaders have successfully realised their vision to create an academic sixth form that provides high-quality education and transforms young people’s lives.’ We have been amazed to have so many students choose to join us in our first four years of operation and we know that there has been even more interest for the year to come. In developing the concept of Elliott Hudson College, we were determined to ensure that we established an institution which would challenge the status quo across the city region. The college is unashamedly academic and is, we believe, playing a significant part in raising standards of achievement for 16 to 18 year olds - and in ensuring that young people from our city, including those from areas of significant deprivation, secure qualifications which unlock the doors of the best universities and employers in the world. Sir John Townsley Chief Executive Officer
UNLOCK THE DOORS OF THE BEST UNIVERSITIES AND EMPLOYERS SIR JOHN TOWNSLEY
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A CULTURE OF EXCELLENCE Welcome to Elliott Hudson College. The purpose of this prospectus is to give you a clear understanding of what studying at the college is like. 2020 has taught us all that life can be unpredictable and present unforeseen challenges, I hope that in the near future we are able to welcome prospective students into the college to see for themselves what an Elliott Hudson College education offers. The college is built upon clear beliefs and values. Central to this is an understanding of the importance of community. At Elliott Hudson we are proud of our supportive, positive culture that celebrates individuals and embraces difference, we expect that all of our students understand their responsibility to this. It is our strong conviction that all young people are capable of much more than they think they are and that in the right environment they can develop the characteristics and habits that will allow them to thrive. I very much hope that what you see and hear about the college convinces you that this is the best place to start the next phase of your educational journey. David G. Holtham Principal
WE ARE PROUD OF OUR SUPPORTIVE, POSITIVE CULTURE MR DAVID HOLTHAM
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OUR MISSION
OUR MISSION IS TO ENSURE THAT YOUNG PEOPLE IN THE LEEDS CITY REGION ENJOY ACCESS TO TRULY INSPIRATIONAL ACADEMIC POST-16 EDUCATION. WE DO THIS BY CREATING A CULTURE THAT DEMANDS AND SUPPORTS EXCELLENCE. BY FOCUSING ON PRIDE AND QUALITY IN ALL ASPECTS OF THE STUDENT’S WORK AND ACHIEVEMENTS, WE ARE COMMITTED TO PROVIDING THE PLATFORM FOR STUDENTS TO ACHIEVE THEIR BEST, AND TO PROGRESS WITH CONFIDENCE TO THE NEXT STAGE OF THEIR LIVES.
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CORE VALUES
• Try something new • Get involved • Develop an interest • Build a team • Contribute to the community
rticipatio • Believe you can Pa n • Encourage others • Choose your mindset • Recover from mistakes • Look after yourself and others
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• Develop ambition • Push your expectations • Explore possibilities • Develop a vision for your future Pr m • Find your own path ofessionalis
• Have high expectations • Embrace the challenge • Practise to achieve • Learn from mistakes • Develop good habits
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EXCEPTIONAL PROGRESS
students are studying Psychology at university
students secured students are a place at a Russell studying Group university computer science students are studying on STEM related degrees students are studying on medical students are studying related degrees Business and Finance related Apprenticeships degrees Students have secured apprenticeships in EY, the Department for Work and Pensions, Asda, the Royal Navy and Royal Marines, Leeds Teaching Hospitals NHS Trust and Mid Yorkshire Hospitals NHS Trust
students are studying engineering at university
students are Students this year gained places at the University of Cambridge, Oxford, King's studying Law College London and Imperial College related degrees (both University of London), as well as the University of Nottingham, Leeds, Edinburgh, at university Bristol, York, Sheeld and Liverpool
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STUDENT
Cameron Adams SUCCESS Biology A* Chemistry A* Mathematics A*
STORIES Next year: University of Liverpool Medicine
Maisey Howson Cari Street Daniel Mills Biology A* Politics A* Physics A* Mathematics A* English Literature A* Mathematics A* Chemistry A History A* Further Maths A* EPQ A* EPQ A* Geography A* EPQ A* Next year: Next year: Next year: University of Leeds University of Cambridge Lancaster University - Engineering Medicine Human, Social and Political Sciences
Mei Chen Fransisco Larez Brendon Thaci Mathematics A* Mathematics A* Mathematics A* Further Maths A* Further Maths A* Further Maths A Computer Science A* Physics A* Economics A English Language A Chemistry A* EPQ A EPQ A EPQ A Next year: Next year: Next year: Birmingham University Imperial College London EY Computer Science Materials Science and Engineering Degree Apprenticeship Finance
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Olivia Fawcett Sophie Head Yusaf Yusaf Sociology A* Psychology A* Biology A* Psychology A Religious Studies A* Chemistry A Religious Studies A Photography A Mathematics A EPQ A EPQ A* EPQ A Next year: Next year: Next year: Leeds Beckett University Cambridge University Leeds University Social Care, Justice and Recovery Psychological Behaviour and Science Medicine
Isa Szalbierz Zahra Malik Bushra Mahmood Law A* Psychology A* Politics B Economics A Chemistry A English Literature B German A Biology A Psychology B EPQ B EPQ B Next year: Next year: Next year: Newcastle University Bradford University University of Greenwich - Advertising Law Optometry and Digital Marketing Communications
Charli Franklin Amelia Brice Joshua Arlott-Beal Product Design A* Film Studies A* Computer Science A* Mathematics A English Language A* Mathematics A* Further Maths B Drama A* Further Maths A Fine Art A
Next year: Next year: Next year: University of Leeds University of Leeds University of Leeds Mechanical Engineering Theatre and Performance Computer Science
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Kavitha Cronin Aqsa Mir Sociology A* Law A Psychology A Sociology B Biology B Geography C EPQ B EPQ B Next year: Next year: University of Liverpool University of Law Zoology Law
Zoe Grabowski Fine Art B Mathematics C EPQ A THE PROPORTION Next year: Wakefield Council - Level 4 Revenue and Benefits Apprenticeship OF STUDENTS PROGRESSING TO UNIVERSITY IS HIGH, WITH MANY PROGRESSING TO PRESTIGIOUS INSTITUTIONS. A SIGNIFICANT NUMBER HAVE NO PREVIOUS FAMILY EXPERIENCE OF HIGHER EDUCATION
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ELLIOTT HUDSON COLLEGE IS AN ‘OUTSTANDING’ PROVIDER! FOLLOWING OUR INSPECTION IN MARCH 2018, EHC RECEIVED THE FOLLOWING JUDGEMENTS: • Effectiveness of leadership and management: Outstanding • Quality of teaching, learning and assessment: Outstanding • Personal development, behaviour and welfare: Outstanding • Outcomes for students: Outstanding • 16 to 19 study programmes: Outstanding
OVERALL EFFECTIVENESS: OUTSTANDING
We are incredibly proud of this endorsement from Ofsted and of many of the comments made throughout the report. They are a testament to the hard work of both staff and students within the Trust over the past three years. Some of the highlights from the report include:
LEADERS AND MANAGERS HAVE CREATED TEACHERS USE THEIR “ A POSITIVE CULTURE IN WHICH LEARNING AND AMBITION FLOURISH EXTENSIVE SUBJECT “ KNOWLEDGE AND COMPREHENSIVE KNOWLEDGE OF THEIR STUDENTS TO PLAN ” AND PROVIDE LESSONS AND ALMOST ALL STUDENTS WHO DO NOT ACTIVITIES THAT ENABLE “ GO TO UNIVERSITY PROGRESS TO AN ALMOST ALL STUDENTS APPRENTICESHIP OR EMPLOYMENT TO MAKE EXCELLENT PROGRESS
LEADERS AND MANAGERS ” STUDENTS BENEFIT FROM HIGH-QUALITY ENSURE THAT PERSONAL CAREERS ADVICE AND GUIDANCE, AND ” “DEVELOPMENT, BEHAVIOUR “ARE EXTREMELY WELL PREPARED FOR AND WELFARE HAVE A VERY THEIR NEXT STEPS HIGH PRIORITY AT THE COLLEGE ” 12 PROSPECTUS 2021/22 ”
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STUDENTS MAKE OUTSTANDING PROGRESS FROM THEIR STARTING POINTS; THOSE FROM “ DISADVANTAGED BACKGROUNDS MAKE EXCEPTIONAL PROGRESS
STUDENTS FLOURISH IN THE LEADERS” HAVE SUCCESSFULLY REALISED THEIR VISION PURPOSEFUL AND STUDIOUS TO CREATE AN ACADEMIC SIXTH FORM THAT PROVIDES COLLEGE ENVIRONMENT. THEY “HIGH-QUALITY EDUCATION AND TRANSFORMS YOUNG “ PEOPLE’S LIVES DISPLAY EXTREMELY GOOD STUDY HABITS AND ENJOY THEIR LEARNING ” SUPPORT STAFF HAVE A RANGE OF EXCELLENT PARTNERSHIPS WITH EXTERNAL ORGANISATIONS ” “ THAT ENABLE STUDENTS TO ACCESS THE SUPPORT STUDENTS OF THEY REQUIRE TO STAY HEALTHY AND SAFE ALL ABILITIES ARE “ENCOURAGED TO EXCEL AND FULFIL THEIR POTENTIAL THE PROPORTION OF ” “STUDENTS PROGRESSING TO UNIVERSITY IS HIGH, ” WITH MANY PROGRESSING TO PRESTIGIOUS STUDENTS UPHOLD THE INSTITUTIONS. A “ EHC10 STANDARDS OF SIGNIFICANT NUMBER HAVE BEHAVIOUR IN SOCIAL NO PREVIOUS AND STUDY AREAS AS WELL FAMILY EXPERIENCE AS IN LESSONS, CREATING A OF HIGHER EDUCATION HARMONIOUS, RESPECTFUL AND INCLUSIVE ATMOSPHERE THAT THEY VALUE HIGHLY ” STUDENTS GAIN IN CONFIDENCE AND DEVELOP EXCELLENT PERSONAL AND SOCIAL SKILLS THAT WILL BENEFIT THEM ” “ IN THEIR FUTURE LIVES 13 PROSPECTUS 2021/22 ”
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TEACHING AND LEARNING Teaching and learning at EHC is As se s centred on three core ideas: s m e n By ensuring that these sit at the heart of t what we do, the college ensures that all
E students enjoy academic success, and n g a the personal development needed to g t e r m o confidently take the next step after their e In pp nt div l su two years at Elliott Hudson College. idua
ENGAGEMENT ASSESSMENT Our primary goal is to ensure that our students Regular assessment is a cornerstone of daily achieve their best. Students who are engaged academic life at EHC. This is not to say that students with their learning - those who actively participate are bombarded with exams and tests, or unduly in lessons and in their own wider study - are most put under pressure; in fact, the opposite is true. likely to succeed. Therefore our teachers ensure Our students are assessed regularly to ensure that the learning opportunities they offer spark their they are well aware of their progress in all of their students’ enthusiasm. A college can only meet subjects, and that they know what they need to the needs of its students if it understands their do to continue to improve. Regular assessment individual context: what drives and motivates ensures that there is a consistent and regular them; what their interests and goals are; and how to identification of student needs, and it pervades all stretch and challenge them appropriately to achieve aspects of college life. Every four weeks, individual the highest levels of success. EHC strives to engage teaching staff, the pastoral team and the leadership students to develop each student’s love of learning. team collaboratively review the progress of each individual student towards meeting their targets INDIVIDUAL SUPPORT and learning goals. Assessment data are used to drive conversations with teachers and tutors EHC prides itself on providing high levels of support so that progress can be reviewed, to ensure for all students so that all can meet the challenge of ultimate success. A Level study. Students see their teachers regularly during timetabled lessons; this means teachers know and understand the needs of all their students and are able to respond to them within lessons Classroom teachers, guidance tutors and the Alliance team work closely together to ensure that all students have the support they need. By using information shared by teachers, strategies are put in place that are successful in improving outcomes for students. Working collaboratively in this way means that all students are able to make excellent progress.
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EVERY LESSON IS INTERESTING AND ENGAGING
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SUPPORT AND GUIDANCE OUR PLEDGE Elliott Hudson College is committed to supporting its students in achieving their full potential, both in terms of qualifications and their future opportunities. We therefore pledge that we will:
• Care for students’ safety and happiness • Be open and welcoming at all times and offer • Support students to achieve their full potential opportunities for all to become involved in the daily life of the college • Build positive relationships with students to achieve high standards of work and behaviour • Provide opportunities for students to discuss their through a developed sense of responsibility future with experienced, well-informed, qualified and impartial careers staff • Keep students and parents/carers informed about college matters and the progress each • Keep students and parents/carers up to date with student is making relevant information regarding national changes to the educational landscape.
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ALLIANCES SEND AND MEDICAL NEEDS Each student at EHC is placed in an Alliance. Those students who require support with a special The Alliances were named by the first ever EHC educational need will be supported by the Alliance students after inspirational figures: Luther King, Team. The student’s Progress Tutor will work with Earhart, Yousafzai and Hawking. Inspiring students them to create a SEND Personal Profile. This profile through community spirit lies at the heart of the will help the student to identify what support they Alliance System. Each Alliance has a Head of need from their teachers and ensure that their needs Alliance who is integral to day-to-day college life, are met. and will ensure that students are provided with an Those students that have a specific medical need exciting range of opportunities within the Alliance will have an individual pupil risk assessment (IPRA). System. By becoming an active member of their This is completed by a qualified member of staff to Alliance students will find that they make new identify specific areas of need and measures that friends, enjoy college to the full, and gain skills that need to be followed to support the student and are imperative for their future career aspirations. ensure their safety and well being. The Student Alliance Body will also be critical in supporting ‘Alliance events’. These encompass a range of academic and sporting challenges designed to seek out and reward the Alliance which ultimately demonstrates all-round ability and, most importantly, outstanding participation and team-work. An Alliance assembly is usually held each week where students will have the opportunity to engage in discussions and learn more about the issues that affect young people. Assemblies are also a time to celebrate diversity and learn more about different cultures and faiths. PERSONAL PROGRESS TUTOR A student’s time throughout sixth form can be extremely demanding and students need someone to help in supporting, guiding and tracking their progress. At EHC each student has a Personal Progress Tutor. This is a member of staff who is solely dedicated to the pastoral care and wellbeing of students at EHC. They act as the first port of call for both parents/carers and students regarding progress, attainment and behaviour. In addition to monitoring student progress and wellbeing in lessons, the Progress Tutor team analyse student data regularly to assess whether students are on track. They also work very closely with all teaching staff to help provide effective and swift intervention, to get students who need such support back on track.
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WHAT DO STUDENTS DO IN GUIDANCE TUTORIALS AND ASSEMBLIES? The tutorial programme aims to ensure that students leave EHC fully prepared for the challenges of life after A Levels. Therefore a focus will be placed on helping to develop students’ knowledge of the wider world as well as develop skills that are integral to leading a happy and successful life
During year 12, guidance tutorials and assemblies follow 6 strands.
1. GETTING TO KNOW YOU All about getting to know the college, highlighting the expectations, explore the idea of community and our role within it.
2. PROMOTING POSITIVE WELLBEING Explore and understand themes which help students look after themselves, keep safe and promoting positive relationships.
3. YOUR FUTURE OR WHAT NEXT? Destinations - what options are out there? How can students prepare? What advice can we offer? What do we provide?
4. THE WORLD AND YOUR ROLE WITHIN IT All about issues affecting the world e.g. climate change and what is our role within it. How do we improve? How do we make the world a better a place? Or our immediate community?
5. MANAGING YOUR FINANCE? OR ADULTING All about understanding the next steps. What do I need to know? What things do I need to consider e.g. finances etc.?
6. PREPARING FOR YEAR 13 In year 13, guidance tutorials and assemblies focus on destination preparation for university or employment. To support this, students choose to be a member of either a ‘University’ or ‘Alternative to University’ tutorial group.
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CELEBRATING EQUALITY AND DIVERSITY FINANCIAL EHC is fully committed to ensuring that all students SUPPORT achieve their full potential in a safe and welcoming EHC recognises that environment. Promoting equality and celebrating supporting students diversity are central to our core values. All of our financially through post-16 staff and governors are dedicated to ensuring that education can be difficult for a number equality, diversity and inclusion are fully embedded of families. We can therefore offer financial support into all college practices. through the 16-19 Bursary scheme to support students with their educational needs. These needs STUDENT SERVICES will vary greatly from student to student, but could Students have a dedicated Student Services include some or all of the following: transport, desk that is staffed at all times. Its role is to food, educational books and materials, laptops, support the college in administering attendance, course-related trips, UCAS applications and praise, discipline and achievement data, and Open Day costs, exam re-sit fees, sport activities, it is often the first port of call for all students’ and professional membership fees. and parents’/carers’ enquiries. Student Services Entitlement to the bursary is linked to household supports all applications for: bus passes; income, benefits received, or any form of financial the 16-19 Bursary; jobs and apprenticeships; hardship. Full details of the 16-19 Bursary can be university entrance via UCAS; and all applications found later in the prospectus and on the college made by students for a place at EHC. website (www.elliotthudsoncollege.ac.uk). LEARNING SUPPORT STUDENT MENTAL HEALTH AND WELLBEING All teaching and support staff at EHC are trained Good mental health refers to our ability to enjoy in supporting learners with additional learning life and cope with its challenges. needs and we have specialist leaders who have expertise in supporting students with: Autistic At certain times in our lives events may make Spectrum Disorders, dyslexia, dyspraxia, ADHD, it more difficult to cope so we may need extra mobility difficulties, and other learning difficulties. support, for example, if there are issues at home or leading up to exams. Please can we ask that any additional needs of students are declared at the start of the course One in four of us will experience some form of so that the college can fulfil its responsibilities mental health problem, particularly anxiety or in making any adjustments needed. depression, at some point in any one year. Mental health problems can affect anyone, but the stigma related to experiencing a problem can often put people off asking for help. If you are feeling low or are worried about your mental health it is important to ask for help. You may have already tried talking to family or friends, another good place to start is to speak to a member of staff or your GP about how you are feeling. Additionally, there are also lots of other services in Leeds and online resources that can help you. Please follow our Instagram for information and further support @studentsofehc
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ENRICHMENT The enrichment programme at Elliott Hudson College gives students the opportunity to develop new interests, become more knowledgeable and skilled in an area, boost their self-confidence, and benefit from doing something away from their main academic subjects.
The majority of enrichment activities Enrichment activities are planned to be purposeful take place on Wednesday afternoons and are closely linked to the competencies students need to evidence on applications. and last 6 weeks. This gives students the opportunity to try new activities Increasingly, employers and universities say they and students will participate in at least are looking for applicants with a wide range of employability skills; the CBI say that over 70% of two per academic year. They are also employers want employability skills to be a top challenged to take enrichments in at education priority. These so-called “soft skills” such least two different pathways. as independence, team working, communication and problem-solving are developed through these extracurricular activities and will make our young people competitive applicants as apprentices, employees and university undergraduates. A record will be kept of all the activities each student participates in and the details are then used by their guidance tutor to write a reference for UCAS and/or employment. There is a broad range of activities on offer that will help prepare our students to meet the world of work or further study with confidence and commitment.
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We have 5 different enrichment pathways that students can select from:
Stand Out Keep Get Be Active Explore Learning Involved Arts Award An introduction Young Games qualification. Mental Health Student Union, to Mindfulness, Designers Pre-professional First Aid and First Duke of Beginners Competition, enrichments in Aid qualifications, Edinburgh award, Fitness, Couch Painting, Textiles Law, healthcare, The Great EHC Primary school to 5k, Martial and Photography teaching, Bake O, reading scheme, Arts, Football, for Beginners. medicine, Forensic Reading, Social Action, Netball, Rowing. BBC Young veterinary and Korean Society Drama teaching reporters dentistry. and Mandarin for workshops, competition. Scholars beginners. voluntary work. programme.
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THE GORSE BOAT CLUB
Until 2006, Leeds was the only city in the country without a rowing club. By late 2014, a new £1.1 million rowing facility was built at Stourton on the River Aire. Leeds now boasts three rowing clubs with over 600 members between them. The Gorse Boat Club is at the centre of this exciting growth.
In 2016, Elliott Hudson took on a full time rowing At The Gorse Boat Club, we take a scientific coach and built a sixth form performance squad. approach to training. We will gradually and carefully Since moving to the college’s new premises, build your technique, fitness and mental strength. bringing with it first-class land training facilities In an exciting partnership with the University of to match those found at the boat house, EHC Leeds, Gorse students will receive world class students now have access to a rowing sport science support in areas such as nutrition, programme that is second to none. biomechanics, psychology and mechanical engineering. Leeds University is looking to develop If you are the sort of person who likes to take local talent so you will get the chance to train on a challenge and try something new, we want alongside Leeds University athletes and maybe to hear from you. You don’t need to have rowed join that programme when you graduate. before; rowing is a sport that can be learnt quickly. Some of our Olympians have gone from novices to gold medallists in just four years. You will be starting from scratch just like everyone else. If you have the right attitude and are willing to work hard, you could be racing competitively within six months.
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LEEDS NOW BOASTS THREE ROWING CLUBS WITH OVER 600 MEMBERS
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ELLIOTT HUDSON COLLEGE STUDENTS’ UNION The Students’ Union is the organisation that represents the interests of all students within the college. Committee members will ensure that the views and opinions of all EHC students are listened to and represented under the leadership of an elected President and Vice President. The Students’ Union works closely with college professionals to continually develop the college and improve the students’ overall experience.
THE STUDENTS’ UNION EXISTS TO IMPROVE THE FOLLOWING KEY AREAS OF COLLEGE LIFE: • Campaigning, educating and advising on student issues • Delivering quality social space and service in the college • Representing the views of different subject areas • Encouraging students to interact through cultural, recreational and social groups and activities • Celebrating equality and diversity within the student body.
All students are encouraged to get involved and become a representative of the Union throughout their time at EHC by representing the college at sporting, cultural and promotional events.
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THE CURRICULUM Your study programme is personalised STUDY SKILLS to help you achieve your goals and is All students at EHC complete an centred around your career aim. AS qualification in one of the following: • Extended Project Qualification (see page 26 for more information) e Subjec Cor ts • Core Maths (see page 28 for more information) Study Skills are allocated 2 hours of teaching each week.
Career TUTORIALS AND ASSEMBLIES e
i Our tutorial and assembly programme is designed t S h t e t r to inspire and guide students during their time at u Aim n E P d e Q y college. Each student is allocated to one of our four m o r S h
C k ic Alliances at the start of Year 12 and tutorials and o i r re ll M s n a E assemblies are then delivered through the Alliance th s Tutorials structures. More information about tutorials and an s d assemblie assemblies can be found on page 17. Tutorials and assemblies are allocated 1 hour of delivery each per week. CORE SUBJECTS The courses on offer at EHC will allow students ENRICHMENT to gain Level 3 qualifications. These include: Being ready for your next steps goes beyond • A Levels devoting time to your core subjects. Therefore • Level 3 Cambridge Technical qualifications EHC has dedicated time in your week to enhance your skills and employability. Our enrichment • Level 3 Diplomas programme is divided into five distinct areas:
CURRICULUM CHANGES FROM SEPTEMBER 2015 Stand Get Explore Out Involved A Levels have been reformed so that AS (Year 12) and A2 (Year 13) qualifications have been Keep Be ‘decoupled’. This means that they are stand-alone Learning Active qualifications where attainment at AS does not have any impact on the final A Level Grade at the end of Year 13. Content that is assessed at the end of Year More information about enrichment can be found 12 in the AS will be assessed again at the end of Year on page 20. 13 as part of the A Level. Throughout your two years at EHC, you should aim Due to these changes, EHC has made the decision to complete an enrichment programme from all five that students will not sit the AS qualification and areas to really enhance your future applications. will only be assessed in external examinations for the A Level at the end of Year 13. Enrichment takes place for at least 1 hour each week. All core subjects are allocated 5 hours of teaching each week.
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EXTENDED PROJECT QUALIFICATION (EPQ) Most students at Elliott Hudson College will complete the EPQ within their first year. We believe that equipping students with this qualification will help to make them a competitive applicant for universities, higher level apprenticeships and employment opportunities. In addition completing an EPQ will help you develop a wide variety of important skills.
WHAT IS THE EPQ? The EPQ is a project management qualification. It is the equivalent of half an A Level with an A* grade available. The project is chosen, planned and managed completely independently by the student. You have a choice of writing a 5000 word essay on a topic of your choice, or producing an artefact and writing a 2000 word supporting report outlining the project process. In both cases you will also complete a log book which records the process of planning and managing the project. Almost any topic that you are interested in can become a project. PAST EXAMPLES OF QUESTIONS ARE GIVEN BELOW.
ESSAYS: ARTEFACTS:
• Do video games cause violence? • The design and creation of an activity • To what extent does mindfulness have book to help dyslexic children aged 5-7. a measurable and positive effect on • Can student war game players make college students? their own gameboard to industry • Is time travel possible? standard? • ’The Pankhurst sisters were the most • Can a classically trained singer give a important figures in the suffragette convincing performance of a pop song? movement.’ To what extent is this true? • What is the best way to create a scale • Should firearms be banned in the USA? model of a Formula 1 racing car?
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HOW IS THIS ASSESSED? Project management skills are the most important part of the assessment of this qualification. A good final product is evidence that you have managed the project well, but the essay or artefact is not marked on its own. Marks are awarded for many aspects of project management including: • Planning • Critical reading and thinking skills • Preparation • Review and evaluation • Research • Presentation skills
WHAT BENEFITS DOES THE EPQ HAVE?
FOR STUDENTS FOR EMPLOYERS FOR UNIVERSITIES
Students can research It shows that students have To ‘show off’ to universities, something they are really wider interests and gives particularly where interested in but would not them something to discuss interviews are involved normally study. It develops in interviews. It can be based or on competitive courses. research, study and project around career interests. It will always be looked on management skills. It can be It demonstrates considerable favourably. It may form part a chance to explore possible project management skills. of an offer, particularly an career or university options. offer based on points.
STRUCTURE OF THE COURSE You will have two timetabled EPQ The EPQ course is made up of three lessons a week which is when the taught different elements: skills will be delivered and when you will 1. Your independent planning and management have the majority of discussions with of the project. This includes independent your supervisor. You will be expected research and creating and evaluating your to allocate a further three hours a week final product, as well as keeping a record to working on your EPQ independently. of your progress in the log book. 2. A taught skills element where your EPQ supervisor will help you to develop the skills necessary for successfully completing an EPQ. 3. Discussions with your supervisor about your specific project. These conversations are opportunities for you to discuss and get advice on your ideas.
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CORE MATHS Core Maths is a new Level 3 course for students who achieve a Grade 5 or above in GCSE Maths. For those students not wishing to study A Level Mathematics, the qualification is designed to prepare students for the mathematical demands of work, study and life.
Core Maths is a two-year course which will give Core Maths supports the mathematical elements a qualification with the same UCAS points as an of the following courses. Therefore, EHC will discuss AS Level. the suitability of students taking Core Maths if they study two or more of the following subjects: The course has been developed with employers, universities and professional bodies as valuable • Biology preparation for higher education and employment. • Chemistry It has been designed to maintain and develop • Physics real-life maths skills. Our course includes a financial • Geography maths element. • Business Studies • Economics • Psychology The skills developed in the study of mathematics are increasingly important in the workplace and in higher education; studying Core Maths will help you keep up those essential skills. Most students who study Maths after GCSE improve their career choices and increase their earning potential.
DESIGNED TO PREPARE STUDENTS FOR THE MATHEMATICAL DEMANDS OF WORK, STUDY AND LIFE
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CORE MATHS IS FUNDAMENTAL IN HELPING YOU DEVELOP MATHEMATICAL SKILLS TO ASSIST STUDENTS IN THEIR OTHER SUBJECTS SUCH AS A-LEVEL PSYCHOLOGY AND BIOLOGY. SABA NALLA
Core Maths is a new course but already universities COURSE INFORMATION such as Bath, York, Loughborough and many others have come out in strong support of it. Even subjects • 2 year course. Two exams at the end of the like History recognise the importance of statistics two years, gaining a Level 3 qualification in and so a Core Maths qualification will help you hit AQA Mathematical Studies (Core Maths). the ground running at university. • Paper 1 - Core Content - 1.5 hours - 50% of qualification - 60 marks. Many employers such as Nestlé and Crossrail are also firmly behind the Core Maths qualification. • Paper 2 - Statistical Techniques - 1.5 hours - Many roles in today’s workplace require high levels 50% of qualification - 60 marks. of budget management and problem-solving skills; Core Maths will be a useful tool in equipping you with these skills. A discussion will be held to determine which of Core Maths or the EPQ qualification will be the best aid for your success in the future. To explore the potential of this qualification, visit www.core-maths.org.
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Quality of Teaching
We will ensure that your teaching is of the highest possible quality in all subject areas. Lessons are designed to challenge you and take you out of your comfort zone. You will be set challenging and aspirational minimum grade expectations.
Assessment and Feedback
You will receive a model of sixth form teaching that is focused upon the requirements of your examinations. Very regular assessments will ensure that you are clear about the progress that you are making. Feedback will be clear about the strengths that you have and the steps that you need to take to improve. Examples of top quality work will be used to reinforce the characteristics of high grade performance.
The college Positive Support commitment You will be given support and encouragement to overcome any barriers you to students experience. The sta at EHC will treat you as an individual and take the time to get to know you and ensure you are well cared for. You will receive the support of a Personal Progress Tutor who will work with you to ensure you achieve your minimum expected grades, and provide care to ensure personal wellbeing.
Progression Focused
We will ensure that we prepare you for the next stage of your education, training or employment. We will provide high-quality careers education, information and guidance to help you make informed choices about your future.
Independence
You will be given challenging, independent work to do which will deepen your understanding of each subject you study. You will be provided with an essential reading list to expand the breadth of your understanding. We will provide the opportunity for you to demonstrate your independent and project management skills by completing an Extended Project Qualification in a topic area of your choice.
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The Basics
I understand the foundations of success: I will attend all lessons, on time, prepared, dressed appropriately and with the right equipment. I will ensure that I wear my ID badge at all times to ensure the safety of everybody at EHC. These things will be known as ‘The Basics’ and it is my responsibility to get these right.
Respect for the Community
I will treat all members of the college community, within and outside of the college and on social media, with the respect that everyone deserves. I am committed to the traditional British values of liberty, democracy and the rule of law. I will demonstrate tolerance and respect to all people regardless of their faith, race, culture, sexuality or gender. I understand that I have a responsibility to report any concerns regarding the wellbeing of others. I will ensure that I treat the college environment with respect as an e ective learning environment needs everybody to take care of it. The student Commitment commitment
I will show commitment to my studies. I will complete independent work on time, to to EHC the right standard, and will devote the required time to my wider reading. Each A Level studied will require 4 hours of independent study per week to be successful. I will ensure that part-time work will not a ect my grades. A part-time job can be a great experience but I understand that if I work more than 8 hours per week my grades will su er.
Attitude
I will respect the right of all students to learn and all teachers to teach. I understand that my behaviour and actions will have an e ect on the learning of others, and it is my attitude which determines my behaviour. It is my commitment to independent study and the quality of my student file that is the clearest demonstration of my attitude to my studies and, ultimately, the grade I will achieve.
Attendance 95%+
I will ensure that I attend all timetabled lessons including assemblies, tutorials and any other scheduled meetings. I will ensure that I do not book holidays in term time and I am clear that missed attendance for any reason will cost me grades. If I am absent I understand that it is my responsibility to notify the college before my first lesson or before 9am (whichever is earlier).
I understand that successful students have attendance above 95% and that if my attendance drops below 85% I will risk not progressing into Year 13 and not being entered for any external examinations.
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STUDENT BURSARY The 16-19 Bursary is available to provide financial support to 16 to 19 year-olds who continue in full-time education, where they might otherwise struggle.
There are two types of bursary that can be accessed at Elliott Hudson College.
VULNERABLE BURSARY DISCRETIONARY BURSARY Young people in the defined vulnerable groups The fund is used to assist students who may be are eligible for a bursary of up to £1,200 a year. experiencing financial hardship to complete their course and it is only able to make contributions The defined vulnerable groups are: towards costs incurred for attending college. • Young people in care or care leavers (EFA class For example, this might cover transport, textbooks ‘care leavers’ as young people aged 18-21 who or equipment. It is cash-limited and priority will have been looked after for more than 13 weeks be given to certain groups (e.g. students who or since the age of 14; or young people who cease are economically disadvantaged). to be looked after or accommodated, including • Low priority – net household income between unaccompanied asylum-seeking children) £20,000-£25,000 per year • Young people claiming Income Support • Medium priority – net household income or Universal Credit (in their own name) between £18,000-£19,999 per year • Young people getting both Disability Living • High priority – net household income below Allowance (and Personal Independence £18,000 per year. Payments) and Employment Support Allowance (ESA), in their own name.
STUDENTS WHO SHOULD CONSIDER APPLYING TO BE ELIGIBLE YOU MUST: FOR A DISCRETIONARY BURSARY MAY: • Be an enrolled student on a full-time course at Elliott Hudson College • Be a student whose parents/carers are currently claiming other means-tested benefits including • Provide evidence of household income Income Support, Working Tax Credit/Child Tax below £25,000 Credit or Income Based Employment and • Be aged under 19 on 31st August 2019 Support Allowance (ESA), who is not entitled • Maintain good attendance. to free school meals • Be in receipt of Unverisal Credit • Be a student who is a young carer and is not in receipt of a carer’s allowance • Be a student who does not fall under the categories listed above, but considers themselves to be in financial hardship.
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FREE SCHOOL MEALS Free meals are awarded if a student or parent is in receipt of one or more of the following: • Income Support • Child Tax Credit (provided they are not entitled • Income-based Jobseekers Allowance to Working Tax Credit) and have an annual gross income of no more than £16,190 as assessed by • Income-related Employment & Support Her Majesty’s Revenue and Customs (HMRC) Allowance (ESA) • Working Tax Credit run-on – paid for 4 weeks • Support under part VI of the Immigration after you stop qualifying for Working Tax and Asylum Act 1999 Credit during the initial roll-out of the benefit, • The guarantee element of State Pension Credit Universal Credit.
In order to receive Free School Meal entitlement students must complete a bursary application online and provide appropriate evidence of the above.
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FACILITIES From September 2017, Elliott Hudson College has operated from a building known as MC2 at the White Rose Office Park. An investment of over £20 million has been put into renovating this 75,000 sq ft building, to create facilities to support academic study. In addition to the 40 teaching areas, MC2 has 7 computer suites and one Apple Mac suite, providing the college with over 400 PCs for students to use.
As well as investing in more traditional facilities such Art studio that spans the majority of the mezzanine. as the five science labs and four large libraries/study With additional areas for silent study, multi-faith areas, the college has also shown commitment rooms, landscaped outdoor social areas and an to more creative subjects by providing a Music/ outdoor Multi-Use Games Area, the college is in Music Technology suite with recording studios and no doubt that the facilities provided will be practice rooms; a Drama Centre; and an open plan amongst the best in the area for sixth form study.
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UNIVERSITY PARTNERSHIPS Working in partnership with universities is key for preparing and equipping students appropriately for the challenges they face when they leave Elliott Hudson College. The more students are exposed to the culture of universities, and the more frequently they work with university professors and their colleagues, the easier the next step in their progression will be. Furthermore, with many university courses being highly competitive, encouraging students in all curriculum areas to take part in university partnership projects will provide them with experiences to make them highly competitive in their applications.
UNIVERSITY OF CAMBRIDGE UNIVERSITY OF LEEDS As a hub school for the HE+ academic extension Our partnership with the University of Leeds programme, we work very closely with The benefits EHC students immensely. The University University of Cambridge. This provides our students of Leeds are also providing opportunities to work with access to a range of academic staff to help with students in a number of outreach projects. prepare them for competitive university applications. An example of this includes the Health Sciences This year we hosted 6 Cambridge professors who and STEM outreach programme known as Reach ran seminars with students on a range of subjects for Excellence. The programme is designed to from the role of psychology in pain management enhance their current studies through subject to modern interpretations of The Wife of Bath, one taster and study skills sessions. The Arts and Chaucer’s most famous characters. This invaluable Social Sciences outreach programmes also give experience enables EHC students to recognise that opportunities for students to sample university their academic intellect makes them competitors for workshops on a wide variety of subjects and to places at the top universities. Additionally, the staff attend fascinating lectures, such as “Bail Bashing” deliver sessions on all aspects of study including with the School of Law. Our students benefit from how to make the most of lectures, how to read subject-specific sessions held at the University as academically, choosing the right university and well as lecturers visiting the college. course as well as advice on personal statements and academic interviews.
UNIVERSITY OF LEEDS MEDICAL SCHOOL EHC has had the unique privilege of working with the staff and students from the University of Leeds Medical School. Over the past year two years students at EHC have taken part in joint teaching sessions. Sessions have included staff from the university delivering a section of their programme to their Year 3 medical students alongside Year 12 students from EHC. This exclusive event involved students working with patient volunteers in a hands-on practical session as well as learning how to operate ultrasound equipment. This experience had many benefits for EHC students, not least providing them with a great deal of evidence of transferable skills for any application and the opportunity to meet current university students. Upcoming projects includes EHC students using virtual reality to explore human anatomy and the opportunity for students to work with the Radiography, Audiology and Cardiac Physiology departments.
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LEEDS BECKETT UNIVERSITY Our partnership with Leeds Beckett University has provided students with invaluable opportunities to experience their broad range of degree courses and to visit the campus to both gain relevant information for their A-level course and also foster confident progression to university. Working in partnership has allowed us to welcome speakers to our parents and carers information events at college as well as providing tailored applicant support for students choosing to study there. In addition, Leeds Beckett has hosted specific and personalised summer school experiences for EHC students to enable them to experience university life and use this to make informed decisions about their post-18 options. UNIVERSITY OF BRADFORD Our official partnership with the University of Bradford enables our students to use their library and students have visited the many departments at the university, including to the Faculty of Health Studies which was recently ranked number one in the UK for Undergraduate Nursing and Midwifery placement satisfaction. Volunteers from the University have also visited the college to give a wide range of talks and careers support at EHC events throughout the year as well as forming part of the panels at our mock interview events at college. LECTURE SERIES One invaluable aspect of our partnerships with universities are the lectures that have been given at the college by esteemed university academics. These are fantastic opportunities for students to expand their knowledge of subjects beyond their A Level courses, to listen to people who are world experts in their fields, and to get a taste of what university lectures might be like. Lectures have included speakers from a variety of universities including Oxford, Cambridge, Leeds and York covering topics such as geography, physics, engineering, creative careers, IT and computer science, politics, alternative healthcare careers, the NHS as well as a talk from Astronaut Michael Foale and a variety of scientific workshops.
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CAREERS AND EMPLOYABILITY SKILLS DESTINATIONS At EHC we are passionate about ensuring that all our students are supported in their aspirations and goals for life after college. This includes providing high-quality careers advice and guidance, and giving students opportunities to develop the skills that both employers and universities are looking for. CAREERS GUIDANCE EHC recognises that all students require expert advice in planning for their future and therefore we provide guidance from a team of qualified, impartial and experienced advisors. In 2017 the Government launched its Careers Strategy outlining a range of new requirements to provide the very best careers provision in secondary schools and colleges. The Careers Team provide personalised advice and guidance services for students, in line with the Government’s 8 Gatsby Benchmarks.
The personalised advice and guidance for students includes: • One-to-one guidance • Workshops for students and parents on key • Personal coaching, including how to write career issues (which could include weighing up a CV and interview techniques and practice the costs and benefits of various post-18 choices, such as higher education and its alternatives) • Support with applications to further/higher education via UCAS • Working in partnership with our universities to widen participation in higher level education. • Support for both students and their parents on key transition and option choices • An annual ‘Destinations Day’ which gives time for students to meet representatives from universities, • Careers information and advice on all available employers and apprenticeship providers and options, including apprenticeships, work-based attend talks tailored to their future plans. learning and traditional pathways at both 16 and 18+ • Our tutorials are personalised in Year 13 where students seeking employment and • A weekly careers bulletin informing students apprenticeships follow a bespoke tutorial of all upcoming opportunities programme designed to ensure they are • Support following exam results, to help students fully informed of the opportunities available decide what to do next and are well prepared for the application and selection process. PREPARATION FOR THE WORLD OF WORK In addition to providing guidance and support in choosing and applying for future career paths, EHC is strongly committed to ensuring that students are equipped with the skills necessary to succeed in the world of work. Developing your employability skills is a crucial factor in successfully applying for jobs, apprenticeships and university courses. They are also vital if you are to be a confident, successful part of any team. Through all of the opportunities we offer, including enrichment, the EPQ, university partnerships, careers-related events, and also throughout the lessons we teach, we aim to help you develop a wide variety of skills which are valued by employers.
Work experience is a valuable part of preparing for the world of work and at EHC we encourage students to look for ways of broadening their experience of the workplace. We are committed to developing connections with local businesses and to expanding our work experience offer for students.
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UNIFROG All students at EHC have access to Unifrog, an online destinations platform which provides outstanding careers and destinations support. Students have their own login which they can use to create a CV and write personal statements. They can search for University courses and apprenticeships, and even sign up for MOOCS (Massive Open Online Courses). These free online learning courses help students to develop the skills and qualifications that will allow them to make competitive applications.
Keep your Unifrog profile updated regularly by adding in evidence for your competencies.
n o e nc e Works with others d e towards a common goal n e Work alone to Communicates e ectively achieve something with a variety of people e Reliable, punctual d and responsible Discusses and negotiates n
Collecting data Meets deadlines and Helps and encourages prioritises tasks Processing data and teammates Recognises when performing calculations to seek support Interpreting data, charts and diagrams u Scheduling and budgeting s ence e e c Overcomes setbacks Shows a flexible approach Shows commitment to solving problems and perseverance Considers sources Manages emotions and influences Remains positive despite Explores dierent perspectives dicult circumstances Is objective Learns from mistakes Generates conclusions n s s c e t Comprehension of written material Motivates people to Using language with precision do something positive Addresses and Summarising text resolves conflict Presenting and Delegates tasks communicating information e ectively e Is assertive Persuades and d influences a team e sh
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SUPPORTING STUDENTS TO MAKE COMPETITIVE APPLICATIONS At Elliott Hudson College we encourage students to develop a clear purpose and to be aspirational and staff support them in making competitive applications including degree level apprenticeships, The University of Oxford, The University of Cambridge, the Russell Group universities as well as competitive courses in Medicine, Veterinary and Dentistry.
We have a number of different opportunities available to help students in gaining the skills and evidence they need and to be able to reflect this on their applications:
SCHOLARS PROGRAMME SOCIAL MOBILITY FOUNDATION A series of 6-week enrichment sessions designed EHC work closely with this national organisation to prepare students for competitive applications. which supports high achieving students into top universities and professions by providing them HE+ with mentors and work experience opportunities with leading companies. Successful Elliott Hudson Elliott Hudson College are a hub for this College applicants gain invaluable experiences that collaborative project between the University enable them to make competitive applications. of Cambridge and 6 other local schools and colleges. The year-long programme includes academic extension classes, subject masterclasses, CAREER READY information and guidance sessions, and a visit A structured programme of employer engagement to the University of Cambridge. that enables successful applicants to explore destinations Post 18. Students work with experts UNIVERSITY ADMISSIONS TESTS in education and business to help them compete with the best in the country. This year alone they Staff in college host a sequence of sessions have attended the launch in London and visited preparing students for the academic admissions the LinkedIn offices, as well as attending work tests for competitive courses and universities. experiences at KPMG, DHL, Yorkshire Bank and New Day, as well as being supported by their individual business mentors. The college has been awarded the national Quality in Careers Standard which is awarded to education providers who can demonstrate the importance they place on careers and how they support students to make decisions about their life after school or college.
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BACK TO CONTENTS TURN PAGE ELLIOTT HUDSON COLLEGE A CULTURE OF EXCELLENCE
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ALL YOUNG PEOPLE ARE CAPABLE OF MUCH MORE THAN THEY THINK
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THE COURSES Art and Design 44 History 78 Fine Art 46 IT 80 Graphic Communication 46 Law 82 Photography 47 Mandarin Chinese 84 Textiles 47 Mathematics 86 Biology 48 Mathematics (Further) 88 Business Studies 50 Media Studies 90 Chemistry 52 Medical Science 92 Classical Civilisation 54 Music 94 Computer Science 56 Music Technology 96 Drama and Theatre Studies 58 Physical Education 98 Economics 60 Physics 100 English Language 62 Politics 102 English Literature 64 Product Design 104 Film Studies 66 Psychology 106 French 68 Religious Studies 108 Geography 70 Sociology 110 German 72 Spanish 112 Health & Social Care (Diploma) 74 Tourism 114 Health & Social Care (Extended) 76
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ART AND DESIGN Exam Board: AQA
COURSE DESCRIPTION ASSESSMENT At Elliott Hudson we provide students with All work is finally assessed at the end of Year broad Art and Design opportunities taught by Two Component 1 - Personal Investigation specialist staff. We offer four specialisms: Fine 96 marks Art, Photography, Graphic Communication and 60% of A Level Textile Design. Students can opt to study any of NEA (non-exam assessment): portfolio of work, the disciplines listed above as a single A Level. final outcome(s) and 1000-3000 word essay Instead you may opt to study two Art and Design courses, resulting in you achieving two full A Level Component 2 - Externally Set Assignment qualifications. (non-exam assessment followed by 15-hour external exam) Please note the decision to run each as separate courses will depend on levels of uptake. Mixed 96 marks groups combining different specialisms will be 40% of A Level run in the case of small numbers. Portfolio of preparatory work, and a final outcome generated in a 15-hour exam session in the summer ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher).
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I HAVE LEARNT A RANGE OF ARTISTIC TECHNIQUES WHICH ALLOWS ME TO HAVE A MORE INDEPENDENT APPROACH. I CAN ALSO LOOK FOR INSPIRATION FROM DIFFERENT ARTISTS AND ARTFORMS AND TRY OUT NEW WAYS OF WORKING. KIAN WHITAKER
COURSE CONTENT FUTURE OPPORTUNITIES A Level Year 1 Art and Design subjects can lend themselves to Extended Project Portfolio a broad variety of future opportunities. The skills During Year 1 students will follow a broad project learnt and developed throughout the course are within their discipline with a given theme. In the extremely important if students wish to progress first term they will be challenged to develop an onto Visual Art courses offered by Higher Education understanding of a wide range of techniques and institutions or obtain a career within the creative processes within their specialisms. Students will be industry. Career opportunities following on from taught new skills which they can begin to use and these courses are endless, but some examples develop with a high level of competency. Students may include: will link their work to a given theme and throughout their practical explorations they will research and Fine Art: analyse the work of artists and practitioners across Fine artist, architect, museum/gallery curator, all disciplines, as well as critically reflect on their printmaker, jewellery designer, illustrator, stylist, own work as it develops. In the latter part of Year art therapist, arts administrator, commercial art 1 students will begin to develop their own work gallery manager, multimedia programmer. from a chosen theme utilising the key skills they have developed. This will result in a final outcome Graphic Communication: in a medium, and using techniques, of their own Advertising, art director, animator, graphic designer, choosing. illustrator, printmaker, production designer, theatre/ television/film, exhibition designer, fine artist, interior A Level Year 2 and spatial designer, landscape architect, medical Component 1 - Personal Investigation illustrator, multimedia specialist, photographer. In Component 1, students develop work based Photography: on an idea, issue, concept or theme leading to a finished outcome or a series of related finished Graphic designer, magazine features editor, medical outcomes. Practical elements will make connections illustrator, photographer, press photographer, with some aspect of contemporary or past practice television camera operator, advertising art director, of artists, designers, photographers or craftspeople digital marketer, film/video editor, media planner, and include written work of between 1000 and visual merchandiser, web designer. 3000 words to support this practical work. Students Textiles: will continue to employ skills learnt in Year 1 and Clothing/textile technologist, interior and spatial work with ever-increasing levels of independence. designer, fashion designer, textile designer, further This will result in a body of work and final outcome education teacher, higher education lecturer, that will form 60% of their overall A Level result. industrial/product designer, printmaker, retail buyer. Component 2 - Externally Set Assignment In addition, the creative and critical skills developed In Component 2, students respond to a stimulus, through the study of art and artists, the ability to provided by AQA, to produce work which provides manage one’s own time across lengthy projects, and evidence of their ability to work independently the drive to work independently, are all skills valued within time constraints. They will develop a personal in any area of higher education or employment. and meaningful response which addresses all the assessment objectives and leads to a finished outcome, or a series of related finished outcomes. They will then sit a 15-hour practical exam that is the culmination of this preparation. This will form 40% of their overall grade.
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I LOVE THAT THERE IS COMPLETE CREATIVE FREEDOM; NO RULES, NO LIMITS, (WELL MAYBE SOME), AND ENDLESS AMOUNTS OF EXPERIMENTATIONS. AFTER ALL, IF IT DOES GO WRONG, PHOTOSHOP CAN FIX ANYTHING. TAYYIBA ISLAM
ART AND DESIGN - ART AND DESIGN - FINE ART GRAPHIC COMMUNICATION
COURSE DESCRIPTION COURSE DESCRIPTION During the two-year Fine Art A Level, students During the two-year Graphic Communication will encounter a broad range of techniques and A Level, students will encounter a broad range processes, and develop skills, ideas and experiences of techniques and processes, and develop skills, that support their creation of high-quality artwork. ideas and experiences that support their creation Work produced will demonstrate the use of creative of high-quality graphic designs and communication. skills to develop individual thoughts, feelings, Work produced on this course will demonstrate observations and ideas. Students will be trying the use of creative skills to develop individual to extend their own and others’ ways of seeing thoughts, feelings, observations and ideas the world. within their projects. The course will introduce students to all aspects The course will introduce students to all aspects of fine art which could include drawing and painting; of graphic communication which could include mixed-media, including collage and assemblage; advertising; packaging design; design for print; three-dimensional sculpture; ceramics; installation illustration; communication graphics; branding; pieces; printmaking (including etching, screen multimedia; motion graphics; and design for film printing and lino printing); moving image art; and and television. Students will learn vital graphics photography. Students will learn traditional skills skills as well as studying the work of other graphic but will also combine this with the use of alternative designers to inspire their work. They will learn media. They will learn analytical skills in studying analytical skills in studying the work of others, as the work of other artists, as well as creating well as creating meaningful collections of their own. meaningful collections of their own. ENTRY REQUIREMENTS ENTRY REQUIREMENTS Achieving a standard pass or higher in GCSE Achieving a standard pass or higher in GCSE Art or Design is desirable. Art or Design is desirable.
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I HAVE LEARNT PHOTO EDITING AND HOW TO TAKE PHOTOGRAPHS I LOVE TEXTILES BECAUSE OF THE ATMOSPHERE OF BEING IN A IN CREATIVE AND IMAGINATIVE WAYS. PHOTOGRAPHY ALLOWS ROOM FULL OF CREATIVE MINDS AND IDEAS. ME TO FOLLOW MY OWN PATH AND TO EXPRESS THE BEST THING ABOUT DOING ANY CREATIVE SUBJECT IS MY OWN IDEAS AND OPINIONS, NO MATTER HOW ABSTRACT. KNOWING THERE IS NEVER A WRONG ANSWER. SHAMAR ANGELL JAWAAD SHAKOOR
ART AND DESIGN - ART AND DESIGN - PHOTOGRAPHY TEXTILES
COURSE DESCRIPTION COURSE DESCRIPTION During the two-year Photography A Level, students During the two-year Textiles A Level, students will encounter a broad range of techniques and will encounter a broad range of techniques and processes, and develop skills, ideas and experiences processes, and develop skills, ideas and experiences that support their creation of high-quality that support their creation of high-quality textiles. photography. Work produced on this course will Work produced on this course will demonstrate demonstrate the use of creative skills to develop the use of creative skills to develop individual individual thoughts, feelings, observations and thoughts, feelings, observations and ideas within ideas within their projects. their projects. The course will introduce students to all aspects The course will introduce students to all aspects of photography which could include portraiture; of textiles work, which could include fashion design; landscape photography (working from the fashion textiles; costume design; digital textiles; urban, rural, and/or coastal environment); still- printed and/or dyed fabric and materials; domestic life photography (working from objects or from textiles and wallpaper; interior design; constructed the natural world); documentary photography; textiles; art textiles; installed textiles; and photojournalism; fashion photography; experimental printmaking (including screen printing, lino printing imagery; multimedia; photographic installations; and and etching). Students will learn vital textile skills moving image (video, film, animation). Students will as well as studying the work of other textile artists learn vital photographic skills as well as studying the to inspire their work. They will learn analytical skills work of other photographers and artists to inspire in studying the work of others, as well as creating their work. They will learn analytical skills in studying meaningful collections of their own. the work of others, as well as creating meaningful collections of their own. ENTRY REQUIREMENTS Achieving a standard pass or higher in GCSE ENTRY REQUIREMENTS Art or Design is desirable. Achieving a standard pass or higher in GCSE Art or Design is desirable.
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BIOLOGY Exam Board: AQA
COURSE DESCRIPTION Biology is the natural science concerned with the study of life and living organisms, including their structure, function, growth, origin, evolution, distribution, and taxonomy. ASSESSMENT Paper 1 Written exam: 2 hours 91 marks: 76 marks - a mixture of short and long answer questions; 15 marks - extended response questions 35% of A Level Paper 2 Written exam: 2 hours 91 marks: 76 marks - a mixture of short and long answer questions; 15 marks - comprehensive question 35% of A Level Paper 3 Written exam: 2 hours 78 marks: 38 marks - structured questions, including practical techniques; 15 marks - critical analysis of given experimental data; 25 marks - one essay from a choice of two titles 30% of A Level
ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). Achieve two grade 6’s or higher in combined GCSE Science or a grade 6 or higher in GCSE Biology.
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I HAVE REALLY ENJOYED STUDYING A LEVEL BIOLOGY BECAUSE IT HAS CHANGED THE WAY I VIEW THE WORLD, AS I NOW UNDERSTAND MORE ABOUT HOW WE FUNCTION, AND THE WORLD FUNCTIONS TOGETHER. HARRISON BARLOW
COURSE CONTENT FUTURE OPPORTUNITIES 3.1 Biological Molecules Biology is a great choice of subject for people who want a career in health and clinical professions, Students will study the biochemistry shared such as medicine, dentistry, veterinary science, by all life on Earth. physiotherapy, pharmacy, optometry, nursing, 3.2 Cells zoology, marine biology or forensic science. Students could also use it for careers in research Students will study the structure of different or in industry. types of cells, in particular, that of the cell surface membrane and its role in cell signalling, communication, recognition and immunity. 3.3 Organisms exchange substances with their environment Students will be studying how the internal environment of a cell or organism is different from its external environment, and how they are adapted for exchange. 3.4 Genetic information, variation and relationships between organisms Students will be examining biological diversity and how differences between species reflect genetic differences. 3.5 Energy transfers in and between organisms Students will study photosynthesis and respiration. 3.6 Organisms respond to changes in their internal and external environments Students study the nervous system and how responses to changes in the internal or external environment are coordinated. 3.7 Genetics, populations, evolution and ecosystems Students study inheritance, variation in populations and natural selection. 3.8 The control of gene expression Students will study how cells are able to control their metabolic activities by regulating transcription and translation of their genome.
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BUSINESS Exam Board: AQA
COURSE DESCRIPTION The course begins with an introduction to what business is and understanding the nature and purpose of business. Students will then go on to study Managers, Leadership Styles and Decision-Making Techniques and how these could lead to improvements in marketing, operational, financial and human resource performance. This course will encourage students to develop an enthusiasm for studying business and gain a holistic understanding of business in a range of contexts. It will also test their numerical skills in a range of different business settings. COURSE CONTENT The A Level course will enable students to develop knowledge and understanding of the practices and techniques used within marketing, finance, operations management and human resource management. In Year 2 students will focus on analysing the strategic position and performance of a business. They will also study the strengths and weaknesses in the financial performance of that business, and highlight any opportunities and threats that may arise within a competitive market. There is also the chance to examine the international market and the use of digital technology in the modern world. ASSESSMENT ENTRY REQUIREMENTS Paper 1 – Business 1 Achieve 5 or more standard GCSE passes or higher Written exam – 2 hours (grade 4 or higher). 100 marks If a student is applying for a course in a subject 33.3% of A Level that they have studied at GCSE it is expected that Paper 2 – Business 2 they would have achieved at least a standard pass Written exam – 2 hours (grade 4) in that subject. 100 marks 33.3% of A Level FUTURE OPPORTUNITIES Paper 3 – Business 3 This course provides a suitable basis for entry Written exam – 2 hours to degree courses in business, accounting, 100 marks law, environmental studies, marketing and 33.3% of A Level management. Careers are possible in any area of business and many of our students go on to study at university in business-related degrees.
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STUDYING BUSINESS AT A LEVEL REQUIRES HARD WORK. THE CONTENT IS REALLY INTERESTING AND WE GET TO LEARN VALUABLE INFORMATION ABOUT THE BUSINESS WORLD RIGHT NOW. SAHER BUTT
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CHEMISTRY Exam Board: AQA
COURSE DESCRIPTION ASSESSMENT Chemistry is concerned with the science of matter, Students will sit three two-hour written exam particularly its structure, properties and reactions. papers. The content, assessment and questions Chemistry is of central importance to the sciences differ for these papers; please see the information as a whole. The chemistry course will enable below for more detail. students to acquire a number of transferable skills such as; logical thinking, analytical problem solving Paper 1: and a wide range of practical skills and techniques. Written exam: 2 hours 105 marks - a mixture of short and COURSE CONTENT long answer questions 35% of A Level 3.1 Physical Chemistry Paper 2: Atomic structure, amount of substance, bonding, Written exam: 2 hours energetics, kinetics, chemical equilibria and Le Chatelier’s principle. Thermodynamics, rate 105 marks - a mixture of short and equations, equilibrium constant for homogeneous long answer questions systems, electrode potentials and electrochemical 35% of A Level cells, acids, bases and buffers. Paper 3: 3.2 Inorganic Chemistry Written exam: 2 hours Periodicity, Group 2 and Group 7. Properties 90 marks: 40 marks - structured questions, of Period 3 elements and their oxides, transition including practical techniques; 20 marks - testing metals, reactions of ions in aqueous solutions. across the specification; 30 marks - multiple choice questions 3.3 Organic Chemistry 30% of A Level Introduction to organic chemistry, alkanes, halogenoalkanes, alkenes, alcohols and organic analysis. Optical isomerism, aldehydes and ketones, carboxylic acids and derivatives, aromatic chemistry, amines, polymers, amino acids, proteins and DNA, organic synthesis, NMR spectroscopy and chromatography.
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CHEMISTRY IS MY FAVOURITE SUBJECT. IT IS REWARDING TO STUDY TOPICS IN MORE DEPTH. CHEMISTRY OPENS UP MANY CAREERS; INCLUDING MEDICINE, ENGINEERING AND PHARMACOLOGY TO NAME A FEW. ISAAC O’BRIEN
ENTRY REQUIREMENTS FUTURE OPPORTUNITIES Achieve 5 or more standard GCSE passes Chemistry is a great choice of subject for people or higher (grade 4 or higher). who want a career in health and clinical professions, such as medicine, nursing, biochemistry, dentistry Achieve two grade 6’s or higher in combined GCSE or forensic science. It will also equip participants Science or a grade 6 or higher in GCSE Chemistry. for a future career in industry, for example the petrochemical or pharmaceutical industries.
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CLASSICAL CIVILISATION Exam Board: OCR
COURSE DESCRIPTION COURSE CONTENT Classical Civilisation gives Students study three components across two years. students the unique opportunity to explore the history and cultures Component One, Parts One and Two - of ancient Greece and Rome. the World of the Hero These ancient societies remain Part One: incredibly relevant to the modern Students will explore the great epic poem of Homer, the Odyssey. world. Classical Civilisation is far This gripping story of love, loss, battle and adventure is among the more than simply ‘history’ from world’s most influential works of literature. We also study the Iliad as a long time ago: it combines the background. This study takes place early in year one. study of art and architecture; political, military, and social Part Two: history; morality and philosophy; In the second part of year two, after further exploring Greek and and some of the world’s greatest Roman culture in components two and three, students return to the ever literature. Broadly, students study of epic poetry. Virgil’s Latin epic, the Aeneid, is a celebration look at the culture of ancient of Rome’s history and heroes that fuses romance and adventure Greece in year one, and of ancient with political propaganda. Rome in year two. Component Two - the Invention of the Barbarian (Greek culture) In component two students explore the Persian invasions of Greece in the 400s BC, through works of literature composed at the time. We study the work of the world’s first historian, Herodotus, and two great Greek tragedies, the Persians and Medea. We look both at the reality of the great Persian empire, and how the Greeks presented them as ‘barbarians’. As well as the set texts this unit involves the study of visual and material culture, from painted pottery to the great palaces of Persia. Component Three - Politics of the Late Republic (Roman thought) In component three students explore Rome at a time of its greatest power and its greatest weakness. The expanding empire placed great strain on the Roman state. We look at issues in Roman society and politics through a study of key characters: the conservative Cato; the brilliant, ruthless Julius Caesar; and finally the great thinker, lawyer and politician Cicero, with a close study of his letters and speeches. As well as the set texts this unit involves the study of ancient thought, specifically political theory and philosophy, applying the concepts to the individuals and issues studied.
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CLASSICAL CIVILISATION IS ONE OF THE MOST INTERESTING CLASSES I’VE STUDIED. I THINK IT’S IMPORTANT TO LEARN ABOUT DIFFERENT CULTURES AND HOW SOCIETY HAS CHANGED, AND IT’S ONE OF MY FAVOURITE SUBJECTS. MEGAN LINLEY
ASSESSMENT Each component is assessed by a single paper. Component One - the World of the Hero Written exam: 2 hours 20 minutes Mix of short questions on a stimulus source and longer essays 40% of A Level Component Two - the Invention of the Barbarian Written exam: 1 hour 45 minutes Mix of short questions on a stimulus source and longer essays 30% of A Level Component Three - Politics of the Late Republic Written exam: 1 hour 45 minutes Mix of short questions on a stimulus source and longer essays 30% of A Level ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). If a student is applying for a course in a subject that they have studied at GCSE it is expected that they would have achieved at least a standard pass (grade 4) in that subject. FUTURE OPPORTUNITIES Classical Civilisation is an enormously respected, highly academic course that both employers and universities greatly appreciate. The training offered in such a wide variety of critical study builds vital transferable skills in communication, argument, and the evaluation of evidence. Students develop a great appreciation of the deepest roots of the modern world and of our culture. They can go on to immense success in almost any career, especially professional careers, and a great many University courses.
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COMPUTER SCIENCE Exam Board: OCR
COURSE DESCRIPTION Students who study Computer Science will be challenged and inspired to apply the knowledge they gain with the creative and technical skills that they acquire. The qualification will be focused on programming and computational thinking and will build on the knowledge base acquired on the GCSE course. Throughout the two-year course you will have the opportunity to solve problems using a range of programming tools; including C#, Javascript, SQL, HTML and CSS.
COURSE CONTENT Component 01 – Computer Systems Component 02 - This component will introduce students to the Algorithms and Programming internal workings of the Central Processing Unit This component will incorporate and build on (CPU), the exchange of data and will also look at the knowledge and understanding gained in software development, data types and legal and component 01. In addition, you will study: ethical issues. It will also offer the opportunity for • What is meant by computational thinking students to analyse and design algorithms, and to study different types of software together with • The benefits of applying computational thinking the methodologies that are used to develop them. to solving a wide variety of problems This component involves advanced mathematics, • The principles of solving problems by including the representation and normalisation computational methods of floating-point numbers, the simplification of • Using algorithms to describe problems Boolean expressions, the use of two’s complement to represent numbers in binary, and using rules to • Analysing a problem by identifying its derive or simplify Boolean expressions. component parts This component focuses heavily on the reading and writing of complex algorithms including Dijkstra’s shortest path algorithm and the A* algorithm. Again, Mathematics is a feature of this unit, including the use of Big-O notation to assess the complexity, in terms of time and space, of an algorithm.
Component 03 - Programming Project Students will be expected to analyse, design, develop, test, evaluate and document a program written in C# using the Unity development environment. The underlying approach to the project is to apply the principles of computational thinking to a practical coding problem. Students are expected to apply appropriate principles from an agile development approach to the project development. This project is independent, meaning students will need to debug their program and spend time focused on the development of a complex piece of software.
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COMPUTER SCIENCE IS ENGAGING & HELPS TO BUILD KNOWLEDGE IN MANY AREAS, INCLUDING PROGRAMMING, THE ETHICS OF OUR USE OF TECHNOLOGY, AND PROBLEM-SOLVING SKILLS ALL OF WHICH CAN BE USED IN EVERYDAY LIFE. JAMIE YOUNG
ASSESSMENT Component 01 – Computer Systems: Written exam, 2 hours 30 minutes (140 marks), 40% of A Level. Component 02 – Algorithms and Programming: Written exam, 2 hours 30 minutes (140 marks), 40% of A Level. Component 03 - Programming Project: 20% Non-exam assessment (NEA). Solve a problem with a solution created in C# and Unity. ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). Achieving a grade 6 or higher in GCSE Mathematics is desirable. If a student is applying for a course in a subject that they have studied at GCSE it is expected that they would have achieved at least a standard pass (grade 4) in that subject. FUTURE OPPORTUNITIES Computer Science opens the door to a wide range of careers both within specialist IT companies and companies who use computers in industry, commerce, government service and the universities. Roles span technical innovation, management, analysis, consultancy, training and research. Jobs such as web designers, engineers and software developers all rely on a sound knowledge of Computer Science. It is also a highly regarded subject when it comes to entry for competitive places at higher education institutions.
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DRAMA AND THEATRE STUDIES Exam Board: AQA
COURSE DESCRIPTION COURSE CONTENT Drama and Theatre Studies is an exciting, heavily The subject content for A Level Drama and Theatre practical based course. This is an extremely rigorous is divided into three components. syllabus and students will need to rise to the challenge as they physically explore a large number Component 1: Drama and Theatre of contrasting theatre styles, performing both Students will apply their practical and theoretical scripted and original devised theatre for practical knowledge of theatre to two contrasting set texts, examination. Students are also required to study ‘Our Country’s Good’ by Wertenbaker and either the theoretical aspects of theatre and will apply this Goldoni’s ‘A Servant to Two Masters’ or ‘Antigone’ knowledge in a final written exam paper in Year 13. by Sophocles. For this component they will create essays detailing their interpretation of how the ASSESSMENTS play should be produced and performed. They will also use their knowledge to create a written essay Component 1 evaluating a live production seen throughout 40% of A Level the course. Written exam: 3 hours – June Y13 Component 2: Creating Original Drama Component 2 30% of A Level Students will produce an original piece of theatre Practical performance of original piece of theatre in groups, creating the play using the key techniques and working notebook – April Y12 of a set practitioner they have studied within the course. Students will keep a working notebook Component 3 detailing their research and rehearsal strategies, 30% of A Level and will perform their play to a live audience Practical performance of the third script studied for assessment. and assessment of the record log – February Y13. Component 3: Making Theatre Students will practically explore three highly ENTRY REQUIREMENTS contrasting scripted plays, performing a substantial Achieve 5 or more standard GCSE passes extract for each. Popular scripts to study or higher (grade 4 or higher). include ‘Teechers’ by John Godber, ‘Macbeth’ by If a student is applying for a course in a subject Shakespeare, ‘Cagebirds’ by David Campton and that they have studied at GCSE it is expected that ‘4.48 Psychosis’ by Sarah Kane. The third play will they would have achieved at least a standard pass be performed to a visiting external examiner, in front (grade 4) in that subject. of a live audience, using the techniques of a chosen practitioner that they have studied within the course. Students must also keep a written record of FUTURE OPPORTUNITIES the different techniques they have used to produce The Drama and Theatre Studies A Level will each of the three contrasting plays. prepare students well for a course at degree level. The practical elements of the course will help students develop key skills needed for all careers, including team-building, confidence and public speaking skills. The academic qualities of the subject will also support English writing, researching and evaluative skills that can be applied to other subjects and future employment.
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DRAMA HAS BEEN INCREDIBLY HELPFUL, BOTH IN BUILDING CONFIDENCE AND GIVING ME THE CHANCE TO TAKE PART IN FUN, UNIQUE OPPORTUNITIES THE BONDS AND SKILLS GAINED WILL CONTINUE TO HELP ME LATER IN LIFE. MATTHEW WORRALL
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ECONOMICS Exam Board: AQA
COURSE DESCRIPTION Economics equips students with the knowledge and analytical tools to make sense of the world around them and the skills to apply them to issues ranging in scale from the personal to the global, in the hope of finding solutions. Economics often involves learning from history to understand the present and build a better future. COURSE CONTENT Microeconomics – Markets and Market Failure Microeconomics studies the behaviour of individuals and firms in different markets. In Y12, we look at how the supply and demand of goods and services is determined and the way in which these market forces determine the price. We investigate the causes of market failure and policies that governments can use to try and make markets work better such as the use of taxes, subsidies, regulation and price controls. In Y13, we look more at the individual firms within a market and see how their behaviour and performance is affected by the degree of competition in a market. We also study labour markets and wage determination in more detail as well as the causes and consequences of inequality and poverty Macroeconomics – The National and International Economy Macroeconomics is the study of the whole economy on a national and international scale. We look at the factors that determine the level of aggregate demand and aggregate supply of all goods and services across an economy and how changes in these can promote economic growth and rising living standards or recessions and rising unemployment. Macroeconomic policy-making is an important element, for example the use of interest rates to try and control inflation. Other key areas of study include banking and the financial system and international trade, exchange rates and globalisation.
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STUDYING THIS SUBJECT HAS HELPED ME TO SEE THE ECONOMICS BEHIND EVERYDAY CHOICES AND EVENTS, SIMPLE AND COMPLEX, AND TO UNDERSTAND BETTER THE ECONOMIC IMPACT OF THE GLOBAL PANDEMIC. AMIRAH TAILOR
ASSESSMENT ENTRY REQUIREMENTS Paper 1 - Markets and Market Failure Achieve 5 or more standard GCSE passes Written exam: 2 hours or higher (grade 4 or higher). 80 marks Strong numeracy skills are required on this course. 33.3% of A Level If a student is applying for a course in a subject Paper 2 - The National and International Economy that they have studied at GCSE it is expected that Written exam: 2 hours they would have achieved at least a standard pass 80 marks (grade 4) in that subject. 33.3% of A Level Paper 3 – Economic Principles and Issues FUTURE OPPORTUNITIES Written exam: 2 hours Economics is a subject highly-regarded by 80 marks employers and universities alike because students 33.3% of A Level develop a wide range of transferable skills. While lots of students go on to work in roles in financial services, both as graduates and straight from college, broader commercial applications include management and marketing and economics opens other career paths including working in the Civil Service, education, the legal profession and journalism.
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ENGLISH LANGUAGE Exam Board: AQA
COURSE DESCRIPTION In Year 1, this course will enable students to explore the fundamental structures, functions and diversity of writing, speech and conversation, and how language functions in different social contexts. Students will also learn methods of language analysis which will underpin their learning throughout the whole course. In Year 2, students will explore variations in written texts and how children’s language develops from birth. There is also a coursework unit which will enable students to investigate a language area of their choice as well as giving them an opportunity to write creatively.
COURSE CONTENT Language, the Individual and Society Language in Action The aim of this part of the subject content is to The aim of this area of study is to allow students introduce students to language study, exploring to explore and analyse language data independently, textual variety and children’s language development and develop and reflect upon their own writing (0-11 years). This area of study introduces students expertise. It requires students to carry out two to methods of language analysis to explore different kinds of individual research: concepts of audience, purpose, genre, mode • A language investigation and representation. It also introduces them to (2,000 words excluding data) the study of children’s language development, exploring how children learn language, in both • A piece of original writing and commentary spoken and written forms, and how they interact (750 words each). with the world around them. Students can choose to pursue a study of spoken, written or multimodal data, or a mixture of text Language Diversity and Change types, demonstrating knowledge in areas of The aim of this area of study is to allow students individual interest. to explore language diversity and change over time. Students will study the key concepts of audience, purpose, genre and mode and will explore language in its wider social, geographical and temporal contexts. They will also explore the processes of diachronic language change, navigating the English language from its earliest development to contemporary times. This part of the subject content also requires students to study social attitudes to, and debates about, language diversity and change in texts from 1600 to the present day. Students will also develop their academic writing skills in the form of discursive essays, and will become confident in writing for both a specialist and non-specialist audience.
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ENGLISH LANGUAGE ALLOWS US TO UNDERSTAND THE POWER OF THE WORDS THAT WE USE, EVERYWHERE, EVERYDAY. IT’S INTERESTING TO EXAMINE OUR LANGUAGE AND THE WRITING AND ANALYSIS SKILLS LEARNED ARE SO USEFUL. OLIVER WATKINS
ASSESSMENT ENTRY REQUIREMENTS Paper 1: Language, the individual and society Achieve 5 or more standard GCSE passes Written exam – 2 hours 30 minutes or higher (grade 4 or higher). 100 marks If a student is applying for a course in a subject 40% of A Level that they have studied at GCSE it is expected that Paper 2: Language diversity and change they would have achieved at least a standard pass Written exam – 2 hours 30 minutes (grade 4) in that subject. 100 marks 40% of A Level FUTURE OPPORTUNITIES English Language is a subject which is very Non-exam assessment: Language in Action well regarded by higher education institutions. Word count – 3,500 Though it is something we use every day, this is 100 marks an opportunity to understand the mechanic of our 20% of A Level native language. Therefore, it complements any educational course that a student might follow and provides a new perspective on most professions. It is widely accepted for careers in teaching, journalism, the media, social work, marketing, publicity, and many more.
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ENGLISH LITERATURE Exam Board: AQA
COURSE DESCRIPTION COURSE CONTENT The aim is for all students Literary Genres: Tragedy to experience a diverse and interesting collection of texts In Literary Genres, the texts are connected through the mainstream throughout the two-year literary genre of Tragedy. Tragedy and comedy have a long tradition course. English Literature will in literature, with their origins in the ancient world and with a specific encourage all students to learn emphasis on drama. Working with genre involves looking at ways in new and challenging ways to which authors shape meanings within their texts. It also involves thinking study a variety of writing styles. about a wide range of relevant contexts: some of them to do with the At the heart of the course is the production of the text at the time of its writing; some (where possible) desire to develop and enhance to do with how the text has been received over time; and most of all in students’ love of reading, giving this specification, contexts to do with how the text can be interpreted by opportunities to debate themes, readers now. issues and questions raised by Students study one Shakespeare play, Othello, and one further drama the texts studied. text, Death of a Salesman (Arthur Miller), as well as a collection of poems by John Keats. Texts and Genres: Crime Writing For this unit, within all the texts, a significant crime drives the narrative, and the execution and consequences of the crime are fundamentally important to the way the text is structured. All set texts are narratives which focus on transgressions against established order and the specific breaking of either national, social, religious or moral laws. The focus in this component must be on ‘Elements’ and students need to consider the elements that exist in each of their texts. Students study three texts: a collection of 19th century poems (Crabbe, Wilde and Browning); a 20th century prose text (Brighton Rock, Graham Greene); and one 21st century prose text (Atonement, Ian McEwan). They also respond to an unseen passage in the examination. Theory and Independence This component is designed to allow students to read widely, to choose their own texts, and to understand that contemporary study of literature needs to be informed by the fact that different theoretical and critical methods can be applied to the subject.
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ENGLISH LITERATURE IS TRULY FASCINATING AS WE INVESTIGATE THE CAVERNOUS DEPTHS OF SUPERLATIVE TEXTS AND THEIR ADAPTATION TO SOCIETY AS WELL AS AUTHOR INTENTIONS. I CONSIDER ENGLISH AN ADVENTURE. ZAFRAN PERVEZ
ASSESSMENT Paper 1 Literary Genres Written exam: 2.5 hours Closed book 75 marks 40% of A Level Paper 2 Texts and Genres Written exam: 3 hours Open book 75 marks 40% of A Level Non-exam assessment Theory and Independence Two essays of 1,250-1,500 words, each responding to a different text and linking to a different aspect of the Critical Anthology. 50 marks 20% of A Level ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). If a student is applying for a course in a subject that they have studied at GCSE it is expected that a student would have achieved at least a standard pass (grade 4) in this subject. FUTURE OPPORTUNITIES This course will prepare students to study English Literature, and other humanities subjects, at university level. As a facilitating subject, you will develop skills of independent study, as well as the ability to research and apply critical opinions, which are vital in working at degree level in many subjects. Careers in English Literature include teaching, journalism, marketing, editing, publishing, working in public relations and many more.
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FILM STUDIES Exam Board: Eduqas
COURSE DESCRIPTION COURSE CONTENT A Level Film Studies engages Component 1: Varieties of film and filmmaking students in a wide variety of films in order to broaden You will study two films within each section across a range of eras, as understanding of film and well as both mainstream and independent films. the range of responses it Section A: Hollywood 1930-1990 can generate. You will compare a Classical Hollywood film (Casablanca - Curtiz, 1942) You will learn about film with a New Hollywood film (Bonnie and Clyde - Penn, 1967). language, and a wide range of techniques used to Section B: American Film since 2005 communicate through film You will compare a Mainstream film (La La Land - Chazelle, 2016) with and to generate spectator an Independent film (Captain Fox - Ross, 2015). response. You will also get chance to develop this learning Section C: British Film since 1995 into a practical project where You will study two British films: Shaun of the Dead (Wright, 2004) and you will produce a short film. This is England (Meadows, 2006).
Studying Film Studies at GCSE Note: films studied are subject to change as set by is not required but a genuine the exam board. interest in film and filmmaking is essential. The areas of film Component 2: Global filmmaking perspectives explored in the A Level range You will study one or two films from a range from mainstream to global and of different cultures, national cinemas and filmmaking techniques. independent film, including from the early 20th century. Section A: Global Film This course can be studied You will study a foreign language European film (Ida - Pawlikowski, 2013 alongside any other, but and an International film (City of God - Mereilles, 2002). complements History, English Literature and Media Studies Section B: Documentary Film particularly well. You will study one documentary film: Amy, Kapadia (2015). Section C: Silent Cinema You will study the work of Buster Keaton. Section D: Experimental Film You will study a critically acclaimed experimental film, Pulp Fiction, Tarantino (1994).
Note: films studied are subject to change.
Component 3: Study of Short Film You will study short film in depth to produce an 1800-word analysis of a range of short films. Meanwhile, you will develop your own creative practice to produce a 4-5 minute short film or screenplay with a digital storyboard.
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FILM STUDIES IS COMPELLING DUE TO THE ANALYTICAL SKILLS THAT WE LEARN. THIS SUBJECT ALSO DEVELOPS YOUR CREATIVE SKILLS TEACHING YOU HOW TO WRITE, DIRECT AND EDIT YOUR OWN FILMS. JOSHUA LEWIS
ASSESSMENT Component 1: Varieties of film and filmmaking Written examination: 2.5 hours 35% of qualification Component 2: Global filmmaking perspectives Written examination: 2.5 hours 35% of qualification Coursework Non-Exam Assessment 30% of qualification ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). If a student is applying for a course in a subject that they have studied at GCSE it is expected that they would have achieved at least a standard pass (grade 4) in that subject. FUTURE OPPORTUNITIES Film Studies A Level is an excellent course to prepare for a wide range of higher education courses but specific HE opportunities include: Filmmaking; Communication Studies; Digital Media; Special Effects and Post-Production. These HE courses could lead to a broad range of careers in the film or media industry such as: producing/directing; writing; design; post-production. Yet the course also provides valuable training in critical thought, extended writing, and evaluating the way messages and ideologies are communicated. All of these skills are of great value in the modern world, both in higher education and the world of work.
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FRENCH Exam Board: AQA
COURSE DESCRIPTION By choosing to study French, students embrace variety and adventure. Whilst refining students’ skills in spoken and written French, the course also samples from a vast array of other disciplines, including sociology, literature, film studies, linguistics, history, music, philosophy and politics. Students will also undertake a research project, over which they have complete freedom of choice. French A Level is not just about “holiday French” (though it’s great for that too); it is about exploring all the many facets of the French-speaking world, from France to North Africa and beyond. A glorious blend of academic and practical skills, French A Level is for the curious, the ambitious and the open-minded. COURSE CONTENT The following 12 topics (categorised into 4 broader areas) will be studied as we work on the development of speaking, listening, reading, writing and translation skills.
Social issues: Literature and Film • The changing nature of the family The main written element of the French A Level is an • The ‘cyber-society’ essay paper in which students are assessed on their critical responses to a film and a novel which they • The place of voluntary work have studied in depth. We will be studying: Social trends: Film: La Haine • Positive features of a diverse society Mathieu Kassovitz’s La Haine is an intense, violent • Life for the marginalised drama, following three young men in a Parisian • How criminals are treated ghetto the day after chaotic riots break out. It is a film about friends living in a broken society which Artistic culture in the tackles issues of racism, revenge and police brutality French-speaking world: head on. • A culture proud of its heritage Novel: Albert Camus, L’Étranger • Contemporary francophone music Who gets to say what “normal” is? Who decides • Cinema: the ‘7th art form’ what is right or wrong? Albert Camus’ masterpiece L’Étranger Aspects of political life in the (The Outsider) will get you scratching your head French-speaking world: over these questions - and many more - as you read • Teenagers, the right to vote and political about a murder that takes place one sunny day in commitment Algeria. • Demonstrations, strikes – Individual research project who holds the power? With support and guidance from their teacher, • Politics and immigration students select and research a topic of their choice, which can be anything relating to France or a French-speaking country. They are then assessed on their project as part of their speaking examination. This is a real opportunity for students to become experts in a topic that excites them and gets them thinking.
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DUE TO THE FACT THAT SUCH A BROAD RANGE OF TOPICS AND SKILLS ARE COVERED, FRENCH IS VARIED, FUN AND ALSO COMPLEMENTS OTHER COURSES VERY WELL. LAURA SMITHSON
ASSESSMENT Paper 1 – Listening reading and writing Exam: 2 hours and 30 minutes 100 marks 50% of A Level Paper 2 – Writing Written exam: 2 hours 80 marks 20% of A Level Paper 3 – Speaking Speaking exam: 21-23 minutes in length, based on the research project and a discussion of one of the social, political and cultural topics 60 marks 30% of A Level ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). If a student is applying for a course in a subject that they have studied at GCSE it is expected that they would have achieved at least a standard pass (grade 4) in that subject. Achieving a grade 6 or higher in GCSE French is desirable. FUTURE OPPORTUNITIES French has the advantage of being both a practical employment skill and a subject which is perceived to be highly academic, meaning that it is much sought-after by both universities and employers. Former languages students choose to deploy their languages skills in a range of rewarding professional contexts, including journalism, law, business, politics and diplomacy. Meanwhile, many other careers are also available specifically for languages graduates, including language teaching (within the UK and abroad), linguistic and cultural research, and translation/interpretation.
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GEOGRAPHY Exam Board: AQA
COURSE DESCRIPTION COURSE CONTENT Geography is the study of Earth’s landscapes, Component 1 - Physical Geography people, places and environment and therefore bridges the social sciences (Human Geography) The Physical Geography component is made and the natural sciences (Physical Geography). up of the following: A Level Geography will enable students to • Section A - Water and carbon cycles develop an understanding and knowledge • Section B - Coastal systems and landscapes of different geographical concepts. Geography is highly valued by universities and is a subject • Section C - Hazards that gives A Level students the skills to succeed Component 2 - Human Geography in Higher Education and the world of work. The Human Geography component is made FUTURE OPPORTUNITIES up of the following: Geography is a sought-after subject amongst • Section A - Global systems and global governance employers because it equips students with a wide • Section B - Changing places range of different skills. As A Level geographers • Section C - Contemporary urban environments students will develop skills in numeracy, literacy and ICT as well as more subject-specific skills such Component 3 - Geographical Investigation as the use of maps and Geographical Information Students are required to complete four days of Systems. Geographers enter a wide range of field work over the two-year course. Currently, careers including finance (accountancy, banking, this is achieved through a three-day compulsory management and consultancy), sustainability, residential field trip and at least one day of education, marketing, sales, advertising, law additional fieldwork in the local area. and social/health services. In addition, many geographers choose degrees leading to Students complete an individual investigation careers directly related to the subject which must include data collected in the field. such as town planning, surveying and The individual investigation (coursework or environmental management. Non-Examined Assessment or NEA) must be based on a question or issue defined and developed by the student relating to any part of the specification content. The investigation will be approximately 3-4000 words in length and can focus on an individual student’s area of interest in Geography.
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IT IS A DIVERSE SUBJECT. WE LEARN ABOUT HOW THE WORLD WORKS THROUGH NATURAL PROCESSES AND THE IMPACTS OF PEOPLE. WE FOCUS ON CURRENT PROBLEMS IMPACTING OUR COMMUNITIES AND HOW WE CAN SOLVE THESE. DHRUV GOPALAKRISHNAN
ASSESSMENT ENTRY REQUIREMENTS Component 1 - Physical Geography Achieve 5 or more standard GCSE passes Written exam: 2 hours 30 minutes - or higher (grade 4 or higher). 40% of A Level If a student is applying for a course in a subject Component 2 - Human Geography that they have studied at GCSE it is expected that they would have achieved at least a standard pass Written exam: 2 hours 30 minutes - (grade 4) in that subject. 40% of A Level Component 3 - Geographical Investigation Non-examined assessment - 20% of A Level
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GERMAN Exam Board: AQA
COURSE DESCRIPTION Studying foreign languages is a great opportunity and really makes a candidate stand out from the crowd in the future. The skills it develops are great for memory, logic and communication, both in the target language and in English; and language qualifications are extremely valued in our modern, interconnected world, both by employers and universities. A Level German helps students develop confident, effective communication skills in German, as well as a thorough understanding of the culture and communities where German is spoken; from in-depth analysis of a German-language film, to immigration and racism, to the position of Germany in the European Union. COURSE CONTENT As well as learning German grammar, the subject content is delivered through two ‘themes’, each studied in two sub-themes through a range of texts and media; a set film and a set text; and an individually selected research project.
Theme 1 – Social issues and trends Theme 2 – Political and artistic culture Aspects of German-speaking society: Artistic culture in the German-speaking world: • The changing nature of the family • Festivals and traditions • The digital world • Art and architecture • Youth culture, fashion and trends, music, television • Cultural life in Berlin, past and present Multiculturalism in German-speaking society: Aspects of political life in the • Immigration German-speaking world: • Integration • Germany and the European Union • Racism • Politics and youth • German reunification and its consequences Set film and set text Good Bye, Lenin! is the set film and is the funny and moving story of Alex, a young man living in Berlin at the time of reunification. His mother awakes from a coma after the fall of the Berlin Wall, and to spare her any shock, Alex must pretend that the Wall is still standing and Communism still rules in East Germany. Der Vorleser is the set text, which explores the extraordinary relationship between 15-year-old Michael and Hanna, a woman twice his age. Many years after their affair ends, Michael encounters Hanna again, in a courtroom where she is on trial for hideous war crimes. Michael gradually realises his boyhood love may be guarding a secret she considers to be more shameful than murder. Students study the characters and issues raised by the film and novel, in order to develop and express critical opinions towards them. Individual research project Students select their own focus for an extended research project, which they explore in depth to provide material for their discussion in the speaking examination. This project is designed to develop their research skills, and allow them to take further a topic of personal interest.
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GERMAN ENHANCES LANGUAGE SKILLS TOGETHER WITH CULTURAL KNOWLEDGE. UNLOCKING THE ABILITY TO COMMUNICATE WITH NON-ENGLISH SPEAKERS IS VITAL AND PROVIDES THE GATEWAY TO THOUSANDS OF EXCITING CAREERS. JESSICA LONGFIELD
ASSESSMENT Paper 1 – Paper 2 – Paper 3 – Listening, reading and writing Writing Speaking Exam: 2 hours and 30 minutes Written exam: 2 hours Speaking exam: 21-23 minutes in 100 marks 80 marks length, based on research project 50% of A Level 20% of A Level 60 marks 30% of A Level
ENTRY REQUIREMENTS FUTURE OPPORTUNITIES Achieve 5 or more standard GCSE passes or higher An A Level in Modern Languages is both highly (grade 4 or higher). regarded and highly sought after as an academic discipline by universities. It is also an extremely If a student is applying for a course in a subject useful tool for the modern business world in such that they have studied at GCSE it is expected that areas as engineering, sales, imports and the they would have achieved at least a standard pass hotel and leisure industries. Careers in Modern (grade 4) in that subject. Achieving a grade 6 or Languages are many and varied. higher in GCSE German is desirable.
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CAMBRIDGE TECHNICAL DIPLOMA IN HEALTH & SOCIAL CARE Exam Board: OCR
COURSE DESCRIPTION ENTRY REQUIREMENTS This course is ideal for students who want to pursue a career Achieve 5 or more standard GCSE within the Health & Social Care field. It will provide students passes or higher (grade 4 or higher). with a breadth of knowledge, as they develop an insight into the factors that affect the way organisations are managed, and the If a student is applying for a course roles and responsibilities of professionals working within a range in a subject that they have studied of health and social care settings. Learners will examine a range at GCSE it is expected that a of theoretical perspectives which underpin current practice, student would have achieved at whilst exploring the factors that have shaped public health, both least a standard pass (grade 4) historically and in the present day. The Diploma is equivalent to in this subject. two A Levels and consists of twelve units over a two year period.
COURSE CONTENT Year 1: Unit 1 – Building positive relationships in Unit 4 – Anatomy and Physiology for Health Health and Social Care (coursework unit) and Social Care (examined unit) This unit covers the factors that can impact the This unit explores the systems of the human body way in which positive and professional environments and the role each system plays in ensuring the body are developed, particularly focusing on how is functioning effectively. It will allow students to communication skills can build a person centred enhance their knowledge of the effects of various approach. This will enable students to understand illnesses on an individual’s health. This includes the importance of building good relationships with the physical, intellectual, emotional and social service providers and users. implications, alongside focusing on the signs, symptoms and causes of the illnesses. Unit 2 – Equality, diversity and rights in Health and Social Care (examined unit) Unit 13 – Sexual health, reproduction and early This unit focuses on the principles and practicalities development stages (coursework unit) that underpin everyday work within the Health This unit will allow students to study the various and Social Care field. Students will be able to sexually transmitted illnesses, the factors affecting develop their knowledge of the impact of a range the reproductive system and the stages an individual of legislation in widening access for different social goes through during and post-pregnancy. groups, alongside the importance of promoting individual rights. Unit 24 – Public Health (coursework unit) This unit focuses on the issues within society Unit 3 – Health, safety and security in Health surrounding the health of the public and analyses and Social Care (examined unit) how effective government responses have been This unit enables students to develop a deeper in tackling inequalities. It will also enable students understanding of how safety and security is to explore the needs of the society based on promoted within organisations through the geographical location. use of policies and procedures.
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I HAVE BROADENED MY KNOWLEDGE ABOUT CAREERS IN HEALTH AND SOCIAL CARE, PROVIDING ME WITH OPPORTUNITIES FOR MY FUTURE. THE LESSONS ARE ENJOYABLE AND WELL BALANCED BETWEEN COURSEWORK AND EXAM UNITS. ELLIE MARTIN
Year 2: ASSESSMENT Unit 5 – Infection Control (coursework unit) Year 1: This unit focuses on how practitioners can ensure that 3 exams: organisations promote safety and hygiene within their practice 30% so that infections are controlled and prevented. By studying this 3 internally assessed coursework units: unit, students will be able to develop a deeper understanding of 20% the causes and prevention of infection. Year 2: Unit 6 – Personalisation and a person centred approach 2 exams: to care (examined unit) 15% This unit explores the use of the welfare state to support 4 internally assessed coursework units: individuals who are unable to access their basic needs. The role 35% of authority and legislation will play a vital role in shaping the All units are graded Pass, Merit and effectiveness of this personalisation for each individual. Distinction. The final qualification is graded P, M, D, D*. Unit 7 – Safeguarding (examined unit) The focus of this unit is on the issue of abuse, in which students will learn about the varying definitions and types of abuse and the FUTURE OPPORTUNITIES ways in which organisations prevent it from occurring. Legislation Completion of this qualification will protecting service users’ rights will be studied in detail. enable students to progress onto a career within Health & Social Care, Unit 12 – Promote positive behaviour (coursework unit) via higher education or entry level This unit will introduce students to ways in which practitioners employment such as apprenticeships. can promote positive behaviour and manage and support people whose behaviour is considered to be challenging. This qualification is generally taken Students will see the impact of the way care and support alongside other qualifications as part are delivered, the environment and other factors on behaviour of a 2–year programme of learning. and how to manage these to promote positive behaviour. This will enable learners to progress to a degree programme chosen Unit 17 – Supporting people with mental health conditions from a range of courses in the health (coursework unit) and social care sector. It can be This unit allows students to explore the causes, treatments, taken alongside A Levels in Biology, methods of support and impacts of mental health issues Psychology or History that can lead on an individual’s everyday life. to various career paths within this field such as Primary Education. Unit 18 – Caring for older people (coursework unit) Learners should always check This unit allows students to consider the care and support offered the entry requirements for degree to older people that is suitable to their needs by developing an programmes with specific higher understanding of the ageing process and the role of health and education providers. social care workers in supporting older people. Students will be introduced to a range of policies and legislation that guide practitioners who work with older people.
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CAMBRIDGE TECHNICAL EXTENDED CERTIFICATE IN HEALTH AND SOCIAL CARE Exam Board: OCR
COURSE DESCRIPTION This qualification will provide students with a broad overview of the Health & Social Care sector as they develop a deeper insight into the factors that affect individuals throughout their life, the roles and responsibilities of those working in this field, and the ways in which high quality care is provided. This Extended Certificate is equivalent to one A Level and consists of six units over a two year period.
COURSE CONTENT Year 1: Year 2: Unit 1 – Building positive relationships Unit 4 – Anatomy and Physiology for Health in Health and Social Care (coursework unit) and Social Care (examined unit) This unit covers the factors that can impact the This unit explores the systems of the human body way in which positive and professional environments and the role each system plays in ensuring the body are developed particularly focusing on how is functioning effectively. It will allow students to communication skills can build a person centred enhance their knowledge of the effects of various approach. This will enable students to understand illnesses on an individual’s health. This includes the importance of building good relationships the physical, intellectual, emotional and social with service providers and users. This will be implications, alongside focusing on the signs, internally assessed. symptoms and causes of the illnesses. Unit 2 – Equality, diversity and rights in This will be externally assessed. Health and Social Care (examined unit) Unit 13 – Sexual health, reproduction and early This unit focuses on the principles and practicalities development stages (coursework unit) that underpin everyday work within the Health and This unit will allow students to study the various Social Care field. Students will be able to develop sexually transmitted illnesses, the factors affecting their knowledge of the impact of legislation in the reproductive system and the stages an individual widening access for different social groups in goes through during and post-pregnancy. This will society. This unit also addresses the importance be internally assessed. of promoting individual rights when working with clients. This will be externally assessed. Unit 24 – Public Health (coursework) Unit 3 – Health, safety and security in This unit focuses on the issues within society Health and Social Care (examined unit) surrounding the health of the public and analyses how effective government responses have been This unit enables students to develop a deeper in tackling health inequalities. It will also enable understanding of how health, safety and security students to explore the needs of the society is promoted within organisations through the based on geographical location. use of policies and procedures. This will be externally assessed.
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IT’S A DIVERSE SUBJECT, COVERING A WIDE RANGE OF TOPICS REALTING TO HEALTH AND SOCIAL CARE ENVIRONMENTS. THE COURSE IS WELL BALANCED BETWEEN EXAMS AND COURSEWORK, SUPPORTED BY DEDICATED STAFF. HOLLY HUGHES
ASSESSMENT Year 1: 2 exams: 35% 1 internally assessed coursework unit: 15% Year 2: 1 exam: 25% 2 internally assessed coursework units: 25% All units are graded Pass, Merit and Distinction. The final qualification is graded P, M, D, D*. ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). If a student is applying for a course in a subject that they have studied at GCSE it is expected that they would have achieved at least a standard pass (grade 4) in that subject. FUTURE OPPORTUNITIES Completion of this qualification will enable students to progress onto further study at level 3, higher education or training in H&SC, or a related field. Opportunities to undertake work experience will also be available for students. This qualification is generally taken alongside other qualifications as part of a 2–year programme of learning. This will enable learners to progress to a degree programme chosen from a range of courses in the health and social care sector. It can be taken alongside A Levels such as Biology, Psychology or Sociology that can lead to various career paths within this field such as Primary Education. Learners should always check the entry requirements for degree programmes with specific higher education providers.
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HISTORY Exam Board: AQA
COURSE DESCRIPTION History is a discipline that has fascinated human beings for thousands of years. It provides superb training in communication, handling of information, and thinking and reading critically – invaluable skills for employers, universities, and everyday life. Our history course is a study of the making of the modern world: modern Britain; modern Europe; and modern America. Two main Units comprise 80% of the final A Level: the British Empire, 1857-1967, and Germany 1918-45. Finally, 20% of the qualification is made up of a coursework unit on the origins of America. COURSE CONTENT Unit 1 – Breadth Study: the British Empire, c1857-1967 This unit looks at the making of modern Britain through the development and disintegration of its empire – the largest the world has ever seen. We explore the topic through key questions such as – what drove imperial expansion, and then decline? How much did the empire change over time, and why? Who benefitted from the empire, and who lost out? Specific focus falls on Britain’s own society and politics in relation to the empire; and the growth and fall of the empire in British India and Africa. Unit 2 – Revolution and Dictatorship: Russia, 1917-1953 This unit examines the transformation of Russia, from revolution at the end of World War One, through the chaos of early communism and struggles for power, on to the violence of Stalin’s regime, the Soviet victory in the “Great Patriotic War” (WW2) and on to the collapse of Stalin’s dictatorship and the aftermath of his death. This involves detailed case studies of political intrigues, war, death, terror and social hardship for the Russian people in order to understand the extent of change and the significance of the new regime.
Unit 3 – Coursework – The Birth of a Nation: the USA, 1763-1865 This unit will study the making of modern America in the time period from 1763 to 1865: from British imperial wars, through the War of Independence, to the cataclysmic Civil War in the 1860s, and the assassination of Abraham Lincoln. In the shadows of this bright young nation’s rise lie the dark realities of slavery, and the treatment of Native Americans. After the taught course students set a question of their own choosing, covering an issue in the context of these 100 years, and research both primary and secondary sources on the topic to create an essay of 4500 words.
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I LOVE HISTORY BECAUSE WE STUDY EVENTS FROM ALL AROUND THE GLOBE. BUT MY FAVOURITE BIT IS BEING ABLE TO LEARN DIFFERENT ASPECTS OF HIDDEN HISTORY & FIGURES FROM OTHER CULTURES & BACKGROUNDS. FATHEMA KHANOM
ENTRY REQUIREMENTS FUTURE OPPORTUNITIES Achieve 5 or more standard GCSE A Level History offers unique and exhilarating passes or higher (grade 4 or higher). opportunities for both further education and employment. It is a highly respected academic If a student is applying for a course in a subject qualification because of the rigorous training it that they have studied at GCSE it is expected that gives in critical thought, research, and discursive a student would have achieved at least a standard writing; yet it is also greatly valued by employers pass (grade 4) in this subject. because of the transferable skills it cultivates. ASSESSMENT Unit 1 - Written exam: 2.5 hours 40% of A Level Unit 2 - Written exam: 2.5 hours 40% of A Level Unit 3 - Non-examined assessment 4500 word essay 20% of A Level
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CAMBRIDGE TECHNICALS IN IT: INTRODUCTORY DIPLOMA IT Exam Board: OCR
COURSE DESCRIPTION This qualification aims to develop a student’s knowledge, understanding and skills of the principles of IT and Global Information Systems. You will gain an insight into the IT sector as you investigate the pace of technological change, IT infrastructure, the flow of information on a global scale, and the importance of legal and security considerations. Designed in collaboration with experts spanning the breadth of the sector including Cisco, Naace, IBM, BT and Barclays, the Level 3 Cambridge Technical in IT focuses on the requirements that today’s universities and employers demand. ASSESSMENT Year 1: Certificate (180GLH) Year 2: Introductory Diploma (360GLH) This comprises two external examinations. This comprises three centre-assessed and externally- moderated units. These three units undertaken by Unit 1 - Fundamentals of IT students will be internally produced and assessed 1 hour 30 minutes external written exam - 80 marks before being submitted to the exam board for • Section A comprises multiple choice questions final moderation. All units are graded Pass, Merit • Section B comprises short answer and extended and Distinction. response questions The Introductory Diploma, which is equivalent This examination will be taken in the January series. to a full A Level, is graded P, M, D, D* and carries Unit 2 - Global information UCAS points. 1 hour 30 minutes external written exam - 80 marks • Section A comprises short answer and extended ENTRY REQUIREMENTS response questions based on a pre-released Achieve 5 or more standard GCSE passes case study. A new case study is released for or higher (grade 4 or higher). each examination series and will include research prompts which learners will need to respond to If a student is applying for a course in a subject prior to the external assessment. that they have studied at GCSE it is expected that they would have achieved at least a standard pass • Section B comprises short answer and extended (grade 4) in that subject. response questions. These questions will not relate to the pre-released case study. This examination will be taken in the summer series. FUTURE OPPORTUNITIES In completing this qualification, students will Each examination must be passed in order to develop transferable professional, personal and achieve the overall qualification. social skills required by universities and employers such as communication, problem solving, time Whilst we expect students to complete the full two management, research and analytical skills. This year course there is an option, at the end of year will provide a solid platform for future progression one, for students passing both exams to claim the opportunities both academically and in the Certificate in IT. This is worth the equivalent to half world of work. an A Level and carries UCAS points. The Certificate qualification is graded P, M, D, D*.
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LEARNING ABOUT HOW IT CONTINUES TO CHANGE OUR WORLD IS FASCINATING! DOING THE EXAMS IN Y12 IS GREAT, LESS TO DO IN Y13, SO YOU CAN FOCUS ON MORE CREATIVE WORK LIKE MAKING AN AUGMENTED REALITY APP. CONLAN WIGGLESWORTH
COURSE CONTENT Year 1: Certificate Year 2: Introductory Diploma In Year 2 we follow the Emerging Digital Technology Unit 1 - Fundamentals of IT: Exam Practitioner Pathway. This will give you an insight The purpose of this unit is to provide a sound into the ever-changing IT Industry. The understanding of IT technologies and practices centre-assessed units you will complete are: that are essential for IT professionals. Information learnt in this unit will create a solid foundation in the Unit 5 - Virtual and Augmented Reality fundamentals of hardware, networks, software, the The purpose of this unit is to learn about both ethical use of computers and how businesses use IT. technologies and how they are currently used. You Knowledge gained in the study of this unit will will then design a virtual and an augmented reality also help to prepare you for relevant industry resource yourself before developing and testing qualifications such as CompTIA A+, CompTIA, your own fully functioning Augmented Reality App. Mobility+ and Cisco IT Essentials. Finally, you will investigate growing trends in virtual and augmented reality before making suggestions Unit 2 - Global Information: Exam on the future applications of both. The purpose of this unit is to demonstrate the Unit 8 - Project Management uses of information in the public domain, globally, in the cloud and across the internet, by individuals The purpose of this unit is to provide you with and organisations. You will discover that good the opportunity to understand and use a variety management of both data and information is of project planning skills and techniques. This will essential and that it can give any organisation enable you to become an effective team member, a competitive edge. leader or manager in the workplace. The unit runs alongside Unit 5 and will help you to manage the This unit will provide you with a greater work you do in designing, creating and testing your understanding of how organisations use information own Augmented Reality App. sources both internally and externally and the types of information you will encounter. Knowledge Unit 17 - Internet of Everything gained in the study of this unit will also help prepare The purpose of this unit is to provide you with an you for relevant industry qualifications such as understanding of how using the internet to connect VM Ware. people and “things” is changing society. You will learn about the Internet of Everything (IoE) in order to come up with a potential IoE idea of your own. You will carry out a feasibility study, pitch your idea to potential stakeholders and use their feedback to revise your proposal; from this you have to decide if your idea is genuinely beneficial to society whilst also being profitable to a business. Further information on these units can be found on the OCR website.
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LAW Exam Board: OCR
COURSE DESCRIPTION This course will provide learners with a sound knowledge of the fundamental principles of the English legal system. Students will be provided with the opportunity to develop knowledge, understanding and critical awareness of the structure, personnel and functions of the English legal system and an in-depth knowledge of the operation of areas within both private and public law. Students will develop and apply the techniques of legal method and reasoning to analyse and offer answers to problems, based on legal principles, legislation and case law. COURSE CONTENT H415/01 The Legal H415/02 Law Making H415/03 Nature of Law System and Criminal Law: and the Law of Tort: and Human Rights: • Civil courts and ADR • Doctrine of precedent • Nature of law (alternative dispute resolution) • Legislation • Law and morality • Criminal process • Delegated legislation • Law and justice • Criminal courts • Law reform • Law and society • Penal system • Liability in negligence • Law and technology • Judiciary • Occupiers’ liability • Protection of the individual’s • The legal profession • Torts connected to land human rights and freedoms in the UK • Lay people in the legal system • Vicarious liability • Key provisions of the European • The principles • Defences and remedies of criminal liability Convention on Human Rights • Elements of a crime • Restrictions and enforcement of human rights law • Fatal offences • Non-fatal offences • Property offences • Attempted offences • General defences
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STUDYING LAW AT EHC IS VERY REWARDING. IT PROVIDES LOTS OF KNOWLEDGE ABOUT THE IMPORTANCE OF LAW AND JUSTICE, WHILST DEVELOPING SKILLS WHICH WILL BE USEFUL FOR A NUMBER OF HIGHLY SKILLED CAREERS. NEAVE ROBINSON
ASSESSMENT This course is 100% externally examined. Students will sit three exams in total to be awarded the A Level Law qualification: H415/01 The Legal System and Criminal Law: 2 hour exam worth 100 marks (33.3% of the overall A Level) H415/02 Law Making and the Law of Tort: 2 hour exam worth 100 marks (33.3% of the overall A Level) H415/03 Nature of Law and Human Rights: 2 hour exam worth 100 marks (33.3% of the overall A Level) ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). If a student is applying for a course in a subject that they have studied at GCSE it is expected that they would have achieved at least a standard pass (grade 4) in that subject. FUTURE OPPORTUNITIES The skills that you acquire through studying this course will be applicable in a wide range of careers including the legal profession (barrister, solicitor, legal secretary, etc.), the public services (police force), teaching and business. You may also go on to study Law or related degrees (e.g. Business) at university or find a legal apprenticeship.
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MANDARIN CHINESE Exam Board: Cambridge Assessment International Education
COURSE DESCRIPTION Cambridge Pre-U is a post-16 qualification that promotes independent and self-directed learning in preparation for undergraduate study and future careers. The Cambridge Pre-U in Mandarin Chinese equips students learning Mandarin as a foreign language with the skills to survive in a Chinese environment. The course also provides a stepping stone for university courses in Chinese and Chinese studies. As well as allowing students to develop their language skills, the syllabus fosters an awareness of Chinese culture and history.
COURSE CONTENT Papers 1, 2 and 3 – Chinese language Topic 5 – work and leisure: Candidates develop their understanding of the we learn about Chinese attitudes towards work, Chinese language through the study of six topics including the balance between work and time for across two years: leisure and personal wellbeing. We also study the leisure industry and the role of technology. Topic 1 – family: we learn about the differences between British and Topic 6 – equality of opportunity: Chinese families, as well as Chinese family values we learn about diversity and inclusion issues and and how these have changed from one generation compare attitudes in the UK and China; explore to another. the disparity between urban and rural Chinese communities; and look at how equality has changed Topic 2 – young people: in the UK and China over time. we study the attitudes, behaviour, interests, and aspirations of Chinese young people, and how they Paper 4 - Chinese culture relate to their families and older generations. Candidates will also study two topics from Chinese history and culture, which are both studied and Topic 3 – education: assessed in English: we learn about the differences between the British History: the foundation of the People’s and Chinese education systems, the pressures Republic of China, c.1934-1956. Chinese students face, and the value placed on education in Chinese culture. we study the tragic and troubled story of the foundation of Communist China, through world war, Topic 4 – the media: civil war, and revolution. We explore how the wars shaped the country China would become; how Mao we study the role and influence of mass media, Zedong achieved his position of leadership; and social media, and advertising in Chinese culture and how the foundations of a superpower were laid at its impact on people’s lives. this time.
Culture: we study the emotional, controversial film The Blue Kite, overall winner of both the Tokyo International Film Festival and Hawaii International Film Festival. The film follows a young boy called Tietou through three phases of his life, moving from tragedy to tragedy. 84 PROSPECTUS 2021/22
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MANDARIN IS MY FAVOURITE SUBJECT; I ENJOY THE ATMOSPHERE IN CLASS. HAVING MANDARIN ENCOURAGES ME TO START A DAY ENTHUSIASTICALLY. THOUGH IT IS CHALLENGING THE OUTCOME IS WITHOUT A DOUBT WORTH IT. SIQIN CHEN
ASSESSMENT FUTURE OPPORTUNITIES Each component is assessed by a single paper. Mandarin Chinese opens up a completely different culture, developing language skills that will put Paper 1 – Speaking (20% of total mark): you a step ahead in a global market. China sits at approx. 15 minutes the forefront of many sectors including business, The speaking test consists of a prepared topic medicine, science and technology. A command of conversation and a general conversation. It is the Chinese language will make you an attractive externally assessed by a visiting examiner. proposition to any university or employer. Language study also develops memory and communication Paper 2 – Listening, reading and translation skills which can transfer to any area of your life. (30% of total mark): Finally, your knowledge and understanding of 2 hours 30 minutes Chinese culture will help you understand the world This paper combines a dictation exercise, reading of the future, as China is a superpower whose comprehension of short passages, understanding of influence looks likely only to grow as the 21st common Chinese sayings (chengyu), and translation century goes on. of a short passage from Chinese into English. Paper 3 – Writing and usage (25% of total mark): 2 hours Candidates will identify Chinese characters using their component parts, and write a short letter and a short essay in Chinese characters. Paper 4 – Chinese culture (25% of total mark): 2 hours 30 minutes Candidates will answer two long essay questions in English, one on Chinese history (the foundation of the PRC), and a second on Chinese film (The Blue Kite). ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). If a student is applying for a course in a subject that they have studied at GCSE it is expected that a student would have achieved at least a standard pass (grade 4) in that subject. The Cambridge Pre-U in Mandarin Chinese is a Level 3 qualification which builds on knowledge and skills in Chinese developed at levels 1 and 2 (GCSE level). Either a qualification in Mandarin Chinese, or a good grounding in the language, is highly desirable to achieve success in this qualification.
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MATHEMATICS Exam Board: Edexcel
COURSE DESCRIPTION A Level Mathematics offers students with a good understanding of Mathematics the chance to study it at a higher level. It provides a thorough grounding in the mathematical tools and techniques often needed in the workplace. Techniques covered include algebra, geometry, trigonometry and calculus, which together form the fundamental building-blocks of the subject.
COURSE CONTENT ENTRY REQUIREMENTS Pure Maths Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). To study Mathematics This section includes: algebra, graphs, functions, at A Level, a student must have achieved a grade 6 logarithms, trigonometry, geometry and calculus. or above in GCSE Maths. Statistics This section includes: probability, statistical ASSESSMENT measures, discrete random variables and Pure Maths 1 hypothesis testing. 2 hour exam worth 33.3% Mechanics Pure Maths 2 This section includes: kinematics, statics, 2 hour exam worth 33.3% dynamics, moments and equilibrium. Statistics and Mechanics 2 hour exam worth 33.3% FUTURE OPPORTUNITIES Students with an A Level in Mathematics earn on average 10% more than those with other A Levels. It is a well-respected and sought-after A Level which will open many doors to future careers, such as Finance, Engineering, Market Research and Computing. Many Arts students also enjoy Mathematics A Level. Product Design, Architecture and Music all have mathematical elements to them.
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STUDYING MATHS AT EHC IS INCREDIBLY INTERESTING AND CHALLENGING. IT HAS ALSO HELPED ME TO BE SUCCESSFUL IN MY OTHER A-LEVELS, AS MANY OF THE IDEAS AND TECHNIQUES EXPLORED APPLY ELSEWHERE AS WELL. PETER BURGESS
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MATHEMATICS (FURTHER) Exam Board: Edexcel
COURSE DESCRIPTION FUTURE OPPORTUNITIES A Level Further Mathematics offers students Students who study Further Mathematics are an opportunity to deepen their mathematical able to demonstrate their problem-solving skills knowledge. Further Mathematics will explore to future universities and employers. Further different topics, which are introduced in A Level Mathematics develops logical thinking skills Mathematics. The common question we will ask and enables students to break down complex is “what if” when discussing areas of mathematics. problems. Further Mathematics gives the skills required for degrees in Mathematics, Engineering, Physics, Economics and Computer Science. ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). Achieve grade 7 or higher in GCSE Maths.
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I’VE ENJOYED THE CHALLENGE OF STUDYING FURTHER MATHS AS YOU GET A DEEPER UNDERSTANDING OF MATHEMATICS AS WELL AS COVERING TOPICS YOU WOULDN’T GET TO DO IF YOU JUST STUDIED A-LEVEL MATHS. MOLLY ADAMSON-WARD
COURSE CONTENT ASSESSMENT The following two examinations are compulsory: Paper 1: Core Pure Mathematics 1 Written Exam - 1 hour 30 mins Paper 1: Core Pure Mathematics 1 Paper 2: Core Pure Mathematics 2 25% of A Level Proof, complex numbers, matrices, further algebra and functions, Paper 2: Core Pure Mathematics 2 further calculus, further vectors, polar coordinates, hyperbolic Written Exam - 1 hour 30 mins functions, differential equations. 25% of A Level The following two examinations are subject to change depending Paper 3: Further Mechanics 1 on the strengths of the group: Written Exam - 1 hour 30 mins Paper 3: Further Mechanics 1 25% of A Level Momentum and impulse, work, energy and power, elastic strings Paper 4: Decision 1 and springs and elastic energy, elastic collisions in one dimension, Written Exam - 1 hour 30 mins elastic collisions in two dimensions. 25% of A Level Paper 4: Decision 1 Algorithms, Graphs and Networks, Algorithms on graphs, Route Inspection problems, The travelling salesman problem, Linear programming, The simplex algorithm, Critical path analysis.
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MEDIA STUDIES Exam Board: OCR
COURSE DESCRIPTION COURSE CONTENT A Level Media Studies engages students in a depth Component 1: Media Messages of study of media products in relation to the four areas of the theoretical framework: media language; You will develop knowledge and understanding of media representation; media industries; and media language and representations - how meaning media audiences. is constructed. You will study a range of products such as The Big Issue magazine and conduct a You will study a wide range of media products, case study as you compare the ways in which The theories and contexts to develop critical analysis Daily Mail and The Guardian communicate to their skills. You will also develop practical skills to audiences. produce a cross-media production which explores both traditional and digital techniques. Section A covers the news (print, online, social and participatory media platforms) and Section B covers You will also build your capacity for independent Language and Representation (magazines, music research, engage with contemporary issues from videos and advertising forms of media). a range of perspectives, and develop debating skills, while gaining a deeper appreciation and Note: products are set by the exam board understanding of the role media plays in and are subject to change. day-to-day life. Component 2: Evolving Media Studying Media at GCSE is not essential but a You will develop knowledge and understanding of genuine interest in media issues, debates and media industries and audiences - the relationship the current media landscape is essential. It between producer and user. You will study a range complements the study of other subjects such of products such as the BBC Radio 1 Breakfast as English Language, Film Studies, Photography, Show, Minecraft and Jungle Book, as well as popular Graphics, Computer Science and IT. Anyone wishing TV dramas Stranger Things and Deutschland 83. to pursue a more specific career in the media Section A studies Industry and Audience (radio, industry such as technical or broadcasting roles video game, film forms of media), and Section should also consider Maths or Physics A Level. B, Long Form TV Drama (US and non-English speaking). Note: products are set by the exam board and are subject to change. Component 3: Cross-Media Production You will respond creatively to a practical brief set by the exam board to demonstrate your knowledge and understanding of the theoretical framework and digital convergence.
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MEDIA IS GREAT BECAUSE YOU CAN LEARN ABOUT HOW MEDIA MESSAGES AFFECT THE WORLD - HOW IDEAS ABOUT RACE AFFECT NEWSPAPERS FOR EXAMPLE. YOU ALSO GET TO STUDY INTERESTING TOPICS SUCH AS STRANGER THINGS! MEGAN SELLARS
ENTRY REQUIREMENTS FUTURE OPPORTUNITIES Attain 5 A*-C grades at GCSE. This can include Media Studies A Level is an excellent course a grade 4/5 under the new grading system. to prepare for a wide range of higher education courses but specific HE opportunities include: If a student is applying for an A Level course that Communication Studies, Journalism, PR and they have studied at GCSE it is expected that a Marketing or Digital Media Production. These student would attain a minimum of a grade C HE courses could lead to a broad range of careers in this subject. This includes a 4/5 under the in the media industry such as: journalism; public new grading system. relations; production roles; advertising and ASSESSMENT marketing roles; and graphic and digital design. Component 1: Media Messages Written examination: 2 hours 35% of qualification Component 2: Evolving Media Written examination: 2 hours 35% of qualification Component 3: Cross-Media Production Non-Exam Assessment 30% of qualification
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MEDICAL SCIENCE LEVEL 3 DIPLOMA
Exam Board: WJEC
COURSE DESCRIPTION The main purpose of the qualification is to provide This could include microscopic examination of learners with the knowledge, understanding and tissue samples, analysis of blood cells to investigate skills in key scientific principles to support progress anaemia, or analysis of samples to identify the to higher education or employment in areas of cause of an infection. Alternatively, there would medical science, such as job roles in physiological also be opportunities to progress to job roles within sciences or clinical laboratory services. the physiological sciences, working directly with patients, measuring and evaluating particular This qualification equips learners with scientific organs and systems, such as scientists working knowledge and understanding, as well as practical in neurophysiology recording the electrical skills that would support progression to a range of activity in the brain. job roles within health care. Job roles might include those within the areas of life sciences, e.g. carrying out a range of laboratory and scientific tests to support the diagnosis and treatment of disease.
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I ENJOY THE WIDE RANGE OF TOPICS COVERED, ESPECIALLY THE DIFFERENT BODY SYSTEMS AND ENJOY HOW ENGAGING AND RELATABLE THE PRACTICALS ARE TO THE REAL MEDICAL WORLD. CHARLIE PENNINGTON
COURSE CONTENT In order to achieve the Level 3 Applied Diploma in Medical Science learners are required to complete The qualification covers the key topic areas of 6 units: health, physiology and disease, as well as providing the opportunity to study the areas of pharmacology, 1. Human health and disease (examination) physiological measurement, clinical testing and 2. Physiological measurement techniques medical research. (controlled assessment) ENTRY REQUIREMENTS 3. Medical science research methods (controlled assessment) Achieve two grade 5s or 56 in combined science GCSE. Students cannot take medical science 4. Medicines and treatment of disease alongside any other science A level. (controlled assessment) 5. Clinical laboratory techniques (controlled assessment) 6. Medical case study (examination) ASSESSMENT Students will complete units 1-3 in year 12 and units 4-6 in year 13. 50% of the course is assessed internally with 50% being assessed externally. Units 2, 3 and 4 are internally assessed as timed controlled assessment under supervised conditions and make up 50% of the course. Units 1, 5 and 6 are externally assessed and make up 50% of the course. FUTURE OPPORTUNITIES Medical scientists are at the forefront of healthcare services. The Level 3 Diploma in Medical Science will enable progression to higher education to study health related courses such as Nursing, Veterinary Nursing, Occupational Therapy, Working with Children, Young People and Families, Public Health and Community Wellbeing, Sports Therapy and Nutrition and some Paramedic Science courses may accept this, but students should check UCAS Search for changes to entry requirements. Please note that this qualification will not be accepted if applying to Medicine or Dentistry.
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MUSIC Exam Board: AQA
COURSE DESCRIPTION This course will equip students with the fundamental skills required to progress to advanced musicianship. Students will develop their skills as performers and composers, as well as learning how to analyse music from a variety of styles. Music is a multi-faceted subject and involves a variety of contrasting skills ranging from practical music making, to creating and analysing music. COURSE CONTENT Component 1 - Appraising Music The areas of study provide a focus for students to appraise, develop and demonstrate an in-depth knowledge and understanding of musical elements, musical contexts and musical language. In this unit students will study the ‘Western classical tradition’ as well as: pop music and music for theatre. The areas of study can also provide a rich source of material for students to work with when developing performance and composition skills. Component 2 - Performance This unit gives students the opportunity to perform as an instrumentalist and/or singer. Students will be given specialist one-to-one tuition in order to ensure they are fully equipped for this part of the course. There is also an option to perform using music technology. Component 3 - Composition This unit gives students an opportunity to compose their own music. Students will acquire the necessary skills and techniques to complete two compositions; one to a brief, set by the exam board, and one free composition. Students will also write two 150-word programme notes to accompany their compositions. ASSESSMENT Component 1 – Appraising Music Component 2 - Performance Component 3 – Composition Exam: 2 hours 30 minutes 10 minute performance 2 compositions 120 marks 50 marks 50 marks 40% of A Level 35% of A Level 25% of A Level
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WHAT I LIKE ABOUT MUSIC IS THE VARIETY OF WHAT YOU GET TAUGHT; PERFORMANCE TO THEORY, STUDYING BOTH OLD AND NEW ARTISTS/COMPOSERS WITH THE ABILITY TO HAVE CREATIVE FREEDOM IN COMPOSITION. BETHANY MORAN
ENTRY REQUIREMENTS FUTURE OPPORTUNITIES Achieve 5 or more standard GCSE passes The AQA Music course makes for great or higher (grade 4 or higher). preparation for any further form of musical study at undergraduate level. It also gives students the It is desirable that students have a qualification fundamental skills required for any serious career in a musical instrument to at least Grade 5 to in music as a performer or composer. Beyond this, study A Level Music. its academic rigour and high demands on creative If a student is applying for a course in a subject and interpretive skills makes it good training for that they have studied at GCSE it is expected that many degrees and careers. they would have achieved at least a standard pass (grade 4) in that subject.
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MUSIC TECHNOLOGY Exam Board: Pearson Edexcel
COURSE DESCRIPTION Students will learn to use dedicated music technology software in order to record, edit and manipulate music. They will cover a wide range of topics such as the physics of sound, using recording equipment (microphones, mixing desks etc.), and inputting and editing musical data. Students will also study the development of popular music styles since 1910 and will learn how each decade in music has influenced succeeding genres.
COURSE CONTENT Component 1: Recording Component 4: Producing and analysing Students will use technology to explore a range of Students will work with unedited audio and MIDI techniques for capturing, editing and manipulating materials provided by Pearson that have been sound, which will help them understand the impact captured using microphone, DI and sequencing of music technology on creative processes in the techniques. The examination will assess the ability studio. They will then produce a completed mix. to process and correct these materials using a range of production skills, culminating in a series of audio Component 2: Technology-based bounces/exports for individual instrumental/vocal composition parts, plus a final stereo mix. Students will use technology to explore a range Students will refine and combine pre-existing of techniques for developing ideas. They will then ‘ingredients’ of a mix to form a convincing choose and complete one brief from three options final product. Students will also comment on set by the exam board and turn their ideas into a sonic characteristics of the materials provided, technology-based composition. interpreting the underlying theory associated Students should develop in-depth knowledge and with these. They will also have to justify understanding of musical elements and musical decisions they have made in respect language, and apply these, where appropriate, of selecting processes and parameters to their own technology-based compositions. when undertaking the practical tasks. Component 3: Listening and analysing This component gives students the opportunity to identify, analyse and evaluate a range of creative music production techniques, as applied to the unfamiliar commercial recordings supplied in the examination. As well as identifying effects and their associated parameter settings, students will explain the principles behind the choice of the effects heard on each recording, and their sonic character, in a series of written responses. Through the deconstruction and analysis of a final, commercial product, students will expand their knowledge of the recording and production practices associated with a number of historical eras.
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ONE THING I REALLY ENJOY ABOUT MUSIC TECHNOLOGY IS HOW CREATIVE YOU CAN BE AND HOW THIS BENEFITS YOUR GRADE. I ALSO ENJOY LEARNING ABOUT HOW MUSIC WORKS IN GENERAL, ESPECIALLY THE TECHNOLOGICAL SIDE. ERIK PATAKI
ASSESSMENT ENTRY REQUIREMENTS Component 1: Recording Achieve 5 or more standard GCSE passes Non-examined assessment: externally assessed or higher (grade 4 or higher). 20% of the qualification If a student is applying for a course in a subject 60 marks that they have studied at GCSE it is expected Component 2: Technology-based composition that a student would have achieved at least Non-examined assessment: externally assessed a standard pass (grade 4) in this subject. 20% of the qualification 60 marks FUTURE OPPORTUNITIES The course provides students with skills that Component 3: Listening and analysing will enhance their abilities as a musician and Written examination: 1 hour 30 minutes will allow them to create and produce their 25% of the qualification own music. It will also provide an insight into 75 marks how audio equipment functions and operates Component 4: Producing and analysing which will enable students to have greater Written/practical examination: understanding and control when dealing 2 hours 15 minutes (plus 10 minutes setting-up time) with live and recorded musical performances. 35% of the qualification 105 marks
97 PROSPECTUS 2021/22
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PHYSICAL EDUCATION Exam Board: AQA
COURSE DESCRIPTION Physical Education is a great subject to study at A Level for those that are interested in the world of sport. We look at the body in detail through two physiology units, looking at topics covering areas such as the respiratory system, sports injuries, and biomechanics/movement analysis. There are also topics such as aggression in sport and equal opportunities that look into the wider role sport plays in society.
COURSE CONTENT ASSESSMENT Paper 1 - Factors affecting participation Paper 1 Written external examination: 2 hours, 105 marks. in physical activity and sport This examination accounts for 35% of the overall During this unit the emphasis is placed upon A Level grade. learning the basics of skill acquisition, anatomy and physiology, and ways in which a performer can train Paper 2 in order to maintain a healthy lifestyle. Students will Written external examination: 2 hours, 105 marks. look in more detail at the ways in which exercise This examination accounts for 35% of the overall impacts upon the circulatory and respiratory A Level grade. systems as well as ways in which a performer can learn new skills. The unit will also look at the Practical performance socio-cultural issues within sport. 90 marks. Paper 2 - Factors affecting optimal Students are internally assessed on their performance in physical activity and sport performance and written/verbal analysis of their performance by members of the PE department, There are three key components to this unit – and are externally moderated. This equates to exercise physiology and biomechanics, sports 30% of the A Level grade. psychology and sport, society and technology. These three aspects are taught separately and ENTRY REQUIREMENTS make up the final examination in this subject. All of the work done relates these three very Achieve 5 or more standard GCSE passes or higher different areas back to sport and sports (grade 4 or higher). performances, and can be intriguing and If a student is applying for a course in a subject beneficial to sportspeople of all standards. that they have studied at GCSE it is expected Non-exam assessment - Practical that they would have achieved at least a standard pass (grade 4) in that subject. performance in physical activity and sport Students are assessed as a performer or coach in Students are required to play regularly and compete the full-sided version of one activity. Therefore it is in a sport whilst studying their A Level. imperative that the student is actively taking part in a fully competitive version of their chosen physical FUTURE OPPORTUNITIES activity. They will also have to produce a written/ The subjects students learn about will be invaluable verbal analysis and evaluation of their performance. at a personal level and will help them to be better at sport, no matter what the individual standard. This A Level also opens up a whole number of career options, for example as a PE teacher, sports coach, personal trainer, sports scientist, physiotherapist, nutritionist, or jobs within sports development.
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I LOVE THE DEPTH AND THE TEACHING STYLES OF THE SUBJECT AND HOW IT STAYS INTERESTING THROUGH THE RANGE OF TOPICS THAT WE COVER. EVERY LESSON IS FUN, INTERESTING AND ENGAGING. MATTHEW DAWSON
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PHYSICS Exam Board: AQA
COURSE DESCRIPTION The Physics A Level course offers students the opportunity to lay the groundwork for future studies at university – for example, in science and engineering. There is a good coverage of a range of physics topics such as quantum phenomena, waves, mechanics, electricity, fields, radioactivity and thermal physics.
COURSE CONTENT Measurements and their errors Further mechanics and thermal physics This is a continuing study for a student of physics. The earlier study of mechanics is further advanced It comprises a working knowledge of the through consideration of circular motion and simple fundamental units of measurement, the harmonic motion. Thermal properties, the nature nature of errors in practical work, and their of ideal gases and molecular kinetic theory are numerical treatment. introduced and studied in depth. Particles and radiation Fields and their consequences An introduction into the fundamental properties Fields is one of the great unifying ideas in physics of matter, electromagnetic radiation and quantum and here it is developed in detail. The ideas of phenomena. gravitational, electrostatic and magnetic fields are studied, and unifying links to other earlier Waves parts of the course are emphasised here. GSCE studies of wave phenomena are extended through a development of knowledge of the Nuclear physics characteristics, properties and applications of This builds on the earlier work done on particles progressive and stationary waves. and radiation that link to the properties of the nucleus and the production of nuclear power. Mechanics and materials This comprises an extension of the study of forces, Additional option choice energy and momentum from GCSE level, along One of five option choices are studied – with bulk properties and tensile strength. 1. Astrophysics Electricity 2. Medical physics This builds and develops upon GCSE studies and 3. Engineering physics lays the groundwork for later study of electrical 4. Turning points in physics applications. 5. Electronics
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PHYSICS SHOW YOU A DIFFERENT VIEWPOINT ABOUT HOW THE WORLD WORKS. FROM BEING ABLE TO EXPLAIN MANY ASPECTS OF EVERYDAY LIFE TO BEING ABLE TO CALCULATE AND MAKE PREDICTIONS. PHYSICS IS THE BEST! AAMENAH PATEL
ASSESSMENT Students will sit three 2 hour written exam papers. Papers 1 and 2 are worth 85 marks each and the third is worth 80. Each paper is worth approximately one third of the A Level grade. ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). Achieve two grade 6’s or higher in combined GCSE Science or a grade 6 or higher in GCSE Physics. FUTURE OPPORTUNITIES Physics is ideal for students who want to study a wide variety of related subjects at university or to follow a career in science. There are many careers which utilise the knowledge and skills in physics: these include medicine, engineering, technology, medical physics, computer science, nuclear technology, space science, geological surveys, weather forecasting, accounting and finance, patent attorney, product development scientist and systems developer.
101 PROSPECTUS 2021/22
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POLITICS Exam Board: Edexcel
COURSE DESCRIPTION There has never been a better time to study Politics. With seismic events such as the British exit from the European Union and the election of Donald Trump as American President, an A Level in Politics will help you to understand these major changes. The course has three components, two of which involve studying UK Politics, and the final component involves a study of US Politics.
COURSE CONTENT ENTRY REQUIREMENTS Paper 1 – UK Politics (with Core Political Ideas): Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). • UK Politics: democracy and participation, political parties, electoral systems, voting behaviour and If a student is applying for a course in a subject the media that they have studied at GCSE it is expected that • Ideas: conservatism, liberalism and socialism they would have achieved at least a standard pass (grade 4) in that subject. Paper 2 – UK Government (with Non-Core FUTURE OPPORTUNITIES Political Ideas): Politics is a well-respected A Level and would be • UK Government: constitution, parliament, prime welcomed by all universities. An A Level in Politics minister, relationships between the branches will enhance applications for jobs in the following • Optional political ideas. Students will study the areas, as well as many others: core ideas and principles, types and different • Media thinkers of anarchism • Education Paper 3 – Comparative Politics: • Banking • US constitution and federalism, US Presidency, • Civil Service US Congress, US Supreme Court, democracy • Finance and participation, civil rights ASSESSMENT Paper 1: Written examination – 2 hours 33.3% of the qualification Paper 2: Written examination – 2 hours 33.3% of the qualification Paper 3: Written examination – 2 hours 33.3% of the qualification
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STUDYING THE COURSE HAS GIVEN ME THE CHANCE TO LEARN HOW TO THINK MORE CRITICIALLY WHILST GAINING A GREATER UNDERSTANDING OF DIFFERENT ASPECTS OF POLITICS WHICH AFFECTS ALL OF OUR LIVES. JOSEPHINE ANSUMANA
103 PROSPECTUS 2021/22
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PRODUCT DESIGN Exam Board: AQA
COURSE DESCRIPTION This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers, especially those in the creative industries. They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning into practice by producing prototypes of their choice. Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers.
ASSESSMENT ENTRY REQUIREMENTS Paper 1 Achieve 5 or more standard GCSE passes or higher Written exam: 2.5 hours (grade 4 or higher). 120 marks If a student is applying for a course in a subject 30% of A Level that they have studied at GCSE it is expected that Questions: they would have achieved at least a standard pass • Mixture of short answer and extended (grade 4) in that subject. Achieving a standard pass response questions or higher in GCSE Design Technology is desirable. • Mathematical questions FUTURE OPPORTUNITIES Paper 2 Written exam: 1.5 hours Students will develop confidence and a real understanding of what it means to be a 80 marks designer. Students’ creativity and organisational, 20% of A Level communication and presentation skills Questions: will allow them to access a wide range • Mixture of the short answer and extended of higher education courses and response questions careers such as: design and • Section A: product analysis: 30 marks development engineer, ergonomist, product • Up to 6 short answer questions based on the developer, CAD Designer visual stimulus of product(s) and architectural designer. • Section B: commercial manufacture: 50 marks • Mixture of short and extended response questions • Mathematical questions Non-exam assessment (NEA) Substantial design and make task 100 marks 50% of A Level Evidence: Written or digital design portfolio and photographic evidence of final prototype.
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DESIGNING TO ME IS EXPANDING THE MIND TO EXPLORE NEW PROBLEMS IN REAL LIFE. THE MIND IS LIKE A PARACHUTE, IT DOESN’T WORK IF IT’S NOT OPEN AND THIS MAKES DESIGN GREAT. EHC ALLOWS ME FREEDOM TO DESIGN. GEORGE HARRIS
COURSE CONTENT The subject content for A Level Product Design is product to assist a person with a physical disability divided into three components: or adapting a product to make it accessible for an elderly person. They could look at creating a Paper 1 – Technical Principles collection box to help raise funds for a charity, or Students will explore different materials such as a toy for a child to interact with. Students will be wood, plastic, metal and composites. They will responsible for project management, research and learn about the characteristics of the different development, testing and manufacture along with materials and their applications. Through the study quality assurance and quality control. Students will and practical investigation of a variety of products, develop their analysis and evaluative skills in order students will assess appropriate methods of to make feasible modification suggestions and enhancement, finishes and forming. record the evolution of their ideas in an digital A3 portfolio, including photographic evidence Students will study modern manufacturing and of their final prototype. commercial practice. They will develop the ability to discuss a variety of modern manufacturing methods and ideas, including the use of computer programmes and ICT, marketing and communication, and Health and Safety. They will also explore product life cycles, safety for workers and consumers, inclusive design and intellectual property rights, in order to become experts in product development and improvement. Paper 2 – Designing and making principles Students will draw on and apply the range of skills and knowledge acquired from studying technical principles to inform their decisions in design, and the application or development of technology. Students will explore social, moral and ethical issues in product development with a focus on responsible design. Students will look in detail at national and international standards for product design and look at how culture and technology impacts change in design. For example, they will study how the British Standards Institute ensures the safety of electrical consumer products like hedge trimmers, or how a change in legislation has affected washing machine design. NEA Students will undertake a practical project to develop a prototype for a product, using the knowledge developed whilst studying for Paper 1 and 2. Students will be working with a real client answering a live brief. They could be creating a
105 PROSPECTUS 2021/22
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PSYCHOLOGY Exam Board: AQA
COURSE DESCRIPTION Throughout the A Level course, students will have the opportunity to develop skills of interpretation, evaluation and application in the ever-changing field of psychology. Experimentation is crucial in psychology and so the new courses encourage practical investigations. COURSE CONTENT Paper 1 - Introductory topics in psychology Paper 2 - Psychology in context Social Influence Approaches in psychology Students will be exploring why some people Students will consider the different approaches conform to a majority influence, and why people taken in psychology, both historically and obey authority. Students also examine explanations today. These will include the learning, for resisting pressure to conform and obey. cognitive, psychodynamic, humanistic, and biological approaches. Memory Students will have the opportunity to explore Biopsychology cognitive explanations of memory. During this Students will explore various aspects of human they will learn about different models of memory, biology and how this has an influence on our different explanations for forgetting, and how we behaviour. This includes the fight or flight response, use our memory in everyday life. synaptic transmission, the nervous system, and much more. Attachment Students will explore developmental explanations Research methods for early development of children and how babies Students will develop their knowledge and form attachments, who they form them to, and understanding of modern research methods, what happens if they do not form attachments. including the scientific process and data handling and analysis. Psychopathology Students will apply the knowledge gained from the ‘approaches’ topic to explanations and treatments of modern psychological phenomena, including phobias, depression, and OCD.
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PSYCHOLOGY IS INTENSE YET REWARDING, WITH ITS DYNAMIC MIX OF FASCINATING CASE STUDIES IT GIVES YOU AN INSIGHT INTO THE HUMAN MIND AND DECISION MAKING AND IS EXTREMELY POPULAR HERE AT EHC. JUDE PHILLIPS-BARRETT
Paper 3 - Issues and options in psychology ASSESSMENT Issues and debates Paper 1 Students will consider issues and debates in Written exam: 2 hours psychology, including: gender and culture; free 96 marks will and determinism; the nature-nurture debate; 33.3% of the A Level holism and reductionism; and the ethical implications of research. Paper 2 Written exam: 2 hours Aggression 96 marks Students will examine what the causes of 33.3% of the A Level aggression in humans are. This includes studying Paper 3 the influence of media on aggression, and what Written exam: 2 hours causes aggression in prisons. 96 marks Schizophrenia 33.3% of the A Level Here students will examine what schizophrenia is and how someone would be diagnosed with ENTRY REQUIREMENTS schizophrenia. Students will also explore the Achieve 5 or more standard GCSE passes various explanations for the cause of the or higher (grade 4 or higher). disorder as well as multiple treatments. If a student is applying for a course in a subject Relationships that they have studied at GCSE it is expected that they would have achieved at least a standard pass Here students look at the different factors that (grade 4) in that subject. influence attraction in relationships. They also explore the different theories of why we stay in a FUTURE OPPORTUNITIES relationship and why a relationship may break down. An A Level in Psychology prepares students In addition, students will look at the relationships for a wide variety of degrees, including English, that people create with each other online. Law, Philosophy and some sciences. Careers in this field include in clinical psychology, educational psychology, health psychology, forensic psychology, and working as a counsellor.
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RELIGIOUS STUDIES Exam Board: OCR
COURSE DESCRIPTION The Religious Studies A Level will enable students to develop a deeper understanding of answers to key ethical, philosophical and religious questions. It will cover a range of issues which have been debated throughout history, and which are still relevant today. The A Level course involves the study of three modules from the OCR Religious Studies course. COURSE CONTENT Philosophy of religion Developments in religious thought Learners will study: Learners will study the following issues • Ancient philosophical influences on the in the context of Christianity: philosophy of religion, including Aristotle • Beliefs about human nature and Plato • Death and the Afterlife • The nature of the soul, mind and body • Beliefs about God and Jesus • Arguments about the existence • Christian morality and ethics or non-existence of God • Religious pluralism – how Christians • The nature and impact of religious experience respond to other religions • The challenge for religious belief of the • Gender problem of evil • Secularism • Ideas about the nature of God • Liberation Theology and Marx • Issues in religious language. Religion and ethics Learners will study: • Normative ethical theories – theories which attempt to set rules for what is right and what is wrong, e.g. Utilitarianism and Natural Law • The application of ethical theory to two contemporary issues of importance – euthanasia and business 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.
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IN RELIGIOUS STUDIES, EVERY LESSON BRINGS SOMETHING NEW TO MAKE ME THINK ABOUT MY LIFE AND PERSPECTIVE IN FRESH WAYS. QUINCY EVANS
FUTURE OPPORTUNITIES Religious Studies is a sought-after subject amongst employers and higher education institutions because it equips students with a wide range of different skills. It enables students to understand a variety of belief systems and, most importantly, to be able to evaluate beliefs and arguments. A Level Religious Studies students will develop skills in literacy, textual analysis, critical thinking, logical reasoning and evaluation of arguments. Religious Studies students enter a wide range of careers including journalism, policing, finance (accountancy, banking, management and consultancy), education, marketing, sales, advertising, law and social work. Recent Religious Studies students have gone on to study a very broad range of subjects at University, including Philosophy, Psychology, Accounting, Music Technology and Science, to name just a few.
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SOCIOLOGY Exam Board: AQA
COURSE DESCRIPTION Sociology is the study of how social forces shape and mould human behaviour, usually without our consent or acknowledgement. It’s an ever-changing subject area that makes you question how the world works and often shines the spotlight on many different forms of inequality that exist in our world today.
COURSE CONTENT Paper one – The Beliefs in society unit highlights the relevance Education with Theory and Methods of religious belief in our world today and discusses the way in which beliefs may be changing over time. The education section studies the role of education Specific points of discussion include: is religion a in today’s society from a variety of theoretical conservative force or does it promote change and perspectives. Students will also study how the instability? Is globalisation a trigger for religious education system has evolved from its origin fundamentalism? Is religion still a dominant ideology to its present state, and the factors that affect in the world today? These themes, along with many differences in educational achievement between more, will be explored in great detail. different social groups. The second part of the unit focusses on a range of Paper three – Crime and Deviance with research methods and sociological theory. First of Theory and Methods all, students will explore a wide variety of research Students will explore different sociological theories methods used by modern sociologists, for example, of crime and social control, such as debating the quantitative and qualitative methods and different success of prisons and the power that surveillance sources of data. Additionally, students will study has on regulating our behaviour. In addition, the the practical and ethical considerations a practising social distribution of crime by ethnicity, gender sociologist must take into account when conducting and social class will be analysed using current academic research. Finally, this part of the unit trends. As the unit progresses, students will study will include brief introductions to a range of key the impact that globalisation has had on a range sociological theories and debates that will be of criminal activities committed by individuals, used throughout the two-year programme. big businesses and even governments!
Paper two – Topics in Sociology In the second part of the unit, students will examine (Families and households & Beliefs in society) the core elements of sociological study building upon the knowledge gained in unit one. The aim The Families and households unit looks at how of these lessons will be to develop existing influential the family unit can be on the development knowledge of key theories such as Marxism of the individual. This module starts with looking and feminism in much greater depth. at how different theoretical perspectives view the family and then progresses to look at more controversial themes such as domestic violence, divorce and family diversity, that make this module a fascinating aspect of the subject area.
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SOCIOLOGY IS A BRILLIANT SUBJECT WHICH ALLOWS YOU TO GAIN AN UNDERSTANDING OF HOW SOCIETY IS CONSTRUCTED. THE STAFF ARE VERY FRIENDLY AND HELPFUL, ESPECIALLY WHEN HELPING WITH OUR EXAM PREPARATION. LUKE OPIE
ASSESSMENT ENTRY REQUIREMENTS Paper one – Achieve 5 or more standard GCSE passes Education with Theory and Methods or higher (grade 4 or higher). Written exam – 2 hours If a student is applying for a course in a subject 33.3% of A Level that they have studied at GCSE it is expected that Paper two – they would have achieved at least a standard pass Topics in Sociology (grade 4) in that subject. Written exam – 2 hours FUTURE OPPORTUNITIES 33.3% of A Level An A Level in Sociology prepares students for a Paper three – wide range of degrees, including English, Classics, Crime and Deviance with Theory and Methods Philosophy, Politics and Law. A broad range of Written exam – 2 hours career options are available with a degree in 33.3% of A Level Sociology including social researcher, counsellor, primary or secondary teacher, probation officer, and working in human resources.
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SPANISH Exam Board: AQA
COURSE DESCRIPTION There are now more native Spanish-speakers in the world than those of any other language except Mandarin Chinese (yes, more people have Spanish as their first language than English!). However, Spanish A Level is much more than just a communication qualification. In fact, it is one of the most diverse courses imaginable, covering everything from Cuban politics to Colombian literature, Mexican art to Spanish cinema, whilst also considering gender stereotypes; the rise of the Internet; racial discrimination; celebrity culture; immigration policy and much more! This is a course for adventurous students who want the skills that come with learning a foreign language, but who also want to discover new ideas and cultures, and look at the world we live in from a different perspective.
ASSESSMENT ENTRY REQUIREMENTS Paper 1 – Listening, reading and writing Achieve 5 or more standard GCSE passes or higher Exam: 2 hours and 30 minutes (grade 4 or higher). If a student is applying for a 100 marks course in a subject that they have studied at GCSE 50% of A Level it is expected that they would have achieved at least a standard pass (grade 4) in that subject. Achieving Paper 2 – Writing a grade 6 or higher in GCSE Spanish is desirable. Written exam: 2 hours 80 marks 20% of A Level Paper 3 – Speaking Speaking exam: 21-23 minutes in length based on the research project + a discussion of one of the social, political and cultural topics 60 marks 30% of A Level
FUTURE OPPORTUNITIES Spanish has the advantage of being both a practical employment skill and a subject which is perceived to be highly academic, meaning that it is much sought after by both universities and employers. Former languages students choose to deploy their languages skills in a range of rewarding professional contexts, including journalism, law, business, politics and diplomacy. Meanwhile, many other careers are also available specifically for languages graduates, including language teaching (within the UK and abroad), linguistic and cultural research, and translation/interpretation.
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I ENJOY SPANISH BECAUSE YOU LEARN A LOT ABOUT OTHER CULTURES. IT IS ALSO ONE OF THE MOST PRACTICAL SUBJECTS IN WHICH YOU ARE GENUINELY PRACTISING AND IMPROVING YOUR SKILLS EVERY LESSON. NATHAN EXLEY
COURSE CONTENT Social, Political and Cultural Topics: Literature and Film The following 12 topics (categorised into 4 The main written element of the Spanish A Level broader areas) will be studied as we work is an essay paper in which students are assessed on the development of speaking, listening, on their critical responses to a film and a play which reading, writing and translation skills: they have studied in depth. We will be studying: Aspects of Hispanic society Film: El laberinto del fauno • Modern and traditional values Set during the Spanish Civil War, but also delving deep into the fantasy world, El laberinto del • Cyberspace fauno alternates between two different plot-lines, • Equal rights (gender equality, LGBT rights) connected by the child-heroine Ofelia. On the one Multiculturalism in Hispanic society: hand, we have the story of the Spanish rebels’ last stand against the fascist troops who have occupied • Immigration Spain. On the other, we have Ofelia’s quest to • Integration complete a series of challenges, escape gruesome • Racism monsters and become Queen of the Underworld. A truly unique film! Artistic culture in the Hispanic world: Novel: Crónica de una muerte anunciada, • Modern day idols (the influence of celebrities) Gabriel García Márquez • Spanish regional identity (festivals, food, Written by this Nobel Prize-winning Colombian regional languages) author, and based on the true story of a murder in • Cultural heritage (art/architecture, music, his hometown, this is an upside-down detective story Aztecs/Mayans, Muslim heritage in Spain) in which everyone knows who is going to commit the murder from the start. It’s a mysterious story of Aspects of political life in the Hispanic world: collective guilt, culminating in the sacrificial slaughter • “Today’s youth, tomorrow’s citizens” of an innocent(ish) man. Gruesomely, quirkily (youth engagement with politics) provocative, this is one not to miss! • Monarchies and dictatorships Individual research project • Popular political movements With support and guidance from their teacher, students select and research a topic of their choice, which can be anything relating to Spain or a Spanish-speaking country. They are then assessed on their project as part of their speaking examination. This is a real opportunity for students to become experts in a topic that excites them and gets them thinking.
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TOURISM LEVEL 3 APPLIED DIPLOMA
Exam Board: WJEC
COURSE DESCRIPTION Tourism continues to be a rapidly growing and dynamic industry. The WJEC Level 3 Applied Diploma in Tourism is designed to offer exciting and interesting experiences that focus on applied learning (the acquisition of knowledge and understanding) in purposeful contexts linked to tourism. It is designed for post-16 students with an interest in tourism who want to continue their education through applied learning, and who aim to progress to higher education.
COURSE CONTENT Unit 1 - The UK Tourism Product Unit 3 – The Dynamic Tourism Industry The UK is one of the world’s most popular This unit gives students the opportunity to explore tourism destinations. Students will learn about the the way the tourism industry responds to issues attractions of the UK including natural landscapes, such as natural disasters or terrorist attacks. The coastal resorts and cities such as Liverpool, and impact of changing expectations and the use of investigate how these resorts have changed over technology in booking holidays will also be studied. time. By the end of this unit, students will have The environmental impacts of tourism along with gained an understanding of the wide range of how these are managed will also be considered. tourist destinations within the UK and why it is By the end of this unit students will have gained an such a popular destination. The UK tourism industry understanding of the dynamic nature of the global is dynamic and is constantly adapting to new tourism industry and will appreciate that these situations. Students will gain an understanding changes are ongoing and that every day, world of why it is important to continually develop the events are occurring to which the global tourism tourism product and to successfully market this industry must respond. to the rest of the world. Unit 4 – Event and Itinerary Planning Unit 2 – Worldwide Tourism Destinations In this unit students learn how to successfully plan This unit considers the factors that motivate a tourism event and a tour within the UK, showing people to travel to long- and short-haul tourism their understanding of the nature of UK tourism. destinations. Students will study methods of Students will then plan and present a UK tour, travelling to major short haul destinations and how considering a range of factors including budget, destinations are marketed. By the end of this unit risk assessment and target market. students will understand the motivation for people to travel to different destinations, will have studied a range of short-haul and long-haul destinations, and have gained an understanding of what gives the destinations appeal.
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TOURISM IS RAPIDLY CHANGING. THE DIPLOMA IS USEFUL FOR HIGHER EDUCATION AND EMPLOYMENT. THERE ARE GREAT OPPORTUNITIES TO GO BEHIND THE SCENES AT TUI OR TO MEET INDUSTRY EXPERTS AT LEEDS BECKETT UNI. MEGAN ORGILL
ASSESSMENT Unit 1 – The UK Tourism Product Externally Assessed Unit (exam – one hour and 30 minutes) 25% of qualification Unit 2 Worldwide Tourism Destinations Internally Assessed Unit (controlled assessment) 25% of qualification Unit 3 – The Dynamic Tourism Industry Externally Assessed Unit (exam – one hour and 30 minutes) 25% of qualification Unit 4 – Event and itinerary planning Internally Assessed Unit (controlled assessment) 25% of qualification Units 1 and 2 are assessed in Year 12, Units 3 and 4 are assessed in Year 13.
FUTURE OPPORTUNITIES Tourism is ideal for students wishing to develop broad skills, knowledge and understanding of the tourism industry and should prepare candidates for further study or training in tourism-related occupations - globally, one in ten jobs is in tourism and hospitality is the UK’s third largest industry.
ENTRY REQUIREMENTS Achieve 5 or more standard GCSE passes or higher (grade 4 or higher). If a student is applying for a course in a subject that they have studied at GCSE it is expected that they would have achieved at least a standard pass (grade 4) in that subject.
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ADMISSIONS POLICY
Elliott Hudson College follows the Admissions policy which can be accessed on the college website (www.elliotthudsoncollege.ac.uk). The selection process for places in 2021 will be based upon the following criteria: • Level of commitment demonstrated throughout the application process • A student’s propensity • Academic ability
LEVEL OF COMMITMENT DEMONSTRATED THROUGHOUT THE A STUDENTS’ PROPENSITY APPLICATION PROCESS A propensity score is calculated by evaluating Elliott Hudson College seeks to find and offer places the following: to those students who are dedicated and determined • Whether a student has been classified as ‘Looked to study at the college. Therefore, a place can only be After’ at any point during Key Stages 3 or 4. secured at Elliott Hudson College if a student ensures • Whether a student speaks English as an the following: Additional Language (EAL). • An Application is received via the college’s • Whether a student has been in receipt of Pupil application site (visit our website) no later than Premium funding at some point during Key Stages 5pm on Friday 15th January 2021. 3 or 4. • Conditional offers are accepted within • Whether a student has been classified as ‘SEND’ 10 working days. at any point during Key Stages 3 or 4. It is • A taster day event is attended. recommended that evidence of formal diagnosis • Enrolment is completed on the date specified and/or of an EHCP are shown during the interview. on the taster day. • Whether a student has had their schooling Any student who does not meet the criteria above disrupted at any point during Key Stages 3 or 4. will be automatically declined and their place offered • How successfully a student demonstrates to another applicant. Elliott Hudson College’s core values
ACADEMIC ABILITY We require all students to demonstrate considerable success at GCSE. As a minimum profile we would be expecting students to: • Attain 5 GCSEs at or above grade 4. • Attain a GCSE in English Language/English Literature and Mathematics at grade 4 or above. • Other entry requirements may apply for certain subjects. See details on the subject pages in the prospectus.
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PRIORISATION Elliott Hudson College is an oversubscribed college therefore not everybody that applies and is offered a place will be successful in securing a place in August 2021. The following criteria is used where the college or course is oversubscribed.
Category one Category three Students studying within The GORSE Academies Applicants from any other institution who Trust (The Morley Academy, The Farnley Academy, demonstrated a very high level of propensity Bruntcliffe Academy and The Ruth Gorse Academy, during the interview process. The Stephen Longfellow Academy and Boston Spa Academy). Category four All other applicants will be enrolled on a first come Category two first served basis after prioritisation has been given Students studying within Cockburn School, Cockburn to those students who fall into the three categories John Charles Academy and Dixon Unity Academy. outlined above.
TIMETABLE FOR APPLICATIONS AND ADMISSIONS 2020-2021 Students attend virtual open event 19 November and 9 December Deadline for applications 15 January 2021 Interviews of students who meet the application deadline December 2020 to March 2021 Offer letters sent Following interview Taster Days TBC Publication of GCSE results 19 August (TBC) Enrolment Specified at Taster Day Induction 3 September (TBC)
ALL APPLICATIONS SHOULD BE MADE USING THE ONLINE APPLICATION PROCESS FOUND ON OUR WEBSITE: WWW.ELLIOTTHUDSONCOLLEGE.AC.UK
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THIS IS THE BEST PLACE TO START THE NEXT PHASE OF YOUR EDUCATIONAL JOURNEY
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Elliott Hudson College The White Rose Office Park Millshaw Park Lane Leeds LS11 0LT [email protected] www.elliotthudsoncollege.ac.uk 120 PROSPECTUS 2021/22
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