SIXTH FORM PROSPECTUS
CONTACT: Sheldon School, Hardenhuish Lane, Chippenham, Wiltshire SN14 6HJ PHONE: 01249 766020 FAX: 01249 766030 EMAIL: [email protected] HEADTEACHER: Neil Spurdell www.sheldonschool.co.uk ASPIRE - ENRICH - ACHIEVE #sheldonsixthform Welcome to Sheldon School Sixth Form
Your Sixth Form years should be the most exciting time in your school career; they are certainly the most important as you determine the path you will take in future life. At Sheldon you will be able to choose the subjects you most want to study – we have over 35 courses on offer, and our size means that there is more than one teaching group in many subjects, making clashes rare. You will have much more independence both academically and socially, and the chance to get involved in an extensive range of enrichment opportunities. Our excellent study facilities will help you develop the skills essential for success at this level and beyond. Sixth Form study takes significant commitment; every year we see our students achieve more than they could have believed possible and grow in confidence as they work towards their chosen destinations. So whether you are already at Sheldon or thinking of joining us, we hope that you will want to find out more about what Sheldon Sixth Form has to offer and then choose to join us – we look forward to welcoming you to our thriving community. The Sixth Form Team
IN THE SIXTH FORM, LESSONS ARE INTERESTING AND GIVE STUDENTS A VARIETY OF ACTIVITIES WITH OPPORTUNITIES TO WORK INDEPENDENTLY” OFSTED
2 Sheldon School SIXTH FORM PROSPECTUS www.sheldonschool.co.uk #sheldonsixthform Sheldon School SIXTH FORM PROSPECTUS www.sheldonschool.co.uk #sheldonsixthform 3 A LEVEL RESULTS - SUMMER 2019
Subject Entries A* A B C D E U Art and Design Photography 5 1 0 4 0 0 0 0 Biology 20 1 6 4 0 6 3 0 Business Studies 37 0 3 13 13 6 1 1 Chemistry 15 1 8 3 2 0 0 1 Computer Studies/Computing 11 1 1 1 1 1 4 2 D&T Product Design 8 0 1 1 3 2 1 0 D&T Textiles Technology 12 1 3 4 4 0 0 0 Dance 2 0 0 2 0 0 0 0 Drama 15 1 2 6 4 1 1 0 Economics 21 1 4 9 6 0 1 0 English Language 16 0 1 4 9 2 0 0 English Literature 26 1 2 7 7 6 3 0 Fine Art 10 1 3 4 2 0 0 0 French 2 0 1 0 0 0 1 0 Geography 23 4 4 5 5 5 0 0 German 2 0 1 1 0 0 0 0 History 15 2 6 3 3 1 0 0 Mathematics Further 3 1 2 0 0 0 0 0 EXCELLENT RESULTS OUTSTANDING SUPPORT Mathematics 26 4 11 4 2 1 4 0 Media Film and TV Studies 33 0 2 9 17 4 1 0 We are proud of our strong track record of A level success. Individual support and guidance are very important to us. Our Results have been consistently strong over many years and comprehensive daily tutorial programme includes study skills, Music 5 0 1 0 3 1 0 0 our 2019 results place us in the top 20% nationally for the maintaining mental health, careers education and options Physics 10 1 3 1 1 3 1 0 progress that students make (value added). Our high retention at 18 as well as preparing for life after Sheldon. Your tutor rate ensures all students have the opportunity to be part of will also hold regular one-to-one meetings with you to offer Politics 10 0 1 3 5 1 0 0 that success. individual support and advice. Each Year 12 tutor group is Psychology 66 4 8 11 18 16 8 1 paired with a Year 13 group to enable final year students to share their experiences with those new to advanced level Religious Studies 5 0 0 4 0 1 0 0 study. We also have a dedicated Sixth Form Pastoral Support Science: Environmental 3 0 0 0 0 0 2 1 Worker to support students through personally challenging times. So, whatever your aspirations after Sixth Form, we will Sociology 33 3 3 7 7 9 4 0 do our best to help you get there. Sport/PE Studies 19 0 0 6 5 6 2 0
A AND AS LEVEL RESULTS ARE HIGH IN COMPARISON WITH OTHER SCHOOLS.” OFSTED
4 Sheldon School SIXTH FORM PROSPECTUS www.sheldonschool.co.uk #sheldonsixthform Sheldon School SIXTH FORM PROSPECTUS www.sheldonschool.co.uk #sheldonsixthform 5 ADDITIONAL ENRICHMENT OPPORTUNITIES: BUILDING YOUR SKILLS
A comprehensive support package is available to those LEAVERS’ EXPEDITION students who are applying for highly competitive options beyond Sheldon. We are proud of our many Every year a group of intrepid Sheldon students complete students who have successfully gained places at Oxford their time in the Sixth Form with a ‘mini-gap’ expedition and Cambridge or progressed to medicine or veterinary involving community project work, a challenge and some medicine courses in recent years. We are equally proud time to relax in a distant location. Most recently students of those students who are taking up employment and have visited Zanzibar, Cambodia and Vietnam. higher level apprenticeships with some of the countries leading companies. Students who sign up for this adventure will have 12 months to raise the money – fundraising is an important aspect of UNIVERSITY TASTER COURSES the experience. The expedition requires teamwork, leadership and commitment, but according to previous groups Many students make good use of the chance to experience who have risen to the challenge, it is a trip that you will university taster courses. Both ‘Access to Bristol’ and ‘On remember forever. Track to Bath’ are well established, while others make use of online options from a wide variety of universities across the AND LOTS MORE . . . country. Thinking about higher education often starts with the annual visit to the local UCAS Exhibition each April. There are many other opportunities as well, from music and drama, or the student-led debating club, to the chance to be SHELDON ASSOCIATES involved in Ten Tors and DofE. And if we don’t have a club that you would like to see, we will help you set it up! Sheldon has close links with a range of local employers. There are regular opportunities for you to find out more about a wide variety of careers related topics from our Sheldon Associates. CORE ENRICHMENT: MORE THAN JUST ACADEMIC SUCCESS
Being a Sixth Former is about much more than just exam results. This is an important time for developing your wider skills and personality to take into your adult life. We make it a priority to give you a host of opportunities that will enable you to develop these key ‘life skills’.
EMPLOYABILITY SKILLS ELECTIVES PROGRAMME
Developing employability skills forms a key part of the daily All students must take part in the Electives Programme. tutorial programme. At the end of Year 12, time is set aside Core Maths is available for students who are not taking for a week’s work shadow or other activity that will help you A Level maths but whose subjects demand this key skill decide on possible future options. Organising this for yourself area, whilst the resit GCSE maths and English groups is a key requirement, giving you not only an insight into support anyone who is yet to achieve a grade 4 in these key potential careers, but the chance to develop the skills you subjects. Others can opt to undertake the Extended Project will require for the world of work too. Qualification or get involved in community volunteering inside or outside Sheldon. DofE Gold is also available. It is SIXTH FORM GAMES possible to take more than one option; the full Electives All students take part in Sixth Form games on a Wednesday Programme options are published in September each year. afternoon. A wide range of options are available both on and off site, from dodgeball to Zumba, led by the PE team and external instructors. There are competitive fixtures against other schools in several sports – our rugby team has been particularly successful in recent years – as well as termly internal competitions. As well as being designed to help promote health and fitness, it also further cements social bonds across the Sixth Form.
6 Sheldon School SIXTH FORM PROSPECTUS www.sheldonschool.co.uk #sheldonsixthform Sheldon School SIXTH FORM PROSPECTUS www.sheldonschool.co.uk #sheldonsixthform 7 COMMUNITY INVOLVEMENT: LEADERS OF THE SCHOOL Our Sixth Form is led by our Sixth Form President and Vice-President. They chair both the Sixth Form Council and whole school Student Council.
SIXTH FORM PREFECTS
In Year 13 many students go on to become Sixth Form Prefects. The prefect team lead many school activities, helping with lessons and clubs, or mentoring younger pupils who need support. This allows you to give something back whilst developing self-confidence and communication skills.
MENTORING
Each year approximately 70 students volunteer to become main school mentors. You will be trained in mentoring skills and use these to support vulnerable pupils across the school. Your support will be greatly appreciated by the pupils you help, and at the same time you will develop essential ‘soft’ skills highly regarded by universities and employers.
CHARITY
Sheldon Sixth Form has a strong track record of leading charity events across the school. Twice a year students don fancy dress to raise money, and there are lots of other events too. ‘Sheldon does Strictly’ is a highlight in the spring of either Year 12 or Year 13 when the Sixth Form take on the staff – and usually win. Other large fundraisers happen when there is not a ‘Strictly’, allowing students to showcase their musical talents. The Charity Committee leads on these events, with the Charity Committee Chair being a key student in the school.
EXTERNAL APPLICANTS MENTORING TEAM
Each year approximately 30 students join our Sixth Form from other schools and overseas. A team of Year 13 students volunteer to act as mentors to these new students to help them settle in. The team is almost always led by a student who was an external applicant themselves the previous year. THERE ARE MANY OPPORTUNITIES FOR STUDENTS TO TAKE ON RESPONSIBILITIES; FOR EXAMPLE, BY ACTING AS SPORTS LEADERS, MENTORS, SUBJECT AMBASSADORS AND PREFECTS.” OFSTED
8 Sheldon School SIXTH FORM PROSPECTUS www.sheldonschool.co.uk #sheldonsixthform Sheldon School SIXTH FORM PROSPECTUS www.sheldonschool.co.uk #sheldonsixthform 9 APPLICATIONS TIMELINE
OCTOBER Information Evening
DECEMBER ‘On time’ applications deadline
JANUARY Individual discussions with a senior member of staff about course choices. Parents are very welcome to come along too.
JULY Our ‘Get Ready for Sixth Form’ day will give you a chance to sample the subjects on your draft timetable and meet your new tutor and tutor group before the summer break.
AUGUST Post results support for those that wish to change their subject choices in the light of GCSE results.
TO APPLY: Simply fill out an application form and we will take things from there.
DESTINATIONS: BEYOND SHELDON Most Sixth Formers make successful university applications either directly from Year 13 or during a gap year of work, travel and volunteering. Our success rate is very strong, with Sheldon students selecting a wide variety of courses. We have an excellent record of helping students gain places for medicine, veterinary medicine, Oxbridge and Russell Group universities, top music schools, as well elite universities overseas. A full list of recent university destinations can be found on our website.
A growing number of Sheldon Sixth Formers are now considering Higher Apprenticeships rather than university. There is a comprehensive support package on offer led by our independent careers advisor.
10 Sheldon School SIXTH FORM PROSPECTUS www.sheldonschool.co.uk #sheldonsixthform SIXTH FORM PROSPECTUS SIXTH FORM CONTACT: Sheldon School, Hardenhuish Lane, Chippenham, Wiltshire SN14 6HJ PHONE: 01249 766020 FAX: 01249 766030 COURSE HANDBOOK EMAIL: [email protected] HEADTEACHER: Neil Spurdell 2021 www.sheldonschool.co.uk #sheldonsixthform ASPIRE - ENRICH - ACHIEVE SIXTH FORM COURSE HANDBOOK 02 CONTENTS 03
Choosing the right courses is essential for advanced level success and you Applied Science T Technical courses will need to think carefully about the subjects that you want to study in Art (Fine Art, Photography & Graphic Art, Textiles Design) order to have a positive and successful experience in the Sixth Form, and to D Diploma your career choices in the future. Biology Business SH Joint course with Hardenhuish School T Business BTEC Level 3 Extended Certificate There are many things to take into account before you make a What you will study Chemistry H Offered at final decision on which subjects you would like to study. Hardenhuish School Following the reforms to A Levels in recent years it is our Computer Science • If you already know what you would like to do when you expectation that most students will not take AS examinations at leave school, check the entry requirements online, book an the end of Year 12 as they do not count towards the final A Level D Criminology appointment with our Careers Adviser or speak to one of the grade. It is also our expectation that most students will select and DT – Fashion & Textiles Sixth Form team. Some factors to consider include: which complete 3 subjects as this is what even the most competitive subjects to study; the grades you will need and the work universities, courses and apprenticeships require and it will allow D DT – Food Science & Nutrition experience or extracurricular accomplishments which may be greater time for studying and enrichment activities. On a case by DT – Product Design necessary. case basis some students may be given the opportunity to start on 4 courses but this will be the exception. SH Dance • If, at this stage, you have only a general idea of what you wish to do, or are really not sure yet, then select subjects which With 3 subjects as the default curriculum for most students there Drama & Theatre Studies you actively enjoy and which you are good at. It would also be are great opportunities to expand your skills and knowledge in Economics useful to see the Careers Adviser. other ways. These include The Duke of Edinburgh Gold Award, British Sign Language, mentoring and volunteering in addition to: English Language For higher education, some degree courses require particular subject combinations, whilst others require very high grades in EPQ - The EPQ is equivalent to ½ an A level and allows you to English Literature key subjects. If you change your mind once you have begun your demonstrate your interest in a project of your choice that extends SH French courses, it is not always easy to swap courses and catch up. It is your studies. It requires advanced planning, research and project therefore crucial that you research carefully before you make a management skills and is highly valued by many universities. Further Mathematics final decision. Core Mathematics - Equivalent to an AS. Core Mathematics Geography is designed for students to retain, deepen and extend their German knowledge and skills from GCSE, as well as studying and applying new level three material relevant to their needs. T Health and Social Care History Entry Requirements Mathematics Students need to meet the entry requirements for the subjects they want to study. Media Studies SH Music T Music Technology Religious Studies (Philosophy and Ethics) Physical Education T Physical Education: Cambridge Technical Physics Politics Psychology Sociology H Spanish
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk APPLIED SCIENCE 04 ART 05
For more information contact: Mrs Manzi or Mr Grainger For more information contact: Mrs Pam Taylor Board: AQA Board: WJEC
COURSE DESCRIPTION ENTRY REQUIREMENTS COURSE DESCRIPTION ENTRY REQUIREMENTS The level 3 course will be taught over two years; with Students will normally be expected to have achieved a double Option 1 A grade 6 at GCSE Art is normally required, or grade 6 Textiles examinations taking place in January and June exams at the end grade 5 in Science together with a grade 5 at Mathematics. (DT) or Art for Textile Design. Those who have not studied GCSE Fine Art of the year will be available for some students. Art will be asked to assemble a portfolio of relevant work. In this course students will be involved in the traditional art METHOD OF ASSESSMENT Students will be required to take part in at least one trip per year The course covers: practice areas of painting, drawing, printmaking and sculpture, to help conduct primary critical research. as well as the new media increasingly used by fine artists such Key concepts in science (external examination): cell structure, External examinations at the end of Year 12 and in January as video and installation. A critical focus on the work of fine Transport mechanisms, the heart, Homeostasis, Breathing and and June of Year 13 accounting for 50% of the grade, along artists, and in particular with contemporary art, informs personal CAREER PROGRESSION cellular respiration, Photosynthesis and food chain productivity, with internally graded portfolio work accounting for the project work. Atomic structure, The Periodic Table, Amount of substance, remaining 50%. There are many careers in art, craft and design. Most of these Bonding and structure, Enthalpy changes, Useful energy and Option 2 require further study at an art school, further education college efficiency, Electricity and circuits, Dynamics. or university. If students are unsure about whether to make a Photography, Video and Graphic Art career of the subject the best thing is for them to speak to their Applied experimental technique (portfolio work): Rate of Students can follow a single pathway in photography or art teacher who will know about courses on offer in the local respiration, Light-dependent reaction in photosynthesis, graphics, or combine units from both areas of study. Use of area and further afield. Volumetric analysis, Colorimetric analysis, Resistivity, Specific digital cameras and image manipulation software is central to heat capacity. both areas, and this option would suit students with strong IT At present most students wishing to take art, craft and design further will go on to do a one year “Foundation” course at an art Science in the modern world (external examination): Topical skills. A critical focus on the work of photographers and graphic college or college of further education before applying to degree scientific issues obtained from a variety of media sources, the designers informs personal project work. courses in more specialist areas of art and design. public perception of science and the influence that the media Option 3 have, the ethical, moral, commercial, environmental, political Students may wish to do an Art A Level for its own sake, perhaps and social issues involved in scientific advances and how these Textiles Design to form the basis of a future career or as part of a range of other are represented in the media, the roles and responsibilities that Students can follow a single pathway or combine units from subjects. However, they might wish to go into a job where it is science personnel carry out in the science industry. diverse areas of study within Textiles which will include options useful to have had experience of art, craft and design, or where in fashion, costume, embellished expressive and constructed they will need to use some of the skills developed during this The human body (external examination): The digestive system textiles. course. These might include careers in such fields as advertising, and diet, the musculoskeletal system and movement, how marketing, design, architecture, publishing and the media. oxygen is transported in the blood and how physiological measurements can be applied, The structure and function of the nervous system and brain, Nerve impulses. METHOD OF ASSESSMENT Investigating science (portfolio work): Prepare for a scientific Component 1: investigation, carry out the investigation and record results, Personal Investigation 60% of A-Level (120 marks). analyse results, draw conclusions and evaluate the investigation, Present the findings of the investigation to a suitable audience. Component 2: 1 Additional unit - TBC. Externally set Assignment 40% of A-Level (80 marks) 40% Terminal, Coursework Personal Investigation 60%.
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk BIOLOGY 06 BUSINESS 07
For more information contact: Dr William Butler For more information contact: Mr Jon Scourfield Board: AQA Board: PEARSON EDEXCEL
COURSE DESCRIPTION ENTRY REQUIREMENTS COURSE DESCRIPTION The course covers cells, biological molecules, exchange of Students will normally be expected to have achieved a double The qualification is built around an enterprise theme to enable substances between organisms and the environment during the grade 6 in Science together with a grade 5 at Mathematics. students to think of a new business idea and how they might AS part of the course; whilst genetics, homeostasis, ecology and research and develop it. Students will think about how their control of gene expression are to be found in the A Level. There CAREER PROGRESSION learning applies to their own business idea. The course covers is practical content throughout the course, with 12 practicals key activities which students may be involved in if they were to being compulsory and the skills and theory of these practicals Appropriate grades at A Level will admit students to Biology set up and/or manage a business whether small, medium-sized will be part of the A Level exams. based degree courses. The course satisfies entry requirements or large. It also introduces students to some basic management where A Level Biology are specified. tools and models. A Level exams will be at the end of the second year and consist of 3 papers each lasting 2 hours. The course covers four themes. METHOD OF ASSESSMENT Paper 1 (91 marks) covers all topics found from the first year of • Marketing and development the course. Paper 2 (91 marks) covers the second year course Terminal exams at the end of Year 13 for A Level. • Managing business activities components and paper 3 (78 marks) covers all content, practical Throughout the course teachers have to assess whether the skills and an essay question from a choice of 2. Practical based students pass or fail the practical aspect of the course and this • Business decisions and strategy questions will consist of at least 15% of the final mark. will appear as a separate pass/fail on their certificate. • Global business First year: Biological molecules and biochemistry, cells and their fine ENTRY REQUIREMENTS ultra-structure, how organisms exchange substances with the environment, genetic information, how organisms show Students need a grade 5 or higher in GCSE Business Studies if variation and to measure this, different relationships between they studied it or a grade 4 or higher in GCSE English Language. organisms. CAREER PROGRESSION There is a fieldwork course offering a residential visit focused around the development of ecology investigation skills, relevant Universities regard A-Level Business as a good A-Level in to the second year of A level. This will involve a 4-night terms of entry to degree courses. Many of our A Level Business residential fieldwork visit to Nettlecombe FSC at a cost of around students go on to study degrees in subjects such as Economics, £360. Law, Accounting, Marketing, Leisure and Recreation, Politics and Business Studies itself. Second year: Energy transfers in and between organisms; organisms Employers also view A-Level Business favourably because of the responding to changes in their internal and external way it develops certain study skills, such as problem-solving. environments; genetics, population biology, ecology and Business students find employment in a wide range of industries evolution; the control of gene expression. and professions.
METHOD OF ASSESSMENT Paper 1: Marketing, people and global businesses
Paper 2: Business activities, decisions and strategy
Paper 3: Investigating business in a competitive environment - Examinations in June of Year 13
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk BUSINESS: BTEC 08 09 LEVEL 3 EXTENDED CERTIFICATE CHEMISTRY
For more information contact: Mr Jon Scourfield For more information contact: Dr Fiona Aicken or Dr Alison Simpson Board: PEARSON EDEXCEL Board: OCR Chemistry B (Salters)
Extended Certificate; 4 Units studied (equivalent to 1 A Level) COURSE DESCRIPTION Emphasis throughout the course is on developing knowledge, competence and confidence in practical skills and problem COURSE DESCRIPTION A Level Chemistry B will give you an exciting insight into the solving. You will learn how society makes decisions about contemporary world of chemistry. It covers a range of different scientific issues and how sciences contribute to the success of This course really focuses on the vocational aspects of business contexts, conveying the excitement of contemporary chemistry. the economy and society. so you will find a lot of teaching is based on case studies, This combination of academic challenge, relevant context and application to a variety of different businesses, visiting speakers, practical focus makes the prospect of studying A level Chemistry To achieve a Practical Endorsement you will be expected role plays and visits to industry. B highly appealing. You will learn about chemistry in a range of through a range of experiments to display your competency in: As part of the course students will be expected to arrange different contexts and the impact it has on industry and many and undertake at least 40 hours of work experience. The work aspects of everyday life. You will learn to investigate and solve • Following procedures problems in a range of contexts. experience is an integral part of the course; and planning and • Applying an investigative approach when using instruments reviewing your work experience will provide evidence for one of Key features and equipment the four units covered. • Simple straightforward assessment through examinations. • Working safely • Based on key contexts relevant to chemistry. ENTRY REQUIREMENTS • Making and recording observations • Opportunities to build practical skills through a range of Students need a grade 4 or higher in GCSE English Language. experiments and investigations. • Researching, referencing and reporting. There are 10 modules covered throughout the course 1-5 are Where can A Level Chemistry B take me? CAREER PROGRESSION covered in Y12 and 6-10 in Y13 A Level Chemistry B is an excellent base for a university degree 1. Elements of life BTECs earn you UCAS points and are therefore valued by in healthcare such as medicine, pharmacy and dentistry as universities allowing you to take on HND/HNC, foundation Atomic structure; Chemical equations and the mole; Titrations; well chemistry, the biological sciences, physics, mathematics, degree course or honours degree. Students can go in to a Periodic table; Group 2 chemistry; Bonding and shapes of pharmacology and analytical chemistry. Chemistry is also taken wide range of employment, including retail, finance, HR and molecules by many law applicants as it shows you can cope with difficult marketing. 2. Developing fuels concepts. Chemistry can also complement a number of arts Thermochemistry; Catalysis; Alkanes and alkenes; Addition subjects. polymers; Isomerism; Dealing with polluting gases METHOD OF ASSESSMENT A range of career opportunities including chemical, 3. Elements from the sea manufacturing and pharmaceutical industries and in areas Students will be assessed by a mixture of: Halogen chemistry; Redox chemistry; Equilibrium such as forensics, environmental protection and healthcare. The • Assignment - Set and marked internally 4. The ozone story problem-solving skills are useful for many other areas, too, such Rates of reaction; Radical reactions; Intermolecular bonding; as law and finance. • Task - Set and marked by Pearson Edexcel (exam board) Halogenoalkanes; Ozone layer • Written exam - Set and marked by Pearson Edexcel (exam 5. What’s in a medicine? ENTRY REQUIREMENTS board) Chemistry of the OH group; Carboxylic acids and esters; Students will normally be expected to have achieved a double Analytical techniques The core units studied are; grade 6 in Science or a grade 6 in Chemistry together with a 6. The chemical industry grade 5 at Mathematics. 1. Exploring Business – internally assessed assignment work Equilibrium; kinetics; nitrogen chemistry; the costs and effects of chemical processes 2. Developing a Marketing Campaign – externally assessed task METHOD OF ASSESSMENT – 3 hour supervised case study question 7. Polymers and life Enzyme catalysis; amino acid and protein chemistry; proton and Total of 6 hours of examinations (2 x 2 hours 15 minutes and 3. Personal and Business Finance – 2 hour written exam 13C NMR; structure and function of DNA and RNA 1 x 1 hour 30 minutes) taken at the end of the course. The optional unit is: 8. Oceans A wide range of question types including multiple choice, short Enthalpy changes; entropy; acid base equilibria; pH; greenhouse answer and extended response questions. Work experience – 40 hours work experience supported by effect Opportunity to demonstrate your knowledge of both theory and internally assessed portfolio work 9. Developing metals practical skills through the examinations. Redox titrations; cells and electrode potentials; rusting; d-block chemistry; colorimetry 10. Colour by design Origins of colour in organic compounds; dyes; aromatic compounds; carbonyl compounds; organic synthesis
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk 10 CRIMINOLOGY - 11 COMPUTER SCIENCE DIPLOMA (2 YEARS)
For more information contact: Mr Tom Shaw For more information contact: Mrs Nicola Butterworth Board: OCR Board: WJEC
COURSE DESCRIPTION METHOD OF ASSESSMENT COURSE DESCRIPTION CAREER PROGRESSION • Focus on programming, building on our GCSE Computing and A Level Not all types of crime are alike. Are you interested in the This course is ideal for anyone who wishes to pursue a career emphasise the importance of computational thinking as a different types of crime that take place in our society? Are in Criminology. This course can provide a route into Higher 01: Computer Systems (40%) discipline. criminals born or made? How do we decide what behaviour is Education to study at degree level in a variety of areas such 02: Algorithms and Problem Solving (40%) • Put computational thinking at its core, helping students criminal? What are the different roles of everyone involved when as Criminology, Criminal Justice, Psychology, Sociology and to develop the skills to solve problems, design systems and 03: Programming Project (20%) a crime is detected? Perhaps you are interested to know more Forensic Science. The course would also provide an excellent understand human and machine intelligence. about the new exciting course in Criminology? basis for anyone wishing to pursue a career within Social Work, Mental Health, the Police Force, Customs and Immigration, • Allow students to apply the academic principles learned in the Criminology is the study of the reasons why individuals commit Prison Services, Court Services, Security Services, and Youth and classroom to real world systems in an exciting and engaging crime. By understanding why a person commits a crime, we can Community Services. manner. develop ways to control crime or rehabilitate the criminal. This • Give students a clear progression into higher education, as the course will enable you to use theories of criminality to analyse course was designed after consultation with members of BCS, criminal situations and suggest ways of reducing crime. You METHOD OF ASSESSMENT CAS and top universities. will also develop the knowledge and skills to research policy in practice, assess campaigns for changes in awareness and The course is divided into 4 units and therefore it is a modular There are 3 main units: examine information to review verdicts in criminal cases. structure. You will be assessed at the end of every unit. 01: Computer Systems (40%) Units 1 & 3 are internally assessed by your teachers and units 2 Level 3 Certificate Course (Year 12) 02: Algorithms and Problem Solving (40%) & 4 are examined through a 90 minute external written paper in Unit 1: Changing Awareness of Crime 03: Programming Project (20%) June of each year. (Internal Non Examined Assessment) You will explore how crime reporting affects the public Units 1 & 2 lead to a Level 3 Certificate in Criminology, worth ENTRY REQUIREMENTS perception of crime and criminals. You will then go on to 50% of the Level 3 Diploma. An interest in solving problems is the main requirement, study how campaigns are used to bring about change and Successful completion of the 4 units, over the 2 years, leads along with GCSE Computing at grade 5 or above. Evidence of plan a campaign of your own. Controlled assessment units are to the Level 3 Diploma, which is equivalent to an A-level and extra-curricular projects related to computing would also be a internally marked but externally moderated. carries the same UCAS points. consideration. A summer project will be provided. Unit 2: Criminological Theories (External Exam) You will discover and assess psychological and sociological CAREER PROGRESSION theories that have been put forward to explain why crime occurs. You will also explore how these theories influence crime Computing is, to the modern world, what engineering was to control policies. the Industrial Revolution. Few industries do not use computing, and the reach of the systems seems to be deepening all the time. Level 3 Diploma Course (Year 13) Studying Computer Science will give you a very wide range of career paths. The A Level opens the doors for students to go on Unit 3: Crime Scene to Courtroom and do a Degree, Diploma or study other sciences. The options (Internal Non Examined Assessment) available to students are limitless, but include software/hardware You will gain an understanding of the process of criminal development, database administration, network security and investigations and then go on to learn about the prosecution maintenance as well as many others. of suspects and be able to review criminal cases. Controlled assessment units are internally marked but externally moderated.
Unit 4: Crime and Punishment (External Exam) You will study every aspect of the criminal justice system and the types and purposes of punishment in England & Wales.
ENTRY REQUIREMENTS Candidates are expected to have grade 4 or above in English.
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk 12 DT - FOOD SCIENCE & NUTRITION - 13 DT - FASHION & TEXTILES DIPLOMA (2 YEARS) OR CERTIFICATE (1 YEAR)
For more information contact: Mrs Faye Blackhall or Mr Carl Orlans For more information contact: Mr James Finch or Mr Carl Orlans Board: AQA Board: WJEC
COURSE DESCRIPTION CAREER PROGRESSION COURSE DESCRIPTION ENTRY REQUIREMENTS The course provides excellent progression and diversity leading Our DT Fashion and Textiles course provides a gateway to higher The Certificate and Diploma courses both provide excellent A GCSE grade 5 or higher in Food and Nutrition. to qualifications that reflect a strong understanding of Fashion level courses including HNC and an art foundation whilst our progression and diversity leading to qualifications that reflect a and Textiles. Students will develop their own design context and full A Level course provides a strong foundation for a degree in strong understanding of food science and nutrition. The course CAREER PROGRESSION work with both a client and an industrial tutor to solve a real design. Career paths include fashion design, costume design for enables students to understand and meet the nutritional needs problem which may prove commercially viable. Students will theatre, television or film, textiles and knitwear design, tailoring of specific groups, engage in food experimentation, food safety Our Food Science and Nutrition courses provide a gateway to develop the following skills: and pattern cutting, interior design and merchandising. and discuss current issues relating to food. higher level courses including HNC and apprenticeships, whilst our full Diploma course provides the same UCAS point values • Develop and enhance their own creative and innovative Students following either course will develop the following skills: design skills whilst following the design process; producing in- ORGANISED TRIP as A Levels for entry to university degree courses in Public depth research analysis, imaginative design sheets, effective • Develop an understanding of the nutritional needs of a wide Health, Food Science and Human Nutrition. Career paths include The Fashion and Textiles course will provide students with the models (Toiles) and quality prototypes. range of consumers Nutritionist, Food Scientist, Bacteriologist, Sports Science, opportunity to go on visits which will enable them to experience Medical Dietician, Social Care, Public Sector Catering, Food • Develop first-hand experience of analysing and evaluating industrial processes and manufacturing in action. In particular, • Demonstrate an understanding about the science of food Entrepreneur. their own products and the work of others it is possible that we will run a three day trip to Paris in early safety • Apply knowledge and understanding of fibres and fabrics, October which will combine curriculum work with some cultural • Through ongoing practical sessions to develop the skills to ORGANISED TRIP tools, machinery and production processes including CAD/ and leisure activities. Since we do not know the composition of produce high quality food items CAM in order to plan for different scales of production the group until the September following the GCSE results, we The Food Science & Nutrition course will provide students do not operate a deposit system and may need to collect the • Develop the ability to work alongside other food professionals with the opportunity to go on visits which will enable them to • Develop skills in pattern drafting and garment construction to balance of approximately £460 during the parent’s information experience industrial processes and manufacturing in action. be able to produce high quality fashion and textiles products, evening early in September. • Engage in project based research and development In particular, it is possible that we will run a three day trip to clothing and accessories Paris in early October which will combine curriculum work with • Understand how to enhance fabrics through decoration and METHOD OF ASSESSMENT • Develop the ability to work independently in order to solve some cultural and leisure activities. Since we do not know the embellishment problems composition of the group until the September following the GCSE results, we do not operate a deposit system and may need • Explore design movements, historical influences and the work A Level to collect the balance of approximately £460 during the parent’s of iconic fashion designers when considering the impacts on Unit 1: Written examination 2 ½ hours (30%) information evening early in September. fashion Mixture of short answer, multiple choice and extended response • Review major developments in technology such as the use of METHOD OF ASSESSMENT technical textiles, E-textiles, eco-textiles and smart fabrics Unit 2: Written examination 1 ½ hours 20% • Use key scientific knowledge and mathematical skills to Product Analysis and Commercial Manufacture, Year 12 understand and develop product design in textiles and fashion Mixture of short and extended questioning Certificate Course (Makes up 50% of Diploma) • Develop an understanding of social, moral, spiritual and Unit 3: Coursework Project 50% Unit 1: Meeting the Nutritional Needs of Specific Groups cultural issues relating to design and manufacture. Students will produce their own individual context and (compulsory) brief • Discover fashion cycles and understand the importance of (50% Project Internally Assessed/50% External Exam) marketing and branding • Be open to take risks, showing innovation and enterprise Year 13 whilst considering their role as responsible designers and Diploma Course (Makes up 50% of Diploma) citizens. Develop intellectual curiosity about the design and Unit 2: Ensuring Food is Safe to Eat (Externally Assessed Project manufacture of fashion and textiles products Mandatory – 25% of Diploma)
ENTRY REQUIREMENTS Unit 3: Experimenting to Solve Food Production Problems (Internally Assessed Project Optional – 25% of Diploma) A GCSE grade 5 or higher in DT Textiles plus a minimum grade 5 Unit 4: Current issues in Food Science and Nutrition (Internally in GCSE Mathematics and Science. Assessed Project Optional – 25% of Diploma) There is no external examination in Year 13.
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk DT - PRODUCT DESIGN 14 DANCE 15
For more information contact: Mrs Carly Hatwood or Mr Carl Orlans For more information contact: Miss Rosie Merry Board: AQA Board: AQA
COURSE DESCRIPTION ORGANISED TRIP COURSE DESCRIPTION The course provides excellent progression and diversity leading The Product Design course will provide students with the A-Level to qualifications that reflect a strong understanding of design. opportunity to go on visits which will enable them to experience Component 1 The course provides students with the opportunity to showcase industrial processes and manufacturing in action. In particular, their design and prototyping skills through work on a real it is possible that we will run a three day trip to Paris in early Performance and Choreography life brief with the support of a local town council. Students October which will combine curriculum work with some cultural (Practical examination) will select individual projects and work with both a client and and leisure activities. Since we do not know the composition of • Solo performance linked to a specific practitioner within an an industrial tutor to solve a real problem which may prove the group until the September following the GCSE results, we area of study (20 marks) commercially viable. Students following either course will do not operate a deposit system and may need to collect the • Performance in a quartet (20 marks) develop the following skills: balance of approximately £460 during the parent’s information evening early in September. • Group choreography (40 marks) • Develop and enhance their own creative and innovative design skills whilst following the design process, producing Component 2 in-depth research analysis, detailed design sheets, effective METHOD OF ASSESSMENT (Written examination) models and quality prototypes A LEVEL Section A: Short answer questions (25 marks) and one essay • Develop a critical understanding of processes and products question (25 marks) on the compulsory set work/ Unit 1: Written examination 1½ hours 30% through product analysis area of study Mixture of short answer, multiple choice and extended • Apply knowledge and understanding of materials, tools, Section B: Two essay questions on the second set work/area of response machinery and production processes including CAD/CAM in study (25 marks for each essay) order to plan for large scale production Unit 2: Written examination 2½ hours 20% The two works and related areas of study are Sutra and the • Use ICT to enhance their design and technological capability Product Analysis and Commercial Manufacture, Mixture Contemporary Dance Scene in Britain, and Rooster and the work of short and extended questioning of Rambert Dance Company. • Use key scientific knowledge to understand and develop products through material properties and physical structure Unit 3: Coursework Project 50% ENTRY REQUIREMENTS • Develop mathematical skills to establish material quantities, Some form of dance experience is essential along with a strong machinery speeds, costing and to analyse data interest in choreography and performance. Students do not necessarily have to have taken Dance at GCSE but evidence of • Develop an understanding of social, moral, spiritual and commitment to the subject is essential. cultural issues relating to design and manufacture • Develop as discerning consumers who are able to make CAREER PROGRESSION informed choices about design through work collaboration, After completing A Level Dance you will have developed the sustainability and experiencing manufacturing environments knowledge, skills and understanding to be able to go on to study dance at degree level or to train at a vocational dance ENTRY REQUIREMENTS school. Dance can lead to many careers including performance, choreographing, teaching, movement therapy, work in theatre A GCSE grade 5 or higher in DT Resistant Materials or DT Graphic youth groups or arts administration. Products plus a minimum GCSE grade 5 in Mathematics and Science. TRIPS AND VISITS Residential dance trips take place every two years to destinations CAREER PROGRESSION such as Paris or New York. These are optional but provide an Our Product Design courses provide a gateway to higher level opportunity for further dance training in a range of styles. courses including HNC and apprenticeships, whilst our full A Theatre visits to see works on the specification will be arranged Level course provides a strong foundation for a degree in design. as and when available and are highly recommended. Career paths include architecture, industrial design, mechanical METHOD OF ASSESSMENT and civil engineering, product design, advertising, interior design, automotive engineering and graphic design. Component 1: Written Paper (50% of A Level) Component 2: Practical Assessments (50% of A level)
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk DRAMA & THEATRE STUDIES 16 ECONOMICS 17
For more information contact: Mrs Bridget Collins For more information contact: Mr Jon Scourfield Board: PEARSON EDEXCEL Board: PEARSON EDEXCEL
COURSE DESCRIPTION ENTRY REQUIREMENTS COURSE DESCRIPTION • International economics • Poverty and inequality A Level Drama and Theatre will engage students through Students need to have a grade 4 in GCSE Drama if they studied Economics studies what is going on around you now. It provides encouraging creativity, focusing on practical work which reflects it and if not they will need to demonstrate their keen interest in a framework to help you understand who gets what and why. • Emerging and developing economies 21st century theatre practice and developing skills that will Drama to the subject leader. The A Level concentrates on how a market economy should work • The financial sector support progression to further study of drama and a wide range and what happens when it fails. Below are some of the topics • Role of the state in the macroeconomy of other subjects. CAREER PROGRESSION you will study and the kinds of questions you will cover. The A Level has a straightforward structure with three The course is an ideal stepping stone for both higher education Economics is divided into four main themes and consists of ENTRY REQUIREMENTS components; one that focuses on devising, one that focuses three externally examined papers. and employment. It is accepted by universities for courses Students do not need to have studied Economics at GCSE in on performing and one that focuses on practical exploration of other than drama, and is an excellent foundation course for order to study the subject at A Level. Students should have texts to interpret them for performance. Theme 1: those wishing to pursue careers and study in drama or the at least a grade 4 in both English Language and Mathematics theatre. The course develops self-confidence, communication Introduction to markets and market failure Students will develop a multitude of skills including at GCSE. It is also important that students have an interest in and interpersonal skills. In today’s ever competitive jobs market, This theme focuses on microeconomic concepts. Students will collaboration, communication and an understanding of how to current affairs and are willing to follow economic events in the drama offers the chance to develop valuable life skills. develop an understanding of: amend and refine work in order to make a smooth transition to news, and refer to appropriate newspapers and magazines, for their next level of study or employment. • Nature of economics example, The Independent, The Times, The Economic Review and METHOD OF ASSESSMENT • How markets work The Economist. Unit 1: Unit 1 • Market failures Coursework CAREER PROGRESSION 40% of the qualification There are two parts to the assessment • Government intervention 1. A written portfolio of between 2,500 -3,000 words This course will appeal to students who wish to pursue a • Devise an original performance piece Theme 2: 2. The devised performance career in local or central government, Accounting, Finance, • Use one key extract from a performance text and a theatre The UK economy - performance and policies Management or an Economics related profession, and who enjoy practitioner as stimuli ASSESSMENT OVERVIEW This theme focuses on macroeconomic concepts. Students will studying a subject that affects their everyday lives. It is also a • Centre choice of text and practitioner develop an understanding of: very useful subject for those students who wish to keep their Section A: Live theatre evaluation; students answer one • Measures of economic performance options open, since Economics can be combined with a wide Unit 2: extended response question from a choice of two. • Aggregate demand range of Science, Social Science and Humanities subjects. Text in Performance Section B: Answer two questions from an unseen extract of the • National Income Acting Exam - 20% of the qualification studied play. METHOD OF ASSESSMENT • Economic growth • A group performance of one key extract from a performance Section C: Students will answer one extended response • Macroeconomic objectives and policies A variety of assessment techniques including multiple choice text question from a choice of two using their chosen text. questions, data response problems and essay papers. • A monologue or duologue from one key extract from a Theme 3: Terminal exams at the end of Year 13 different performance text Business behaviour and the labour market • Centre choice of performance texts This theme develops the microeconomic concepts introduced Unit 3: in Theme 1 and focuses on business economics. Students will develop an understanding of: Theatre makes in Practice Written exam: 2 1/2 hours • Business growth • Business objectives • Live theatre evaluation - choice of performance practical • Revenues, costs and profits exploration and study of a complete text - focusing on how this can be realised for performance • Market structures • Labour market • Practical exploration and interpretation of two complete performance texts, in light of a chosen practitioner - focusing • Government intervention on how this text could be reimagined for a contemporary audience Theme 4: • Centre choice of texts A global perspective • Centre choice of practitioners This theme develops the macroeconomic concepts introduced in Theme 2 and applies these concepts in a global context. Students will develop an understanding of:
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk ENGLISH LANGUAGE 18 ENGLISH LITERATURE 19
For more information contact: Miss Elaine Beange For more information contact: Miss Elaine Beange Board: AQA Board: PEARSON EDEXCEL
COURSE DESCRIPTION CAREER PROGRESSION: COURSE DESCRIPTION Unit 4: Coursework (20% of the total A Level) The course aims to further candidates’ interest and enjoyment in A Level English enriches one’s general understanding of life and The A Level English Literature course aims to develop a real love the use of English, through learning more about the structures develops skills in critical analysis and communication which are of literature in students through studying a range of whole texts, Internally assessed, externally moderated. Students have free and functions of English and the way language is used in real important for a wide range of careers. Possession of an English allowing them to foster a personal relationship with a writer choice in this unit (with their teacher’s guidance) of two contexts. A Level is valued in professions such as Law, management, or genre. Students will learn to develop informed responses to texts to cover in their assignment. They write a 2500-3500 teaching, journalism, public relations, librarianship, information texts, linking them to their social and historical contexts, and word comparative essay on their chosen texts; the question is Students entering this course should be fascinated by all aspects management and advertising, to name but a few. gaining insights from critical perspectives. There is an emphasis negotiated with their teacher. This is an opportunity for students of written and spoken English. They will be keen to develop their on the development of independent research skills, essay writing, to look into their own literary interests. own writing skills and interested in understanding the position and giving presentations to other members of the class. of the language within society. METHOD OF ASSESSMENT The A Level course requires that students study eight texts over ENTRY REQUIREMENTS A LEVEL: Combination of coursework and examinations. two years - three of these from before 1900 (including one Grade 5 in both GCSE English Language and English Literature. Language, the Individual and Society: Shakespeare play). Textual Variation Unit 1: Drama CAREER PROGRESSION In this unit students will explore how language is shaped (30% of the total A Level) A Level English Literature enriches students’ understanding of according to audience, purpose, genre and mode, and how it Assessed by a two hour open-book examination, students study life, and develops skills of communication and critical analysis varies according to context. two plays: one Shakespeare play – either comedy or tragedy relevant to a wide range of careers. English Literature A Level Children’s language development (0-11 years) – and one play by another writer. The list of potential writers is particularly valued by professions such as law, management, students may study includes Oscar Wilde, Tennessee Williams, journalism, public relations, advertising, and teaching. Students learn how children develop their spoken and written Samuel Becket, Christopher Marlowe, and Henrik Ibsen. skills by studying theories and research about language acquisition as well exploring the functions of children’s Section A of the exam contains a question about the chosen METHOD OF ASSESSMENT language. Shakespeare play, which students must examine in the light of their wider critical reading. As above. Language Diversity and Change: In Section B students have a choice of two questions on their The focus of this unit is how language varies across different other chosen play; they are tested on their ability to analyse the social groups (occupation, ethnicity, class, age, gender, sexuality). text with insight and conceptualised literary knowledge. In addition, regional, national and global variations of English are studied. Students also have the opportunity to explore how Unit 2: Prose language has changed from 1600 to the present day. (20% of the total A Level) Language in Action – Coursework Projects: Assessed by a one hour open-book examination, students study Students have the chance to work independently to carry out a two novels from a particular theme. The choices of theme language investigation into an area of individual interest. They include Women and Society, The Supernatural, Crime and must also produce a piece of creative writing (e.g. short story, Detection, Science and Society, and Colonisation, with writers travel journalism, persuasive speech) and an accompanying including Conan Doyle, E M Forster, Ian McEwan, Mary Shelley, commentary to complete their coursework portfolio. Virginia Woolf, Emily Bronte and Bram Stoker. Students write a comparative essay about their studied theme.
ENTRY REQUIREMENTS Unit 3: Poetry Students embarking on the AS and A Level courses needs at least (30% of the total A Level) a grade 5 in both GCSE English Literature and English Language. Assessed by a two hour open-book examination, students study a range of poems from either a named poet or a literary period, and from an anthology of modern poetry. For example, students may study the poems of either John Donne or the Metaphysical poets; Philip Larkin or The Movement. In Section A (20 marks) students write an essay on an unseen modern poem compared with a poem from the set anthology, Poems of the Decade: An Anthology of the Forward Books of Poetry, 2002 -2011. In Section B (40 marks) students answer one question about their studied poet or period.
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk FRENCH 20 FURTHER MATHEMATICS 21
For more information contact: Mr Mark Lister For more information contact: Mr Glenn Avery or Miss Emma Libby Board: AQA Board: PEARSON EDEXCEL
COURSE DESCRIPTION ENTRY REQUIREMENTS COURSE DESCRIPTION Our aim is for students to feel comfortable and confident in GCSE French at grade 7 or above is desirable, grade 6 at a Further Mathematics is a very challenging course aimed at expressing themselves but also to develop their accuracy in both teacher’s discretion. those students who will excel at A Level Mathematics. It oral and written French. Grammar is an important feature of broadens and extends topics studied at A Level. First year topics the course and students are expected to achieve a high level of CAREER PROGRESSION include matrices, complex numbers and proof. Second year accuracy. Indeed an ability to study independently is vital for this topics include differential equations, further complex number, course. A modern foreign language is highly desirable for many careers: hyperbolic functions and polar co-ordinates. teaching, journalism, international law, politics, trade, the Students will develop an advanced level knowledge and diplomatic service, translation and interpreting, industry and ENTRY REQUIREMENTS understanding of the French language, the culture of France travel and tourism to mention but a few. Knowledge of a foreign and other French speaking countries including studying popular language is a marketable skill for any future career and is a high Students should have gained at least a grade 7 in GCSE literary texts and films. status academic subject, well regarded by all universities. Mathematics. Students considering this course should talk to Six themes studied include: their Mathematics teacher, Mr Avery or Miss Libby to ensure that they would be suited to the course. Theme 1: Aspects of French Speaking Society: METHOD OF ASSESSMENT Current Trends Paper 1: Listening, Reading and Writing (50%) • The changing nature of family CAREER PROGRESSION Paper 2: Written response to work (literary text/film) and • The ‘cyber-society’ translation (20%) Students thinking about going on to study degrees in Mathematics, Physics and Engineering will find that Further • The place of voluntary work Paper 3: Speaking (30%) Mathematics is welcomed by universities. Universities look Theme 2: Artistic Culture favourably at students who have studied Further Mathematics. • A culture proud of its heritage • Contemporary French music METHOD OF ASSESSMENT • Cinema: the 7th Art form A LEVEL EXAMINATIONS Theme 3: Aspects of French Speaking Society: Paper 1: Core Pure Mathematics 1 Examination - 1½ hours Current Issues Paper 2: Core Pure Mathematics 2 Examination – 1½ hours • Positive features of a diverse society Paper 3: Further Mathematics Option 1 Examination (choice of • Life for the marginalised pure, statistics, mechanics or decision) – 1½ hours • How criminals are treated Paper 4: Further Mathematics Option 2 Examination (choice of pure, statistics, mechanics or decision) – 1½ hours Theme 4: Aspects of Political Life in the French Speaking World • Teenagers – the right to vote and political commitment • Demonstrations, strikes – who holds the power? • Politics and immigration
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk GEOGRAPHY 22 GERMAN 23
For more information contact: Mrs Amy Goldsmith For more information contact: Mrs Jordan-Barr Board: AQA Board: AQA
COURSE DESCRIPTION CAREER PROGRESSION COURSE DESCRIPTION CAREER PROGRESSION During the course students will study a balance of physical and A Level Geography is highly regarded by all Universities as a Our aim is for students to feel comfortable with German and to For any job which involves travel and tourism, industry and human geographical concepts, as well as developing fieldwork facilitating subject. The study of Geography often leads to be able to express themselves accurately and meaningfully, both trade, government, the media, teaching, journalism, translation and investigation skills. The course will develop the opportunity careers in International Development, Business, Environmental orally and in writing. Grammar is an important feature of the and interpreting, international law, politics. to develop essay-writing skills and data-handling techniques. Planning and Management. The holistic nature of the subject course and students are expected to work towards a high level leads to a global awareness and transferable skill set desirable in of accuracy. METHOD OF ASSESSMENT YEAR 13 (A LEVEL) many professions. Students are also encouraged to establish contact with German- Paper 1 – Physical Geography All final exams at the end of Year 13. speaking countries to help them develop insights into their Students taking the two-year linear course will be assessed on METHOD OF ASSESSMENT society, cultural background and heritage. We also aim to Paper 1: Listening, reading and writing the content from Year 12 as above. The A Level is a linear course, taught over Years 12 and 13. deepen and broaden the students’ understanding of many areas • Written exam: 2 hours 30 minutes Paper 2 – Human Geography of human experience to encourage students to visit a German- • 100 marks Students complete two exams at the end of Year 13 and submit speaking country through a programme of visits and exchanges This year will involve a 5-night residential fieldwork visit to • 50% of A Level one piece of coursework. and in addition to providing a sufficient basis for further study Slapton FSC at a cost of around £400. and/or practical use of the language. Paper 2: Writing Students will study resource security, with global and national A LEVEL COURSE • Two essays on one text and one film or two texts from the list scale taken into consideration. Energy, water and minerals set in the specification will all be investigated, with a focus on renewables and copper Theme 1: Aspects of German Speaking Society extraction. Students will also study the economic, social and • The changing state of the family Assessment: political changes associated with globalisation and the impact • The digital world • Written exam: 2 hours that this has on governance. • Youth culture, fashion, music, TV • 80 marks in total Paper 3 – Individual Investigation • 20% of A Level Theme 2: Artistic Culture in German Speaking Society This will involve an independent investigation into an issue • Festivals and traditions Paper 3: Speaking identified by the student at Slapton and students will work on this from the end of Year 12 into the beginning of Year 13. It • Art and Architecture • Individual research project will conclude in a 3,000-4,000 word report and can cover any • Cultural life in Berlin • Discussion of one of Themes 1-4 aspect of the specification. Theme 3: Multiculturalism in German Speaking Society Assessment: • Oral exam 21-23 minutes (including 5 minutes preparation ENTRY REQUIREMENTS • Immigration • Integration time) Students will need to achieve a grade 6 in Geography at GCSE • Racism • 60 marks in total together with a grade 5 in Mathematics due to the statistics • 30% of A Level elements. Students who have not studied GCSE Geography Theme 4: Aspects of Political Life in German Speaking should discuss their suitability with Mrs Goldsmith as they would Society be expected to achieve a grade 6 or above in their Humanities • Germany and the EU GCSE subject. • Politics and youth • German reunification and its consequences
Students will also: • study one film and one novel in Year 13 • choose, research and speak about an individual project chosen and completed in Year 13 in the oral exam
ENTRY REQUIREMENTS GCSE German at grade 7 or above is desirable, but grade 6 at a teacher’s discretion.
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk HEALTH AND SOCIAL CARE 24 25 TECHNICAL CERTIFICATE (SINGLE) HISTORY
For more information contact: Ms Hannah Laken Contact: Mr Page or Mrs Allen Board: OCR Board: AQA
COURSE DESCRIPTION CAREER PROGRESSION COURSE DESCRIPTION Component 3: Coursework: Europe and the USA 1792-1945 This course aims to extend post 16 Science provision to those Where could this qualification lead to? The A Level History course enables students to develop their Students will study this topic in lessons and then continue to students who want to study Health and Social Care and develop 1. A Higher Education course: Combine this qualification with understanding of historical events, the role of individuals and produce their own extended piece of writing focused on a period an understanding of some of the topics that are fundamental additional qualifications and choose to undertake a Health the nature of change over time. The course considers the past of 80-100 years, answering a question of their choice (e.g. on to the Health and Social Care sector. They can learn and be and Social Care related degree from options including through political, social, economic and cultural perspectives. the changing status of women, developments in medicine, assessed in ways that are practical and relevant to the sector. Social Sciences, Health and Social Care, or Child Care, e.g. Students will learn a range of skills, including effective debating, the changing nature of warfare, political developments, It is designed to give learners the transferable knowledge and Occupational Therapy, Radiography, Midwifery, Social Work, producing coherent and well-justified arguments, and looking international relations, the role of the media, human rights etc.) skills to progress to higher education or further study. This will Mental Healthcare, Nursing, Sports Science, Biomedical at historical evidence critically. Trips include a residential visit to be achieved through a variety of approaches including work Sciences, Environmental Health Spain and various lecture days. experience, links with local employers, case studies and research. ENTRY REQUIREMENTS 2. Entry onto a Higher Apprenticeship programme in Health and Component 1: Learners will take 6 units, made up of internally and externally Social Care A study in breadth: Spain in the Age of Discovery, A grade 6 at GCSE History is preferable. Students who have not assessed units. 1469–1598 studied GCSE History should discuss their suitability with Mr 3. Entry to employment in some Health and Social Care roles, Page or Mrs Allen. The units covered are: for example direct care or administrative roles within the This was a time when Spain became, in many ways, the global sector. (Most careers in Health and Social Care require superpower; a dominant Catholic country with an expanding • Building positive relationships in Health and Social Care CAREER PROGRESSION specific qualifications known as a ‘licence to practise’. This empire, particularly in North Africa and Central and South (Internal assessment) America. The course includes: qualification is not a licence to practise.) A Level History is highly regarded by all universities. The study • Equality, diversity and rights in Health and Social Care • Monarchs such as Ferdinand & Isabella, Charles I and Philip II of History often lends itself to careers in law, politics, journalism (External examination) METHOD OF ASSESSMENT (husband to Mary I of England and suitor to Elizabeth I) and teaching, but provides a very well-respected qualification • Health, safety and security in Health and Social care • The economy – issues of stagnation, trade, and the impact of for any future career path. (External examination) The course has a significant component of externally moderated new resources from the New World • Anatomy and physiology for Health and Social Care portfolio work, built up as a result of extended research, visits, • Religion – the Reconquista, forced conversion of Muslims and METHOD OF ASSESSMENT (External examination) work experience and independent study. The remainder of the Jews to Catholicism, and the Spanish Inquisition units are examined. A pass / near pass grade has to be achieved • Nutrition for health (Internal assessment) • Relations between Spain and other European nations – war A LEVEL in all units to enable the qualification to be awarded. • Supporting people with mental health conditions with the Turks, dealing with revolts in the Netherlands and the Two exams on Spain (1469-1598) and Britain (1951-2007), (Internal assessment) Spanish Armada and a piece of coursework. Component 2: ENTRY REQUIREMENTS A study in depth: The Making of Modern Britain, Students should achieve a double grade 5 in Science together 1951–2007 with a grade 5 in Mathematics. Students who do not meet these Students explore the key political, economic, social and criteria will be considered on an individual basis. international changes which helped to mould Britain in the second half of the 20th century. The course includes: • Prime ministers such as Churchill, Wilson, Thatcher and Blair, and the development of the major British political parties • The economy – growing affluence in the 1950s, arguments between governments and trade unions, monetarism and privatisation under Thatcher • Society – the status of women, student protests, the legalisation of homosexuality and abortions, the end of capital punishment, and the growth of multiculturalism • Relations with the EEC and later EU, the Falklands Conflict, the ‘special relationship’ with the USA, and the Iraq War • The ‘Troubles’ in Northern Ireland since the 1960s
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk MATHEMATICS 26 MEDIA STUDIES 27
For more information contact: Mr Glenn Avery or Miss Emma Libby For more information contact: Mr Dominic Edwards Board: PEARSON EDEXCEL Board: OCR
COURSE DESCRIPTION METHOD OF ASSESSMENT COURSE DESCRIPTION CAREER PROGRESSION A Level Mathematics consists predominantly of pure A LEVEL This course enables students to develop a critical awareness of A media qualification is recognised by the industry thus opening mathematics. There is a lot of algebra, graphs, sequences and the media’s role in building and moulding society’s attitudes up opportunities for future employment in the media sector. Paper 1: Pure Mathematics Examination - 2 hours introducing and developing differentiation and integration. through the exploration of media products, media institutions Such careers might include advertising, broadcasting, journalism There will be plenty of trigonometry. In addition one third of Paper 2: Pure Mathematics Examination - 2 hours and media audiences. and teaching. In addition, the course provides an excellent the course will be statistics and mechanics. Statistics topics Paper 3: Statistics & Mechanics Examination - 2 hour foundation for further study in media related courses in higher will include probability, normal distribution and correlation. Year 12 students are required to study media products from all education. More generally, it is a valuable qualification for any The mechanics component covers velocity and acceleration, of the following media forms: TV, film, radio, advertising and career that requires good communication and analytical skills. Newton’s Laws of Motion and the idea of moments. marketing, video games, music video, newspapers, magazines and on-line media. In particular there will be a close study of newspapers and the impact of on-line media on news METHOD OF ASSESSMENT ENTRY REQUIREMENTS consumption; another key topic will be TV drama and how on- This is a demanding but exciting A Level course. The course is Students will be expected to have achieved a grade 7 or higher line consumption has affected longer forms of storytelling. Year divided into examination work based on theoretical knowledge at GCSE Mathematics. Students who achieve a grade 6 will be 12 students will produce a media product, such as a television of the media, and practical coursework. considered on an individual basis. advertisement, in response to a brief set by the Exam Board. They will have the opportunity to develop their digital media This practical work is both print and moving image based. production skills which will include photography, film-making, CAREER PROGRESSION copywriting and use of a range of post-production software. Coursework will make up 30% of the overall mark. A Level Mathematics is a much sought after qualification for entry to a wide variety of full time courses in Higher A Level students will look at a range of products and contexts Education. There are also many areas of employment that see a and focus on the changing face of media in the digital age. Mathematics A Level as an important qualification and it is often There will be scrutiny of how products are promoted across a requirement for the vocational qualifications related to these media channels and occupy space across platforms. Alongside areas. Higher Education courses or careers that either require A consideration of cross media products there will be extensive Level Mathematics or are strongly related, include: focus on media theory which explores narrative, audience and • Physics, Chemistry culture. A Level students will build on their coursework of Year 12 with a cross media campaign made up of different products • Economics in response to the set brief. • Medicine • Architecture ENTRY REQUIREMENTS • Engineering Students will need at least a grade 5 in GCSE English Language. There is a need for clear, accurate English in examinations • Accountancy and coursework. Students should show a willingness to join • Teaching in discussions and must be prepared to work on practical production in their own time. Media Studies combines well with • Psychology other subjects at A Level including Art and Design, Sociology, • Environmental Studies History, Graphics, English Language and English Literature. • Computing • Information Technology
If students wish to continue their study of Mathematics after A Levels they could follow a course in Mathematics at degree level or even continue further as a postgraduate and get involved in mathematical research. Students with Mathematics degrees have an excellent record of employment. If you are considering Further Mathematics, see details on separate subject page.
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk MUSIC 28 MUSIC TECHNOLOGY 29
For more information contact: Mr Craig Goldsworthy For more information contact: Mr Craig Goldsworthy Board: AQA Board: PEARSON EDEXCEL
COURSE DESCRIPTION CAREER PROGRESSION COURSE DESCRIPTION This paper comprises two sections: A and B The course is based on the interdisciplinary skills of performing, The course provides a good foundation to Higher Education Students of Music Technology will focus on the techniques, Section A: composing, listening and analytical skills in equal measure. The courses in music and performing arts. It is also acceptable as an practices and principles of music technology as an area of Listening and analysing (40 marks) – four questions, each based syllabus provides a foundation for students intending to pursue entry qualification for non-music courses. advanced study. They will learn about the technical principles on unfamiliar commercial recordings (10 marks each). further courses in music or the performing arts. It can also be that underpin music technology, develop a technical vocabulary, Section B: used as part of a broad, balanced course at A Level. Candidates and be encouraged to use music technology as a tool to develop METHOD OF ASSESSMENT Extended written responses (35 marks) – two essay questions. will develop an understanding of the organisation of sounds, the their composing and arranging skills. It is worth noting that the One comparison question, which uses two unfamiliar context of music and musical styles and genres. Assessment in this subject will be through coursework and Music Technology course is one that requires no formal musical commercial recordings. The second essay uses the final examination. The syllabus has been designed to provide theory knowledge to access and has been designed as such by unfamiliar commercial recording on the CD (20 marks). Component 1 - Appraising Music progression from GCSE the exam board. (Worth 40% of the final grade) Component 1. Component 4. Producing and analysing – 35% of the qualification (75 Students are assessed on the skills of listening, analysis and Recording – 20% of the qualification (60 marks) contextual understanding. Assessment is carried out in an exam marks) in the form of a 135 minute exam Students will use the studio to record a song (from a list of 10 paper with a mixture of listening and written questions using Students are expected to show knowledge and understanding songs provided by the exam board), consisting of a minimum of excerpts of music. The exam paper is divided into three sections: of editing, mixing and production techniques, to be applied to five compulsory instruments and two additional instruments. unfamiliar materials provided by during the exam. Section A: Listening (56 marks) Students will learn the processes involved in recording and Students will correct and then combine the audio and MIDI Section B: Analysis (34 marks) mixing a piece of music using the studio. Skills such as materials to form a completed mix, which may include creating Section C: Essay (30 marks) microphone choice and placement, how to record amplified new tracks or parts from the materials provided. instruments, using audio effects and mixing will be covered Component 2 - Performance during the course to facilitate this. This paper comprises two sections: A and B Worth 35% of the final grade (50 marks) Component 2. Section A: Students are assessed through solo and/or ensemble Technology Based Composition – 20% of the qualification Producing and analysing (85 marks) – five questions related to performance as an instrumentalist or vocalist and/or music (60 marks) the audio and MIDI materials provided that include both written production (via technology). A minimum of 10 minutes One technology-based composition will be created chosen from responses and practical tasks. performance time is required; this work is then marked three briefs set by the exam board. The composition will use externally. A standard of approximately grade 6 enables students Section B: synthesizers and samplers as skill in using and programming to access the higher marks in this section. Extended written response (20 marks) – one essay focusing on a these instruments will be taught alongside compositional skills, specific mixing scenario, signal path, effect or music technology Component 3 - Composition production and mixing. hardware unit. (Worth 25% of the final grade) Component 3. ENTRY REQUIREMENTS Students learn how to develop musical ideas and compose music Listening and Analysing – 25% of the qualification (75 marks) that is musically convincing through two compositions. in the form of a 90 minute exam It is not essential that candidates study music GCSE to Students are assessed on their knowledge and understanding of access the course but it can prove very useful, grounding in ENTRY REQUIREMENTS recording and production techniques and principles, by listening IT or computing can prove extremely beneficial. Keyboard skills to unfamiliar music set by the exam board. Application of are desirable but not essential for the composition element of It is essential that all candidates have studied GCSE Music, and knowledge related to three areas of study will be assessed: the course. ideally would have achieved a grade 6 or higher. A minimum level of grade 5 on at least one instrument is required. Where 1. Recording and production techniques for both corrective and CAREER PROGRESSION this is not the case, an audition of the prospective candidate will creative purposes The course provides a good foundation to higher education be held. 2. Principles of sound and audio technology and to many institutions who offer music technology and its In exceptional cases candidates having not studied GCSE 3. The development of recording and production technology. subsidiaries (sound design, post production etc). It is acceptable but with a very good standard of practical and theoretical as an entry qualification for non-music courses.l musicianship would be considered after an audition and theory test (grade 5+). It is desirable for students to be having METHOD OF ASSESSMENT individual lessons on their chosen instruments. Coursework and 2 examinations
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk PHILOSOPHY AND ETHICS (RELIGIOUS STUDIES) 30 PHYSICAL EDUCATION 31
For more information contact: Mrs Sharon Wilson For more information contact: Mr Robert Humphreys Board: OCR Board: OCR
COURSE DESCRIPTION • Significant social and historical developments in theology and COURSE DESCRIPTION CAREER PROGRESSION religious thought Philosophy and Ethics draws its content from a range of The course takes a multi-disciplinary approach, encouraging the The course provides an excellent foundation for careers in different religions and beliefs and from a more philosophical and • Key themes related to the relationship between religion and development of different methods of enquiry drawn with a wide teaching and coaching, the leisure industry, recreational ethical approach to religion. It is designed to develop an interest society range of disciplines, with the focal point being the performer management, health and physiotherapy and professional sport. in and an enthusiasm for rigorous study in religion and involves and performance. The syllabus is based on the interaction It is also essential for students considering a degree in Sport a lot of debate and argument. ENTRY REQUIREMENTS between the theory and practice of Physical Education. Studies/Science at Higher Education.
This course makes a significant contribution to enhancing the Students do not need to have studied Religious Studies at The course is divided into three theoretical components: METHOD OF ASSESSMENT Spiritual, Moral, Social and Cultural Education of students. GCSE Level in order to take this AS or A Level Course. It would, Physiological Factors Affecting Performance Furthermore, there is an emphasis on enabling learners to however, be beneficial to have gained grade 5 or higher in GCSE • Anatomy and Physiology Assessment in this subject will be through examinations and respond critically and engage with a wealth of philosophical, English. practical coursework. The syllabus has been designed to provide ethical and religious concepts, equipping them with analytical • Exercise Physiology progression from GCSE and to provide a sound foundation for skills readily transferable to other subjects. CAREER PROGRESSION • Biomechanics study in Higher Education. There is an opportunity during this course to take part on a 3 Students taking this course will find it to be a highly regarded Psychological Factors Affecting Performance day Residential where the students undertake a combination and valued subject for entry into Higher Education or of team-building activities and academic studies, at an Employment. • Skill Acquisition approximate cost of £155. • Sports Psychology Philosophy of Religion: METHOD OF ASSESSMENT Social-cultural and Contemporary Issues • Philosophical issues and questions A Level • Sport, Society and technological influences • Ancient philosophical influences Paper 1: Philosophy of Religion which will be assessed by • Nature and impact of religious experience written examination (2 hours) 33% Candidates will complete three examinations at the end of the Paper 2: Religion and Ethics which will be assessed by written course which will account for 70% of their final mark. • The problem of evil examination (2 hours) 33% • Ideas about the nature of God Paper 3: Developments in religious thought, assessed by written COURSEWORK examination (2 hours) 33% • Issues in religious language Students will need to complete coursework in the form of a Religion and Ethics practical performance. • Normative ethical theories Students will be assessed in ONE practical activity. • The application of ethical theory to two contemporary issues Students can choose from an extensive range of activities of importance including sports participated in both inside and outside school • Ethical language and thought (such as horseriding, swimming and skiing). • Debates surrounding the significant idea of conscience It is essential students prepare adequately for their practical activities and it is strongly recommended that they perform their • Sexual ethics and the influence on ethical thought of chosen activity on a regular basis outside school. developments in religious beliefs Practical coursework accounts for 30% of the final grade. Developments in Religious Thought (Christianity) • Religious beliefs, values and teachings, their interconnections ENTRY REQUIREMENTS and how they vary historically and in the contemporary world • Sources of religious wisdom and authority A grade 5 or above in the GCSE PE examination or an equivalent grade in Biology is desirable. A distinction in BTec PE is also • Practices which shape and express religious identity, and how acceptable. these vary within a tradition
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk PHYSICAL EDUCATION - 32 33 CAMBRIDGE TECHNICAL LEVEL 3 EXTENDED CERTIFICATE IN SPORT AND PHYSICAL ACTIVITY PHYSICS
For more information contact: Miss Holly Wainwright or Mr Humphreys For more information contact: Mr Darren Grainger or Mrs Beth Moyle Board: OCR Board: AQA
COURSE DESCRIPTION The core unit studies are: COURSE DESCRIPTION CAREER PROGRESSION • Body systems and the effects of physical activity (external The course covers measurements and errors, particles and A Physics qualification is very well regarded as a platform for Extended Certificate (5 / 6 Units studied – exam) equivalent to 1 A Level) radiations, waves, mechanics and materials and electricity as first numerous careers and study courses. Physics leads directly to year content with thermal physics, fields and their consequences, careers in Science, Technology, Medicine and Engineering amongst • Sports coaching and activity leadership (internal assessment nuclear physics and astrophysics as the additional content in year many others. A qualification in Physics also indicates competence The course will provide learners with the opportunity through then moderated by the exam board) applied learning, to develop the core principles and knowledge two, with the first year content being the less difficult aspect of in Mathematics, practical and problem solving skills and an ability and understanding required in the sport and physical activity • Sports organisation and development (external exam) each area. There is practical content throughout the course, with to evaluate evidence objectively. sector. Students will gain an insight into the sector as they 12 practicals being compulsory and the skills and theory of these In addition, there are two or three additional units which are investigate opportunities for delivering sport and physical practicals will be part of the A Level exams. METHOD OF ASSESSMENT activity to a wide range of participants, whether it is to mobilise internally assessed and then moderated by the exam board from Final exams will be at the end of the course and consist of 3 sedentary participants to improve their health and wellbeing or the following: Terminal exams at end of Year 13. Throughout the course teachers papers each lasting 2 hours. have to assess whether the students pass or fail the practical to support regular participants to improve their performance • Performance analysis in sport and exercise aspect of the course and this will appear as a separate pass/fail on and fitness. Students study a range of physiology and First year psychology modules. • Organisation of sports events their certificate. The measurements and errors section looks at the use of SI units, • Physical Activity for specific groups ENTRY REQUIREMENTS limitations of physical measurements and estimations. • Nutrition and diet for sport and exercise First year - particles and radiation covers: Students need a grade 4 or higher in GCSE English Language. Particles, electromagnetic radiation and quantum phenomenon They also need to have gained a grade 5 or above in GCSE • Sports injuries and rehabilitation including wave particle duality. Physical Education or a merit or above on the Btec Sport course in Key Stage 4. • Practical skills in sport and physical activities First year - waves covers: Progressive and stationary waves, refraction, diffraction and • Sport and exercise psychology CAREER PROGRESSION interference. • Sport and exercise sociology First year - mechanics and materials covers: The Cambridge Technical Level 3 Extended Certificate equates Force, energy, momentum and projectiles. to one A Level and as such accumulates UCAS points which The school will choose and deliver two or three additional would allow students to access university courses at HND / HNC, units from the list above. There will not be the opportunity First year - electricity covers: foundation degree, or honours degree courses alongside other for student choice. Current electricity, EMF, resistivity and potential dividers. A Level or equivalent qualifications. Students could go on to a wide range of employment including working in the sports A LEVEL industry in a variety of roles. All first year content is covered and in addition: Thermal physics covers: METHOD OF ASSESSMENT Ideal gases and kinetic and molecular theory. Students will be assessed by a mixture of: Fields and their consequences covers: • Assignment – set and marked internally (moderated by exam Gravitational fields, electric fields, capacitors and magnetic fields. board) Radioactivity covers: • Exam – 2 compulsory units which are formally examined and Rutherford scattering, types of radiation, nuclear instability, marked by the exam board E=mc2.
Units are graded Pass, Merit or Distinction. ENTRY REQUIREMENTS The qualification is graded Pass, Merit, Distinction or Distinction*. Students will normally be expected to have achieved a double grade 6 at GCSE in Science together with a grade 6 in Learners can re-sit an examined unit once before they complete Mathematics. the course.
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk POLITICS 34 PSYCHOLOGY 35
For more information contact: Mrs Tracey Tillotson or Mrs Alice Allen For more information contact: Mrs Nicola Sparrow Board: PEARSON EDEXCEL Board: AQA Specification A
COURSE DESCRIPTION Component Three: COURSE DESCRIPTION The Politics A Level is an ideal choice for so many students. It can Comparative Politics – Government & Politics of the USA During the course students will study psychological theories and complement arts subjects like History or Economics, or balance a Students will explore the US Constitution and the arguments develop an understanding of the core areas of Cognitive, Social, selection of three Science subjects. Any student looking forward surrounding it. They will also learn about the key government Developmental and Physiological Psychology. The course will to gaining the right to vote within the next few years will institutions within the USA and analysing the manner in which offer the opportunity to develop essay writing and design and benefit from a critical understanding of current political affairs they achieve their power and exercise it over their citizens. conduct experiments. and institutions. It would suit students who have an interest in Students will judge whether ‘liberty and justice for all’ has been We follow the AQA specification and study the following: the world around them and who enjoy debate, discussion and achieved in the USA. Students will begin to engage with the argument. impact of the US government across the world by comparing Paper 1 - Introduction to topics in Psychology and contrasting politics and institutions in the US with those There will be three components over the two years. • Social influence in the UK. This will develop a wider understanding of politics • Memory Component One: as a discipline, underpinned by the theoretical concepts of comparative politics. • Attachment UK Politics and Core Political Ideas • Psychopathology This module will explore the nature of politics and how people ENTRY REQUIREMENTS Paper 2 - Psychology in context engage in the political processes in the UK. Students will • Approaches in Psychology investigate in detail how people and politics interact and explore Students need a grade 5 or higher in GCSE English Language. the emergence and development of the UK’s democratic system • Biopsychology and similarities, differences, connections and parallels between CAREER PROGRESSION • Research methods indirect and direct democracy. They will focus on the role of Paper 3 - A Level Psychology will include paper political parties that are so central to contemporary politics, It would be a valuable subject for anyone considering a degree 1, 2 and 3. including manifestos and their relevance to the mandate of or career in law, media, journalism, business management or the resulting government. This section also allows students to local government. • Forensic Psychology understand the political process and their relationship with the • Schizophrenia state and how individuals and groups influence voting habits. METHOD OF ASSESSMENT • Gender They will also look at the role of the media in contemporary • Issues and debates (compulsory) politics. All three components will be assessed in the June of Year 13. Core Political Ideas ENTRY REQUIREMENTS This section allows students to explore the three traditional political ideas of conservatism, liberalism and socialism. As the course is a science and there is a requirement to write essays, students would normally have to have grade 5 in English Component Two: Language, Science and/or Mathematics. UK Government and Non-Core Political Ideas This module is fundamental to understanding the nature of UK CAREER PROGRESSION Government, since it enables students to understand where, A Level Psychology will equip students with valuable skills for how and by whom political decisions are made. It also gives many higher education courses and careers. Skills acquired in students a base of comparison to other political systems. It Psychology would be highly useful to those planning a career introduces students to the set of rules governing UK politics, the or course in teaching, medicine, law, business management, UK constitution, which is different in nature to the rest of the media, advertising, sports studies and academic research. Many world. It also introduces students to the roles and powers of the students will go on to study Psychology at degree level to access different major branches of government – legislative, executive careers in clinical, educational, occupational, forensic or sports and judiciary – as well as the relationships and balance of power psychology. between them and considers where sovereignty now lies in the political system. METHOD OF ASSESSMENT Non-Core Political Ideas Exams at the end of year 13 This section allows students to explore the concept of Nationalism and how it relates to human nature, the state, No coursework element society and the economy.
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk SOCIOLOGY 36 SPANISH 37
Contact: Mr Eugene Spiers or Mrs Amy Goldsmith For more information contact: Mr Eugene Spiers or email Miss Távora direct ([email protected]) Board: AQA Board: AQA
COURSE DESCRIPTION ENTRY REQUIREMENTS COURSE DESCRIPTION First year Candidates are expected to have grade 4 or above in English. The course comprises the following topics: Unit 1: The Family and Households • Aspects of Hispanic society: Modern and traditional values, CAREER PROGRESSION Students will look at how the family is changing and what Cyberspace, Equal rights different sociologists say about these changes. Topics include the Sociology will be useful to those students who are interested • Artistic culture in the Hispanic world: Modern day idols, division of housework, childhood, divorce, government policy on in entering higher education equipping them with a number Spanish regional identity and Cultural heritage the family, family diversity and how demography has effected of required skills. It will be particularly of benefit for those who • Multiculturalism in Hispanic society: Immigration, Racism and changes to family structures. Feminist, Marxist, Functionalist and are interested in entering the caring professions, social services, Integration post-modernist views on the family are also explored. healthcare, police force, armed services, teaching, probation, law etc. • Aspects of political life in the Hispanic world: Today’s youth, Unit 2: Education and Methods tomorrow’s citizens, Monarchies and dictatorships, Popular Students will investigate the UK education system and why movements some social groups do better in it than others. A range of factors, METHOD OF ASSESSMENT both within schools and outside schools, will be explored, We also study different literary texts and films. alongside the impact of current and past government policy. EXAMINATIONS Students will also look at sociological research methods and the The A Level Spanish course is currently delivered at pros and cons of these alongside a study of how they can be A LEVEL Hardenhuish School. used to investigate our education system. (3 Papers at the end of the second year) WHY STUDY SPANISH? Second year Paper 1: Education with Theory and Methods (2 hours) Families and one other topic to be decided - see Learning a foreign language increases personal satisfaction, Unit 3: Media or Beliefs in Society Paper 2: above (2 hours) employability, personal and social development of the individual, If the Media is studied students will investigate sociological mobility and communication skills. Students gain a deeper explanations of new media and their impacts on contemporary Paper 3: Crime and Deviance with Theory and Methods (2 hours) understanding of another society through a study of literature, society; the relationship between ownership and control of the film, contemporary and historical events. Moreover, media; globalisation and popular culture; the selection and Spanish is the second most widely spoken language by first presentation of the content of the news; media representations language speakers. of age, social class, ethnicity, gender, sexuality and disability and the relationship between the media and audiences. ENTRY REQUIREMENTS If Beliefs in Society is studied students will investigate ideology, science and religion, including both Christian and non-Christian GCSE grade 6 in Spanish. religious traditions. This will include the relationship between social change and social stability; different types of religious CAREER PROGRESSION organisations, including cults, sects, denominations, churches and New Age movements; the relationship between different Languages graduates are highly regarded by employers. social groups and religious/spiritual practices; the significance There are many career options for languages graduates including of religion in the contemporary world, including the nature and interpreter, translator or a career in teaching. A Spanish degree extent of secularisation in a global context. would also be useful for careers in broadcast journalism, the diplomatic service, international aid, logistics and distribution, Unit 4: Crime and Deviance with Theory and Methods marketing, sales and tourism. Students will investigate different theories about the causes of crime, control and punishments, the relationship between the METHOD OF ASSESSMENT media and crime and the impact of globalisation on crime. They will also investigate reasons for different patterns of offending There are three components to the assessment of the course: amongst different social groups for example – why is the UK Paper 1: Speaking – (30%) prison population 95% male and why are you more likely to Paper 2: Listening, Reading and Translation – (50%): be stopped and searched by the police if you are not white? a 2.5 hour examination Students will also look at the main perspectives and research Paper 3: Critical and analytical response in writing – (20%): methods used in Sociology and address questions like “is a 2 hour examination comprising of two essays of Sociology a science?” 300 words on a literary work and film
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk NOTES 38 NOTES 39
Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk Sheldon School SIXTH FORM COURSE HANDBOOK www.sheldonschool.co.uk