blessed thomas holford catholic college sixth form prospectus 2015 - 2016

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Blessed Thomas Holford Catholic College Sixth Form provides its students with a superb environment to develop and flourish academically and personally

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Page 1: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016
Page 2: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016
Page 3: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

1

Index

Page

Our Aims 2

Message from the Headteacher 3

Message from the Head of 5

Sixth Form

Dates for your Diary 6

Admission Policy 8

Admission Procedure 9

What is on Offer 11

A Typical Day 12

Pastoral System 12

Tutorial Time 13

Information, Advice and 13

Guidance

Attendance 15

Sixth Form Ambassadors 15

Page

Dress Code 16-17

Catering 18

ICT Facilities 19

The Study Centre 19

Parental Contributions 21

Communication with Parents 21

Types of Qualifications 22

Enrichment 22

Pathway Options 23

Which Course Should I Take? 23

The Russell Group Universities 25

Aiming for the Very Best 26

Courses Available 27

Page 4: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

2

Our Vision…

We are a Catholic community of aspiration, dedicated to all our students excelling spiritually

and academically in our school and beyond.

We change lives through our culture of high standards and expectations of everyone who

learns and works in our school and a belief that achievement is for all.

What we do…

Nurture the Catholic faith

Achieve outstanding academic results

Instil in each pupil the values of ambition,

diligence and integrity

How we do it…

High expectations of everything we do

Excellent teaching

Exemplary behaviour and personal standards

Focus on numeracy and literacy

Ensuring every child is known

Our Aims

“Academic life at Blessed Thomas Holford is a supportive and happy environment with teaching staff being always more than happy to help any student out with either their queries about their work or Sixth Form life in general. The relationship between students mirrors that of a team. Help is always available for you either in teacher form or fellow student support as there is always someone who you can talk to. Blessed Thomas Holford Catholic College Sixth Form provides you with the best two years of your schooling life both academically and socially.”

Lauren, Alumni Student

Page 5: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Welcome to Blessed Thomas Holford

Sixth Form Prospectus Welcome to Blessed

Thomas Holford Catholic

College Sixth Form.

When visitors come to our

Sixth Form they always

comment on the amazing

building and excellent

facilities. We are

tremendously proud of

our new building, the

futuristic design and

striking exterior and

interior, the fantastic ICT

facilities and modern

teaching and study spaces.

But we all know that the

real heart of any

institution is the quality of

teaching and the support

and guidance provided to

every student. Our 2014 A

Level results showed an

exceptional 99% pass rate

with 52% of the grades at

A*-B. We are delighted

96% of our students

gained places at

university, including

places at the top

universities in country

such as Liverpool,

Manchester, Cardiff and

Sheffield.

As you read this

prospectus you will see

our strong commitment

to providing the very best

for our students. We are

able to offer a wide range

of courses and excellent

teaching as well as a

strong system of pastoral

support and careers

guidance.

Of course we expect high

standards from every

student in their

application to their

studies, their dress and

their contribution to our

college community. Our

aim is to provide every

student with good

qualifications, skills for

employability and the

important personal

qualities to lead a happy

and fulfilling life.

Please enjoy reading our

prospectus and contact us

if you need any further

information. If you are a

student at another school

then visits to our Sixth

Form are always

welcome.

Yours sincerely,

J Cornally Headteacher

“From the moment a student

enters our Sixth Form we want

them to feel a sense of

achievement and belonging as

this is very important to their

future success and wellbeing as

learners and as people”

John Cornally Headteacher

Page 6: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Page 7: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

5

Welcome to Blessed Thomas Holford

Sixth Form

Catherine Connaughton

Deputy Headteacher,

Head of Sixth Form

Alongside the academic

life of the Sixth Form,

students are provided

with opportunities for

enrichment to help them

develop socially,

emotionally and

spiritually.

The programme of events

throughout both years

provides students all the

help and advice they need

for the future they are

aiming for.

We have excellent links

with a vast number of

excellent universities and

businesses affording our

students with the latest

information about the

possibilities open to them

so they can make

informed decisions with

the support of the Sixth

Form pastoral team.

We were delighted to

have our excellent Sixth

Form provision recognised

by Ofsted in 2013 where

they reported that,

‘Leadership of the Sixth

Form is outstanding

because both a strong

work ethic among

students and good

pastoral support have

been established…

In the Sixth Form students’

attendance is outstanding.

Students are exceptionally

positive about how the

school has helped them to

develop their knowledge

and skills. Sixth Formers

are good role models who

take an active

participation in mentoring

and supporting younger

students.’

OFSTED Inspection Report:

19-20 June 2013

We hope that this

prospectus, along with the

Open Evening and our

website, should provide

you with all the

information you need

about our Sixth Form. Our

staff and students will be

delighted to offer you help

and advice about all

aspects of Sixth Form life

here and we look forward

to welcoming you to

Blessed Thomas Holford

Catholic College Sixth

Form in 2015.

Blessed Thomas Holford Catholic

College Sixth Form provides its

students with a superb environment

to develop and flourish academically

and personally.

Having opened in September 2011

we have now said a fond farewell to

two cohorts of students who are

starting courses at universities right

across the United Kingdom. Every

student left the Sixth Form with

pleasing A Level and BTEC results

ensuring they secured the places they

wanted.

Over the past 4 years the Sixth Form

community has continued to go from

strength to strength. We offer a wide

range of 20 A Level and 3 BTEC

subjects, including all 10 facilitating

subjects: highly recommended for

future academic study at Russell

Group University.

All subjects are taught by our

outstanding teachers within

exceptional facilities.

Page 8: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Dates for Your Diary

Open Evening for 2015 entry will be held on Thursday 2nd October 2014 at

6.00 p.m.

This is an excellent opportunity for parents and prospective students to find out what is

on offer in our Sixth Form and discover the wide range of post-16 courses available to

study.

Applications for the 2015 entry are invited after the October Open Evening. An application

form is available to download from the Sixth Form website. All applications should be

received before 14th November 2014. Please go to the Sixth Form website

(http://www.bthcc.org.uk/sixthform/) to access the application form.

Our Sixth Form enrolment days will take place on the GCSE examinations results day

Thursday 20th August and Friday 21st August 2015 from 10.00 a.m. – 12.00 p.m. in Sixth

Form.

This prospectus is also available on the college website for those who require a larger

format. For any further information please telephone or write to:

Sixth Form Admissions

Blessed Thomas Holford Sixth Form

Urban Road

Altrincham

Cheshire

WA15 8HT

Telephone: (0161) 911 8090

Facsimile: (0161) 911 8093

Email: [email protected]

Web: www.bthcc.org.uk/sixthform/

Page 9: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Page 10: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Admission Policy

Our Sixth Form is designed to serve the College community and to be as inclusive as

possible. The maximum number for admission in each year will be 150 applicants. Priority

will be given to the first 140 applicants from Blessed Thomas Holford Catholic College who

meet the entrance requirements and to the first 10 external applicants who meet the

entrance requirements.

In the event of under-subscription, places will be made available to applicants from any

school who meet the entrance requirements. In the event of over-subscription, internal

and external applicants meeting the entrance requirements will be placed on a waiting list

and, should any further places become available, offers will be made on a first-come first-

served basis.

An application form is available from the Sixth Form Manager or the Sixth Form website

and should normally be submitted by 14th November each year.

Entrance Requirements

Applicants are normally required to have at least five A*- C passes at GCSE,

including English and Mathematics.

All applicants must meet the minimum requirements for the AS / A level / BTEC

subjects which they wish to study. For the majority of subjects applicants are

required to have achieved at least a grade B at GCSE in that subject (or a related

subject where the chosen subject is not offered at GCSE) and it is expected

applicants will have obtained the higher tier of entry where applicable.

All applicants are required to have a strong work ethic and commitment to our

ethos, standards and code of conduct. This will be determined from the application

form, school reference and interview.

All applicants are required to support and adhere to the Catholic ethos of our Sixth

Form and promote the Catholic life of the college with younger pupils in the main

school. All applicants are required to attend compulsory Religious Education

classes. They are also required to take part in the daily act of worship and attend

assemblies and Masses.

Entry into Year 13 relies upon success in the Year 12 assessments. As a minimum

all applicants are normally expected to achieve a D grade (or BTEC interim score of

pass) in each of the subjects they continue to study in Year 13.

Page 11: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Admission Procedure

Applying to Blessed Thomas Holford Sixth Form is simple. You can download an

application form from the Sixth Form website. Complete the application form any time

after the October Open Evening and before 14th November 2014. If you do not have

Internet access, please telephone the Sixth Form Reception, to request a hard copy.

We welcome applications at any time after the Open Evening but would encourage you

to take time over this application, as it is important you choose the right courses. A

subsequent meeting will then take place between each applicant and the Head of Sixth

Form to discuss the application. Proposed meeting dates and times will be posted directly

to the applicant’s home address, with most meetings taking place between February and

April 2015.

When you are ready to apply:

Download an application form from the Sixth Form website or contact the Sixth Form Reception for a hard copy

Carefully complete the various sections on the form, giving as much detail as you can.

Submit your application, once completed, by hand, post or email: [email protected]

If you realise you have made a mistake on your application DO NOT submit another one as this can cause confusion. You should telephone or email [email protected] and explain the changes you wish to make.

The closing date for all applications is 14th November 2014.

When invited for your meeting please be ready to discuss your reason for applying to

Blessed Thomas Holford Sixth Form and the course you have opted to study.

Late applications

Late applications may still be considered, especially where there are unavoidable reasons

for missing the deadline, such as a recent move into the area. However, late applications

will possibly be subject to course restrictions where courses might already be full.

Please contact the Sixth Form Reception, if you have any queries regarding your

application.

Page 12: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Page 13: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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What is on Offer?

Blessed Thomas Holford Sixth Form can cater for up to 300 students and provides the most

up-to-date facilities to support students in their studies and to enhance the whole

experience of post-16 learning. A range of A level and BTEC National Level Three courses

are on offer which will be delivered by outstanding teaching staff and aided by excellent

resources.

There are 20 purpose-built classrooms, including an Art studio, Creative Media and ICT

suites and Science Laboratories. These are all furnished to provide students with

comfortable learning spaces and with all the necessary equipment to enhance their

studies. The well-equipped Study Centre will provide a quiet place for independent

learning with a range of subject specific reference books, journals and multimedia

resources as well as a large ICT area.

The Information and Guidance Officer will be based in the Study Centre to help advise

students about life beyond Sixth Form. In addition, the Careers section in the Study Centre

has an up to date UCAS, University and Careers library to encourage students to conduct

some independent research.

Café Twenty Eleven located on the ground floor is an excellent facility for students to use

their laptops, read a book or have a discussion with tutors and fellow students over a drink

and a snack.

Sixth Form students will also have access to excellent sporting facilities including a Third

Generation football pitch and netball/tennis courts.

An exciting Tutorial Programme is in place, which will help prepare students for their

future, whether that is in higher education or their chosen career path. There will also be

a comprehensive Enrichment Programme which will allow students to continue their social

development whilst pursuing an interest or learning a new skill.

“Blessed Thomas Holford Catholic College Sixth Form is a wonderful environment for further education. From the fantastic state of the art building to the enthusiastic, friendly teaching staff; BTH Sixth Form is a college to be proud of. Student support is first rate. Introductions to various universities is comprehensive and extremely helpful. This, along with the unforgettable pilgrimage to Lourdes in the summer makes for an exceptional place of learning and developing.”

Parent of Student

Page 14: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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A Typical Day

Year 12 students will choose 4 Advanced Subsidiary (AS) Level courses or a combination of

AS and BTEC National Level 3 courses equivalent to 4 AS Levels, depending on the pathway

chosen by the student. Each AS course will be taught over 5 hours per week. In addition

students will participate in the Enrichment Programmes including General Religious

Education and the Tutorial Programme.

Daily registration with the Sixth Form Tutor is at 8.55 a.m. and lessons begin at 9.15 a.m.

until 4.00 p.m. All students are expected to attend daily registration and maintain

excellent records of attendance and punctuality that includes remaining on site from 8.55

a.m. – 4.00 p.m. regardless of when Independent Study periods are planned into a

student’s timetable. Independent Study periods are timetabled to help each student with

their studies; effective use of this time and the resources the Sixth Form has to offer are

fundamental to becoming an independent learner.

Pastoral System

Blessed Thomas Holford has been commended for its outstanding pastoral care and

guidance, something we continue in the Sixth Form. Maintaining a happy and safe

environment where students learn and flourish is central to everything we do at Blessed

Thomas Holford. The Sixth Form aims to provide an inclusive environment for all students

who are qualified to undertake the programmes of study we offer.

When students enrol in late August, after receiving their GCSE results, they will become

part of a Sixth Form Tutor group with a Tutor who is responsible for their pastoral care

and guidance. Each Sixth Form Tutor will help students to make a smooth transition into

Year 12 and will be able to provide advice, support and guidance throughout their time

with us.

Sixth Form Tutors help to look after students’ welfare during their post-16 studies and are

the students’ first point of contact to discuss any issues they have regarding Sixth Form

life. In addition to the pastoral care, Sixth Form Tutors will help students with their

academic studies, helping to plan their revision timetable, inform them about future

university courses and employment opportunities. Part of the Sixth Form Tutors - student

partnership will involve regular individual reviews of progress and target setting to help

ensure further progress is made.

Page 15: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Tutorial Time

All Sixth Form Students will have one hour of Tutorial time with their Sixth Form Tutor each

week. The purpose of this session is to help support the continual personal, social,

emotional, moral and spiritual development of each student in our care. It is a time to

reflect on the academic and pastoral side to Sixth Form life and to work with their Tutor to

identify targets to make further progress.

The tutorial programme will include sessions on a whole range of topics including study

skills, careers, stress, health, leadership skills, target setting, and applying for university.

In addition, the tutorial programme includes a range of sessions led by various universities,

businesses and apprenticeship providers. These established links have ensured we

continue to provide all students with the most up to date relevant information, enabling

them to have informed decisions about their future plans.

Information, Advice & Guidance

In addition to the pastoral team, there will be additional support provided from the

Information, Advice and Guidance team. The role of this team is to provide the most up-

to-date and useful information about all pathways suitable for each student. The

Information, Advice and Guidance Officer will be based in the Study Centre and will be

available for informal discussions as well as pre-arranged individual appointments.

"As an external student, from the day I enrolled to come to Blessed

Thomas Holford Sixth Form I felt welcomed. The transition I experienced

was a world apart from my previous school as everyone was so

approachable and wanted to aid you in reaching your full potential.”

Kate, Senior Head Girl – Year 13

Page 16: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Page 17: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Attendance Maintaining an excellent attendance and punctuality record is crucial for academic success

and future applications for university or work placements and is a priority for all our Sixth

Form students. All students are required to be on site for registration at 8.55am until the

end of the Sixth Form day at 4pm.

During Independent Study periods students are expected to undertake their work in either

Café Twenty Eleven or the Study Centre. We expect our students to be self-managers when

it comes to their own learning and use this time wisely. Where students would benefit

from a more structured timetable with their Self Study time, Sixth Form Tutors can assist

them with their study plan.

As excellent attendance is key to academic success we ask that students avoid making

appointments during the Sixth Form day. If a student needs to request an absence for any

reason we ask that an absence request form (available from the Sixth Form website) is

completed and signed by a parent/carer. This should be given to both their Sixth Form

Tutor and then the Head of Sixth Form for approval.

If a student is going to be absent and it is not pre-arranged i.e. illness we ask that their

parent/carer contacts the Sixth Form Reception before 8:00a.m. to report the absence.

We ask that if the absence will be more than one day that you contact us on each morning

to inform us.

Sixth Form Student Ambassadors Student activities will be organised by the Sixth Form Student Ambassadors, which will

consist of appointed students as well as members of the Sixth Form staff. The Ambassadors

will discuss key issues that concern students and seek to drive continual improvement

within the Sixth Form.

The Sixth Form Student Ambassadors will work to organise events, decide on and budget

for the use of student funds, represent student views, promote good relations and

initiatives within the Trafford area and support a range of charities, both global and local.

The Sixth Form Student Ambassadors will give students a voice and make an important

contribution to the running of the Sixth Form. We want students to be part of the decision

making process for their Sixth Form as well as the main College. This will be an excellent

opportunity to get involved and make an impact on Sixth Form life and gaining key

leadership skills along the way. All students are given the opportunity to become an

Ambassador before the end of Year 12. They will be interviewed for the position by

members of the Sixth Form staff.

“The Ambassador team here at Blessed Thomas Holford plays a vital role in the day to day

running of Sixth Form life. It allows the opportunity for students to have an active role in the

Sixth Form, having a voice to impact key decision making and supporting fellow students.

The team are involved in aiding the transition for Year 11 pupils into the Sixth Form,

attending events out of school hours and having regular meetings to discuss issues and voice

the opinions of students and any concerns they may have.”

Ella, Senior Deputy Head Girl – Year 13

Page 18: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Female Dress code:

Black, grey or navy suit with the option of pinstripe including:

o Single-breasted jacket

o Full length trousers fitted to the waist

o Tailored skirts fitted to the waist, just above or just below the knee

A shirt or smart top of any subtle colour – vest tops or tops revealing too much flesh are not permitted

Black, dark navy or flesh coloured tights with skirts – patterned or fashion tights are not permitted

For health and safety reasons we ask that heels are no higher than 3 inches. Dark shoes or dark ankle boots with trousers – no pumps, trainers or walking boots such as ‘UGG’ boots are permitted

Dark coat – no denim, ‘hoodies’ or jackets with large logos are permitted

Discreet jewellery, which may include a necklace, bracelet, watch, rings and one pair of stud earrings through the ear lobe – excessive jewellery and any other visible piercings are not permitted

Discreet use of make-up and appropriate hair styles and colour are expected

No visible tattoos are permitted

Part of Sixth Form life is preparing students for the world of work and a

smart appearance is paramount for all students in our Sixth Form. As such

we expect all our students to follow the dress code outlined below.

Dress Code

Page 19: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Male Dress code:

Black, grey or navy suit with the option of pinstripe including:

o Single-breasted jacket

o Full length trousers fitted to the waist

A shirt of any subtle colour

A tie of any subtle colour and or pattern

Dark shoes or dark ankle boots with trousers – no pumps, trainers or walking boots such as ‘UGG’ boots are permitted

Dark coat – no denim, ‘hoodies’ or jackets with large logos are permitted

Discreet jewellery for male students, including necklace, bracelet, watch and rings. No piercings including earrings or the wearing of excessive jewellery are permitted

Appropriate hair styles are expected which includes natural hair colour and hair length no shorter than a number 2

The dress code is in place to ensure all our students are ready for the world

of work. We want our students to be proud of their professional

appearance. If any student chooses not to adhere to this dress code they

will face sanctions which will include missing valuable lesson time. We do

not want this to happen and appreciate all students’ cooperation with this

policy.

“We very much wanted to send a huge and grateful thank you to the fantastic staff. So many happy memories and achievements to look back on – and indeed look forward to in the year ahead. We are always amazed and humbled by the dedication and commitment of the staff ah BTH, a truly exceptional group of people. The guidance and support has been remarkable and we blessed that he is taking his A Levels in an environment that could not be bettered – anywhere” Parent of Student

Dress Code

Page 20: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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………………………………………………………………………………

Catering

The Sixth Form Café Twenty Eleven offers fresh, healthy and appetising food for students,

staff and visitors. We are committed to providing quality food and drinks, which includes,

where possible, locally sourced produce.

Café Twenty Eleven opens from 8.30 a.m. onwards serving breakfast and hot and cold

drinks. At lunchtime the cafe will also serve a choice of hot and cold meals, including

toasted paninis, filled jacket potatoes and a range of freshly made sandwiches.

Throughout the day hot and cold beverages, homemade cakes and pastries, fresh fruit and

yoghurts will be available. The café will be a comfortable place to enjoy a meal or have a

coffee whilst caching up with friends or having an informal meeting with a tutor.

Page 21: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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ICT Facilities

The use of ICT can have a huge impact on the quality of teaching and learning at all levels

and as such, we aim to provide the most up-to-date technology to support students in their

learning. There are purpose built ICT and Creative Media suites dedicated to the use of

Sixth Form students. This includes top of the range ICT resources and software packages

suitable for all curriculum areas as well as for independent study time.

In addition to the resources, students will have a personal Sixth Form email address and

access to the Sixth Form Virtual Learning Environment (VLE). This will be regularly used to

keep students up-to-date with relevant information about life at the Sixth Form as well as

for subject tutors to get in touch with students about their studies. We believe this will

enhance the communication between staff and students and enable learning to take place

outside of usual Sixth Form hours. Students are expected to use this facility correctly and

must endeavour to do so by following the Sixth Form internet policy.

The Study Centre

The Study Centre is located on the first floor and is open from 8:15 a.m. to 4.15 p.m. daily.

This fantastic resource will aid independent learning giving all students the opportunity for

quiet study. No food or drinks are allowed in the Study Centre and we ask all students to

treat all Sixth Form resources and equipment with respect, including borrowed items.

The Study Centre is stocked with relevant reference books for each curriculum area as well

as a range of subject specific journals and daily newspapers. In addition to the reading

materials, there are ample ICT resources, including ‘Mac’ and regular PC’s.

Students will be registered to loan items from the Study Centre at the start of term on the

biometrics system and may use this to borrow books for a period of two weeks. All books

must be stamped in and out to ensure all students have fair access to resources.

“Here at Blessed Thomas Holford, a strong emphasis is put on the

academic side of life at Sixth Form. Lessons are fast-paced but anytime

a student has trouble understanding or needs extra notes, subject

teachers are always willing to help, if not in person, via email.

Furthermore, the Study Centre offers books organised in subject order

which always helps with the ‘Stretch and Challenge’ portion of lessons.”

Ben, Senior Head Boy – Year 13

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Parental Contributions

Students are expected to have all the necessary equipment and stationery for the subjects

they have chosen to study. Textbooks and relevant equipment for each subject are loaned

for the duration of the college courses. A financial contribution of £50 is requested to cover

two years of resources once a student has enrolled.

Parents are also asked to contribute to the Sixth Form Fund of £15. The fund is used

throughout the year to support student facilities and activities on offer at the Sixth Form.

To ensure a smooth start to the term these financial contributions are requested at

enrolment in August. Cheques can be payable to ‘Blessed Thomas Holford Catholic

College’. On-line or cash payments will also be available on enrolment.

Communication with Parents

We believe maintaining excellent communication with parents is crucial in supporting each

student to achieve his or her potential. The Sixth Form website is a great way for parents

to keep up to date with news and events going on in the Sixth Form. In addition, parents

and students are encouraged to follow the Sixth Form on twitter @bthcc_sixthform

Three times a year an academic progress report will be sent home outlining the current

performance grades for each student. In addition, parents will receive an annual report

that will contain a more detailed overview of the achievements of each student and targets

to help aid further progress. A parents’ evening will take place twice a year to monitor

progress and ensure parents are up to date with reports.

We endeavour to assist parents in helping their child to succeed and as such, the home-

college communication is a two way process. If there are any circumstances, which might

affect your child’s learning, we would appreciate you contacting their Sixth Form Tutor so

we can help support your child.

“As parents we have been delighted with the encouragement given to the students

so that they can achieve their potential. There is a mutual respect between the staff

and students which is evident whenever you see them together; and listen to the

students talking about their experiences with the college. The new facilities are

excellent and provides a fantastic environment for the students to study.”

Parent of Student

Page 24: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

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Types of Qualifications

Overview of three types of qualifications available (AS / A2-Levels, BTEC National Level Three).

Blessed Thomas Holford Sixth Form offers the following programmes of study:

1. AS / A Levels

2. BTEC Nationals Level Three

3. Enrichment Programme including a General Religious Education course

Advanced Levels (A Levels) are the more traditional route in post-16 education. The

assessments are taken over the two years, Year 12 in the form of Advanced Subsidiary (AS)

assessments and A2 assessment in Year 13. The combined result of the modules in each year

constitutes the total A Level grade achieved. In most A Level subjects there are four modules

studied over the two years, although Mathematics, Biology, Chemistry and Physics have six

modules over the two years.

The BTEC National Level Three can be studied as either a Certificate (broadly equivalent to one

AS Level), a Subsidiary Diploma (broadly equivalent to one A Level) a Diploma (broadly

equivalent to two A Levels) or an Extended Diploma (broadly equivalent to three A Levels). The

BTEC qualification is particularly suitable for those who have strong inclinations towards a

chosen vocational career.

Enrichment

The purposes of enrichment activities is to give students a chance to learn more about

themselves and the type of people they are. With the pressures of the students’ academic

work, it is important to develop other interests as a form of relaxation. It is also an excellent

opportunity to make new friends, work as a team and learn new skills. Universities and

potential employers are very keen to find out what students spend their free time doing

so having a range of activities and interests will be a real benefit when applying for

universities or work placements.

We want all students to have a wide range of opportunities to enhance their studies over

the course of the two years in our Sixth Form. As part of the enrichment programme most

subjects will offer a range of visits and residential trips that will help engage and enhance

the progress of students taking that subject.

The enrichment programme will also include many opportunities to get involved with

something completely new and not related to curriculum areas. The planned enrichment

activities will include the Duke of Edinburgh Award, languages, debating society, a range

of sports, peer mentoring programmes, pilgrimage to Lourdes and voluntary/charity work.

Many of these activities will be largely organised and led by the students themselves and

take place outside of curriculum time.

Another key element of the enrichment programme will be a General Religious Education

course for students enhancing their religious, social, cultural, moral and personal

development.

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Pathway Options

Constructing Your Own Programme of Study

Students are able to choose an individual combination of courses that meet their needs,

interests and aspirations, offering the best opportunity for success.

Final choices are not made until after the GCSE results have been released although

provisional choices will be discussed at interview. It is crucial that students thoroughly

research their choices and consider their grades which teachers are estimating they will

achieve at GCSE so they are clear on what are their best options to make post-16.

Which Course Should I Take?

Before making any decisions about the subjects you wish to study we strongly advise

students to read the course descriptions very carefully. We also recommend speaking to

the course leaders for the subjects you are interested in and find out how suited to the

course you might be.

Using your most recent academic review or report will allow you to see your current

performance grades and your subject teachers can help you set realistic yet challenging

targets to boost these grades.

We aim to provide the most accurate information about academic performance for all

our students which might mean we recommend you look at other options for your post-

16 studies. We will not advise any student to opt for a subject or pathway where we

believe they would struggle. Therefore we might recommend another college or post-16

pathway for students who would benefit from this.

We recommend the following subject combinations:

If a student wishes to study Physics that they seriously consider studying

Mathematics too;

If a student wishes to study Biology that the seriously consider studying

Chemistry too;

If a student wishes to study Chemistry that the seriously consider studying

Mathematics too;

If a student wishes to study Further Mathematics they must study Mathematics

too.

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24

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The Russell Group Universities

As outlined on the Russell Group website, the Russell Group represents 24 leading UK

universities, which are committed to maintaining the very best research, an outstanding

teaching and learning experience and unrivalled links with business and the public sector.

They are in every major city of the UK including Northern Ireland, Scotland and Wales,

attracting some of the very best academics and students from around the world, as well

as investment from multinational, research-intensive businesses.

Students can choose from a wide range of internationally renowned courses – from

medical, biological and physical sciences to business, social sciences and the humanities.

The Russell Group universities include: University of Birmingham, University of Bristol,

University of Cambridge, Cardiff University, Durham University, University of Edinburgh,

University of Exeter, University of Glasgow, Imperial College London, Kings’ College

London, University of Leeds, University of Liverpool, London School of Economics &

Political Science, University of Manchester, Newcastle University, University of

Nottingham, University of Oxford, Queen Mary, University of London, Queen’s University

Belfast, University of Sheffield, University of Southampton, University College London,

University of Warwick, University of York

For further information:

http://www.russellgroup.ac.uk/home/

http://www.russellgroup.ac.uk/faqs.aspx

http://www.russellgroup.ac.uk/informed-choices/

We are delighted that several of our first cohort of A Level students have been successful

in their application to a range of these Russell Group institutions. We will continue to

support and encourage our Sixth Form students to aim for the very best they are capable

of and apply to these prestigious universities.

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26

At Blessed Thomas Holford Catholic College Sixth Form we aim to provide a first class

education for all our students. We see each and every one of our young people as

individuals with their own path in life to pursue. As such, we want to provide the best

information, advice and guidance right from the very start of their time with us, including

the important stage of deciding A Level or BTEC Level 3 options and the opportunities these

open for them.

We have built our Sixth Form curriculum on academic and vocational excellence as well as

student interest and success. You will see from the range of A Levels and BTEC National

Level 3 courses at our Sixth Form that we are catering for a wide array of interests and

expertise.

We are particularly proud to offer all 10 ‘Facilitating Subjects’; these are considered to be

the most appropriate qualifications for a student applying to a Russell Group University.

These subjects are specified for certain degree courses at these universities, although

these are not the only ones accepted and it is important for students to research the entry

requirements they are most interested in at www.ucas.com. We would advise any student

who is considering applying to any of these institutions carefully considers a combination

of at least two of these subjects as their curriculum pathway at our Sixth Form.

The facilitating subjects we offer are:

Biology

Chemistry

English Literature

French

Further Mathematics

Geography

History

Mathematics

Physics

Spanish

Aiming for the Very Best

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*Facilitating Subject

Courses Available

A Levels Page

Art and Design – Fine Art 29

Art and Design – 3D Art 31

Biology* 33

Business Studies 35

Chemistry* 37

Classical Civilisation 39

English Literature* 41

French* 43

Further Mathematics* 45

Geography* 47

Government & Politics 49

History* 51

ICT 53

Mathematics* 55

Philosophy & Ethics 57

Physical Education 59

Physics* 61

Psychology 63

Sociology 65

Spanish* 67

BTEC Nationals Level 3 Page

Interactive Creative Media 69

Productions (Certificate)

Interactive Creative Media 71 Productions (Subsidiary Diploma)

Interactive Creative Media 73

Productions (Diploma)

Sport (Certificate) 75

Sport (Subsidiary Diploma) 77

Sport (Diploma) 79

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Art and Design – Fine Art               

GCE AS / A Level  

 

Awarding Body: AQA  

 

Course Leader: Miss L Harris  

Why study Art and Design – Fine 

Art? Being  creative  is  the  next  big  thing.      This popular  A  Level  is  a  practical  course  that allows  you  to  be  creative  and  get  inspired. This  course  provides  opportunities  for working with a wide  range of materials and disciplines  in  Fine  Art  with  areas  including painting,  drawing,  mixed‐media,  sculpture, installation,  printmaking  and  photography. It  provides  students  with  opportunities  to develop  personal  responses  to  ideas, observations,    experiences,    environments and  cultures  in  practical,  critical  and contextual forms. 

  

Extra‐curricular  aspects  of  the course: 

 

 

During  the course  there will be a number of  visits  to  galleries, museums  and  other places  of  interest.  A  residential  visit  to Venice,    London,    Cardiff,    Paris  or Barcelona will also take place. 

Entry Requirement:  

 

Students considering this course will need to present a broad portfolio of Art and Design work  showing  ability  and  commitment.  A minimum grade B or above  in Art GCSE or a BTEC  First  Certificate  in  Art  and  Design  is required  for  all  students  opting  for  this course.  

 

Higher Education and Careers:  This  qualification  provides  students with  an Art  and  Design  portfolio  to  support  an application  to  Higher  education  as  well  as the practical  skills  required  for employment with  further  training.  Interior  Design, Advertising,  Computer  Design,  Animation, Architect,  Media  &  TV,  Product  Design, Fashion  Design,  Theatre  Design,  Jewellery Design,  Photography,  Teacher,  Craft  design, Graphic  Design,  Textile  Design,  Sign writer/Sign  maker,  Video  Design  ,  Web Design,    Technical    Illustrator,  Sculptor, Special effects, Makeup Artist.   A Level Fine Art has really allowed me to refine my skills and is an academic area that challenges my creative nature, teaches me a variety of techniques and allows me to express myself. I genuinely enjoy the content and the freedom the course gives me. 

 Hannah 

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Art and Design – Fine Art             

Equipment:  

Lessons  take  place  in  specialist  workshops and  studios, with  equipment  and materials provided  to  enable  students  to  complete project  work.  Students  will  be  expected  to provide  their own basic  kit  including  sketch books,   an   A1   Art   folder,   drawing   and painting materials and a memory stick. A full equipment   list  will  be   issued  before   the start of the course. 

Assessment:  

 

At  the  end  of  each  project,  students  will receive   written   feedback   and   suggestions for  how  to  improve  their work  in  the  next assignment.   During   the   Summer   Term   of Year  13,  students will work on  their  end of year show which will be displayed in the end of year exhibition. 

 AS Assessment Units  A Level Assessment Units

Component 1: Portfolio  Component 1: Personal Investigation 60%  96 marks 

60% 96 marks

A submission of work selected by the student that exemplifies work carried out during the AS course. At least one extended collection of work, or project, based on an idea, concept, theme or issue, from initial starting point to a realisation. 

Personal investigation based on an idea, issue, concept or theme. Practical unit with written material of a critical, analytical nature of no less than 1000 words and no more than 3000 words. Supporting written work needs to be linked to the practical work and support the chosen focus for study. 

 Component 2: AS Externally Set Assignment  Component 2: Externally Set Assignment

10 hours of supervised time – emphasis on development of ideas 

15 hours of supervised time 

40%  96 marks 

40%96 marks

Separate question papers will be set with a choice of five inspiring starting points. Students may produce preparatory work and finished piece(s), or work of a developmental nature. 

Separate question papers will be set with a choice of eight inspiring starting points. Assesses students’ ability to work independently in response to a chosen starting point. Students produce a clearly defined selection of work, which will lead to a finished piece or pieces. 

 *Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been. 

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      Art and Design – Three Dimensional Design               

GCE AS / A2 

 Awarding Body: AQA 

 Course Leader: Miss L Harris / Miss S Collings 

 

   

Why study Art and Design – Three 

Dimensional Design?   

Studying  A  Level  Three  Dimensional  Design allows  students  the  opportunity  to  develop personal responses and ideas in relation to a variety  of  briefs  focusing  on  functional  3D outcomes.  Students  will  develop  an awareness  of  the  importance  of  consumers in  Art  and  Design,  as  well  as  gain  an understanding of  the  contribution of artists, craftspeople  and  designers  to  society  and industry.  Students  will  be  encouraged  to work  in  a  variety  of  3D  media  to  create outcomes  related  to  ceramics,  jewellery design,  set/theatre  design,  paper  cutting, architecture and 3D book design. 

 

Extra‐curricular  aspects   of  the  course:  

 

During the course there will be a number of visits to galleries, museums and other places  of  interest.  A  residential  visit  to Venice in Year 12 is planned. 

Entry Requirements:  

 

Students considering this course will need to present a broad portfolio of Art and Design work  showing  ability  and  commitment.  A minimum grade B or above  in Art GCSE or a BTEC  First  Certificate  in  Art  and  Design  is required  for  all  students  opting  for  this course. Evidence of 3D work  is desirable but not essential.  

 

Higher Education and Careers:   

This  qualification  provides  students with  an Art  and  Design  portfolio  to  support  an application  to  Higher  education  as  well  as the practical  skills  required  for employment with  further  training.  Interior  Design, Architecture,  Product  Design,  Fashion, Theatre/Set  Design,  Jewellery  Design, Teaching,  Textile  Design,  Sculpture,  Special Effects, Product Design, 3D Animation. 

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32 

       

    

Art and Design – Three Dimensional Design              

AS Assessment Units  A2 Assessment Units Unit 1:  Coursework Portfolio Unit 3: Personal Investigation 50% of the total AS marks 25% of the total A‐Level marks 80 marks 

25% of the total A‐Level marks 80 marks

A submission of work selected by the student that exemplifies work carried out during the AS course. At least one extended collection of work, or project, based on an idea, concept, theme or issue, from initial starting point to a realisation. 

Personal investigation based on an idea, issue, concept or theme. Practical unit with written material of a critical, analytical nature of no less than 1000 words and no more than 3000 words. Supporting written work needs to be linked to the practical work and support the chosen focus for study. 

Unit 2: AS Externally Set Assignment  Unit 4: A2 Externally Set Assignment 5 hours of supervised time – emphasis on development of ideas 

15 hours of supervised time 

50% of the total AS marks 25% of the total A‐Level marks  80 marks 

25% of total A‐Level marks 80 marks 

Separate question papers will be set with a choice of five inspiring starting points. Students may produce preparatory work and finished piece(s), or work of a developmental nature. 

Separate question papers will be set with a choice of eight inspiring starting points. Assesses students’ ability to work independently in response to a chosen starting point. Students produce a clearly defined selection of work, which will lead to a finished piece or pieces. 

 

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been.  

  

Equipment:  

 

Lessons  take  place  in  specialist  workshops and  studios, with  equipment  and materials provided  to  enable  students  to  complete project  work.  Students  will  be  expected  to provide  their own basic  kit  including  sketch books,   an   A1   Art   folder,   drawing   and painting   materials   and   a   memory   stick. 

Assessment:  

 

At  the  end  of  each  project,  students  will receive   written   feedback   and   suggestions for  how  to  improve  their work  in  the  next assignment.   During   the   Summer   Term   of Year  13,  students will work on  their  end of year show which will be displayed in the end of year exhibition. 

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Biology 

33

 

 

 

  

GCE AS / A2 Awarding Body: AQA 

 Course Leader: Miss G Byrne 

   

Why study Biology?   

Students with a qualification in biology are 

amongst the most sort after students thanks to 

their fantastic problem solving skills, their 

ability to work within a team and their 

capabilities in a laboratory setting.   

Biology includes the study of a wide range of exciting topics. In the AS Level year you will look closer at the workings of the human body and the ecological world around us. During your second year of study at A Level, you will develop your scientific knowledge of genetic technology and the control of cells and other organisms. 

 

 

Advanced Level Biology is suitable for you if you have an  interest  in and enjoy Biology and want to  find  out  about  how  things  work  in  the biological  world  by  the  application  of imaginative, logical thinking. As an academically rigorous subject we strongly recommend taking Biology  alongside  another  science  (preferably Chemistry) or Mathematics. 

Entry Requirement:   

A minimum grade B  at higher grade GCSE  is required in Science and Additional Science for GCSE  Biology  for  students  considering studying AS/A2 Level Biology.  

 

Higher Education and Careers:   

The course provides an opportunity for a broad base of Biological studies with many pupils choosing a wide range of courses and careers including an undergraduate degree in Life Sciences, Medicine, Nursing, Physiotherapy, Dietetics, Environmental Science, Veterinary Science and Pharmacy. Careers that Biology naturally lends itself to include such areas as biotechnology, teaching, the health service, forestry, agriculture, horticulture, conservation and the food industry.     

The reason I have chosen to study biology at sixth form is because I find it very interesting, as well as it being a very well respected subject. I really enjoyed studying science at GCSE level as I gained the support of excellent teachers and I hope to go on to study Science at university. 

 Ciaran 

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Biology 

34

 

 

Core Content Topics  Paper in which assessed

1.  Biological Molecules  Paper 1 & 3

2.  Cells  Paper 1 & 3

3.  Organisms, exchange substances with their environment Paper 1 & 3

4.  Genetic information, variation and relationships between organisms 

Paper 1 & 3 

5.  Energy transfers in and between organisms Paper 2 & 3

6.  Organisms respond to changes in their internal and external environments 

Paper 2 & 3 

7.  Genetics, populations, evolution and ecosystems   Paper 2 & 3 8.  The control of gene expression  Paper 2 & 3 

  

 

AS Level  Paper 1 (50% of AS Level)  Paper 2 (50% of AS Level)   

A Level  Paper 1  (35% of A Level)  Paper 2 (35% of A Level)  Paper 3 (30% of A Level) 

  

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been. 

 

Assessment:  

 

From 2015, The AS becomes a stand‐alone qualification, which doesn’t contribute to the A‐ level grade. The course will run as a linear rather than a modular course meaning pupils will be expected to sit 3 hours of exams at the end of AS Level and a total of 6 hours at the end of the second year of study to gain a full A Level qualification. 

Extra‐curricular aspects of the course:  

Visits and trips will take place during the course to venues such as Museums, Discovery Centre’s, Sites of Biological  interest, Nature reserves and other relevant institutions. 

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Business Studies            

  

 

GCE AS / A2 Awarding Body: AQA 

 

 

Course Leader: Mrs E Taylor  

     

Why study Business Studies?   

Business  Studies  is  a  contemporary  subject, enabling students to expand their knowledge in a broad  range of  topical  subjects  relating to  the world  in which  they  live.  The  course itself is ideal for students wanting to become proficient  in  handling  data,  presentations, planning,  problem  solving,  conducting research  and  challenging  their  own assumptions. 

  

Entry Requirement:   

Students  who  have  studied  GCSE  Business are  required  to  have  achieved  a  grade  B. However, there is not a prerequisite to have studied  Business  at  GCSE  level  to  consider studying  A  Level  Business  Studies.  Where students have not  studied GCSE Business, a grade  B  is  desired  in  Mathematics  and English. 

Higher Education and Careers:   

Business  Studies  is  a  perfect  stand‐alone option at University but equally lends itself well  to  other  subject  areas  including Languages  and  Economics. Whether  your interest is going on to Higher Education or straight  in  to  the world of work, Business Studies  will  certainly  help  you  along  the way. Number crunching may be of interest to you and so specialising in Accounting or Banking  is  recommended.  You may  be  a creative  student,  wanting  to  apply  your knowledge  more  to  the  Marketing  and Advertising  side  of  this  qualification. Leadership  may  be  your  forte,  in  which case a Management qualification would be suitable. 

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Business Studies            

Assessment:    

Extra‐curricular  aspects  of  the course: There  is an expectation that students will bring real examples of the business world into  the  classroom  environment.  This could  be  through  first‐hand  work experience and/or through the knowledge of current affairs in the media. A  variety of  trips  are  envisaged over  the two  year  course  where  Business  theory can be seen in practice. 

   

I chose Business Studies A Level because from the beginning of Year 9 I enjoyed the subject and the way in which you were able to analyse specific businesses and relate them to real life, I found it to be a subject that was quite relevant to the modern day world. In Business Studies I like the way you are able to apply logical concepts to businesses. I would like to do some form of business degree at university as I am very interested in the subject and the various job opportunities that a degree in Business can open up. 

 

 

Harry  

    *Assessment arrangements may differ due to changes being made nationally. To the left is an example of how the assessments have typically been. 

AS Level 

Unit 1  Planning & Business Finance 

40% AS 20% A2 

1 hour 15 minute examination 

This unit is a perfect introduction to the course. Welook into the challenges of starting up a business as well as essential financial concepts. This is assessed through   short   answer   questions   and   extendedresponses based on a mini case study. Unit 2  Managing 

a Business 

60% AS 30% A2 

1 hour 30 minute examination

The   focus  of   this  unit   is  on  the  structure  andmarketing   of   the   business.   Financial   skills   are developed as is the focus on customer service. Theassessment consists of multi‐part data response.

A2 Level 

Unit 3  Strategies for Success 

25%    of the  A Level 

1 hour 40 minute examination 

Measuring   business   performance  and  assessingappropriate functional strategies to achieve success is  the  basis  of  this  unit.  An  unseen  case  study including  numerical  data  forms  the  Unit  3assessment. Unit 4  The 

Business Environm ent 

25%  of the  A Level 

1 hour 40 minute examination 

Managing  change  is  a  key  focus  here. Theassessment is split into two parts: questions based on prior research and a choice of essay titles fromwhich one is selected. This is a synoptic paper which draws on all elements of the specification. 

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37 

       

+66666666666666666666666666666666666666666 666666666666666666666666666666666666666666 666666666666666666666666666666666666666666 666666666666666666666666666666666666666666 66666

Chemistry  

              

GCE AS / A2 Awarding Body: AQA 

 

 

Course Leader: Mr J McGeever     

Why study Chemistry?  

 

Do you want to know:‐ 

Why  helium  balloons  float  but  ones filled with argon don’t? 

Is climate change man‐made? 

How  to  carry  out  multi‐stage experiments? 

 Then  A  Level  Chemistry  is  for  you!  A  Level Chemistry  is  suitable  for you  if you have an interest  in,  and  enjoy  Chemistry.  It  is  also the subject to choose if you want to find out how things work  in the real world and enjoy applying your mind to solving problems. 

 

 

Entry Requirement:  

 

A  minimum  grade  B  is  required  on  higher tier  papers  in  both  Science  and  Additional Science  GCSE  for  students  considering studying AS/A2 level Chemistry. 

  Higher Education and Careers:  Most  job  opportunities  specifically  using Chemistry  require  higher  qualifications, however  most  laboratory‐based  jobs benefit   from   a   Chemistry   qualification such  as  dental  or  veterinary  assistant. Many    employers  view    success    at Advanced  Level  Chemistry  as  a  clear indication    of    sound    academic    ability. There  are over  200  courses  at UK Higher Education  institutions where  Chemistry  is the  primary  subject.  Examples  include Medicinal    Chemistry,    Forensic    Science and  Toxicology,  Pharmacology,  Chemical Engineering,  Dentistry  and  Veterinary Medicine. For   more   information   visit   the   Royal Society of Chemistry website on www.rsc.org/Education/SchoolStudents/i ndex.asp 

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Chemistry  

            

Assessment:  

 

Name of unit  Level  % of the total GCE marks 

Nature of assessment 

Unit 1 Physical Chemistry  Inorganic Chemistry Relevant Practical Skills 

A  35  Written exam (105 marks) 

Unit 2 Physical Chemistry  Organic Chemistry Relevant Practical Skills 

A  35  Written exam(105 marks) 

Unit 3 All content Practical Skills 

A  30  Written exam  (90 marks including some multiple choice) 

 

Extra‐curricular aspects of 

the course: There will  be  a  number  of  visits to  laboratories  in  industry, universities and workshops at the museum of Science and Industry. 

 

 You should choose Chemistry if you want to do subject  that is both challenging and fulfilling.  Antony 

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been. 

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Classical Civilisation

39

 

 

  

 

GCE AS / A2 Awarding Body: OCR 

 

 

Course Leader: Mrs F Wood    

Why study Classical Civilisation?   

Voyage  with  the  heroes  as   they  struggle with  legendary  monsters,  battle  against enemies  and  endeavour  to  make  it  home alive.  Get  to  know  the  gods  and  their ferocious  rule  of  the  mortal  world.  Fall  in love  with  the  mythology  of  the  Ancient Greeks  and  their  unforgettable  characters. Witness the fallout of the Trojan War and its famous horse trick. Explore the tragic fate of Oedipus born to kill his father and marry his mother.   And   unearth   the  magnificent  art and architecture of the ancient world. 

 

 

Classics  is  a  diverse, exciting  and  accessible subject  which  will  mark  you  out  as  a sophisticated and cultured student. 

 

 

Entry Requirement:  

No  previous  knowledge  of  Classical Civilisation  is required  for entry. However, a GCSE    grade    B    is    expected    in    English Literature if considering studying Classics. 

Extra‐curricular  aspects  of  the course:  

You  will  experience  the  drama  of  Greek Tragedy  in  the  theatre  and  take  visits  to superb  examples  of  Greek  art  and architecture  in  Liverpool  &  London.  You will  be  encouraged  to  develop  your  own classical  interests  in  areas  such  as mythology, history and art & culture.  

 

   

Classics has so much to offer that is inspiring and eye‐opening. The stories are exciting, terrifying and hilarious in equal measures, and the characters are the most memorable of all literature. Gaining the skill to not just look at a Greek statue but to relate to it and understand the motives behind its appearance and story is something that has allowed me to appreciate ancient and even modern culture more fully.  

 

Stephanie 

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Classical Civilisation

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AS Level  

Two modules. Two exams of 1hr 30min each. Candidates answer one structured, source‐ based question and one essay. 

 

 

Unit 1 – Homer’s Odyssey & Society Exam in June 

 

 

Unit 2 – Greek Tragedy [Aeschylus' Agamemnon, Sophocles' Antigone and Euripides' Medea and Electra.] Exam in June 

 A2 Level 

 

 

Two modules. Two exams of 2hrs each. Candidates answer one source‐based question and one extended essay. 

 

 

Unit 3 – Art & Architecture in the Greek World Exam in June 

 

 

Unit 4 – Virgil & the World of the Hero [The Aeneid & The Iliad] Exam in June 

 

Assessment:  

   

Higher Education and Careers:  Classics  is a highly rated subject. The wide range of skills you develop make you very desirable  in  the  eyes  of  universities  and potential  employers.  You  will  think, research  and  write  independently,  work cooperatively  with  others,  and  debate ideas and opinions.  

 

Classics  combines well with  a wide  range of other A Level courses including arts and sciences.  It  is  also  excellent  preparation for  a  variety  of  degree  subjects  including English,  History,  Drama,  Philosophy,  Art, Psychology,  Sociology,  Archaeology,  Law, Creative Writing, Medicine and Politics.  

 

Classicists  are  well  placed  for  careers  in journalism,  banking,  the  law,  politics, teaching,  business,  the  arts…  the possibilities    are  endless!    Notable Classicists    include:    Oscar    Wilde,    Karl Marx, Boris Johnson and J. K. Rowling. 

 

           

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been. 

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English Literature

41

 

 

  

 

  

 

GCE AS / A2 Awarding Body: AQA 

 

 

Course Leader: Mr M Nicholson    

Why study English Literature?   

“The best moments  in reading are when you come   across   something   ‐   a   thought,   a feeling,  a  way  of  looking  at  things  ‐  that you'd thought special, particular to you. And here    it    is,   set   down   by   someone   else,  a person you've never met.” The History Boys by Alan Bennett 

 

 

Literature  is  the study of people, places and societies,  told  through  a  labyrinth  of absorbing characters and mesmerising plots. The  study of English  Literature will broaden your horizons,  linking  you  to generations of creative and inquisitive authors. 

Entry Requirement:  

Students  considering  studying  AS/A2 Level  English  Literature  are  expected  to achieve  GCSE  Grade  B  or  above  in  both GCSE  English  Language  and  Literature. Students    should    also    be    enthusiastic about  reading  and  be  committed  to studying independently.  

Extra‐curricular  aspects  of  the course:  There  will  be  many  opportunities  to experience English Literature beyond  the classroom.  Theatre  visits,  trips  to Stratford  and  Bronte  country  will supplement the study of texts. 

  I’ve found studying Literature over the past year both challenging and enjoyable. It has been interesting to see my transition from when I did my coursework at the start of AS to my final exam in June. The transformation even surprised me! I have greatly enjoyed reading The Great Gatsby over this past year due to Fitzgerald’s portrayal of our love/hate character traits. In the end it proved I came to terms with what at first seemed complex Assessment Objectives in AS English.  

Kate 

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English Literature

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Assessment:  

AS English Literature – Unit 1 LITB1 Aspects of Narrative 

2 hour open book exam taken in June of AS year ‐ 84 marks 60% of total AS , 30% of total A Level Four texts for study: two novels (at least one post 1990) and two poetry texts (1800 – 1945). AS English Literature ‐ Unit 2 LITB2 Dramatic Genres 

Coursework unit entered in January of AS year ‐ 60 marks 40% of total AS, 20% of total A level Minimum of two texts for study within the dramatic genre of Comedy. One must be Shakespeare. A Level English Literature ‐ Unit 3 LITB3 Texts and Genres 

2 hour closed book exam entered in June ‐ 80 marks 60% A2, 30% of total A Level Three texts for study focusing on the Gothic genre including at least one text between 1300‐1800 words. 

A level English Literature ‐ Unit 4 LITB4 Further and Independent Reading 

A portfolio of two pieces of written coursework: comparative study of an aspect of two texts (1500‐ 2000 words); an application of an aspect of pre‐released critical anthology to a literary text (1200‐ 1500 words) – 60 marks Entered in June. 40% A2, 20% of total A level Candidates have the option of studying texts of their own choice. 

 *Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been. 

  

Education and Careers: The academic nature of this highly respected course is recognised by universities.  The transferable skills you will develop, such as the ability to write coherently and critically and to use reason and logic, will be valued by employers and would complement the following courses well: Philosophy and Ethics, Classical Civilisation, History, Government and 

 

Politics and Sociology. This course will challenge  you  to push  the boundaries of your  critical  and    analytical   thought, therefore  a   background  in    English Literature  is  useful  in many  high  profile careers   for   example:   Law,   Journalism, Politics,  Teaching,  Academia,  Business, Performing Arts, Broadcasting, Psychology and Sociology. 

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GCE AS / A2 Awarding Body: AQA  Course Leader: Miss C Horrocks 

 

Why study French?  

Did  you  know  that  French  is  the  lingua franca  of  culture,  including  art,  cuisine, dance,  and  fashion.  France  has won more Nobel  Prizes  for  literature  than  any  other country  in  the world and  is one of  the  top producers  of  international  films.    French  is the  second most  frequently  used  language on  the  internet  and  French  is  ranked  the second  most  influential  language  in  the world.   

Entry Requirement:  

French  GCSE  Grade  B  or  above is required for  students  considering  studying  AS/A2 Level French.  

 Assessment:  

The  AS  course  covers:  Media,  Popular Culture, Healthy Living/ Lifestyle and Family / Relationships.   

      The  A2  course  covers:  Environment,  The Multi‐cultural  Society,  Contemporary  Social issues, and the study of 2 cultural topics.  Extra‐curricular  aspects  of  the course:   We would anticipate that students would be visiting a French speaking country; and that they  would  be  involved  with  watching French  films,  doing  personal  reading, watching  television  and  writing correspondence  to  further  their  knowledge of  the  French  language.    This may  include visits  to  the  cinema  in Manchester  where they  show  a  range  of  French  films  or working  in  collaboration with other  schools in the area.            

French 

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 AS Examination  

Unit 1 

2 hours  Listening, Reading and Writing  Available in June 

70% of the total AS marks  35% of the total A level  

Unit 2  

35 minutes (including 20 minutes preparation)  Speaking  Available in June 

30% of the total AS marks  15% of the total A level  

A2 Examination  

Unit 3 

2 ½ hours  Listening, Reading and Writing  Available in June 

35% of the total A level  

 Unit 4 

 35 minutes (including 20 minutes preparation)  Speaking  Available in June 

 15% of the total A level  

     Higher Education and Careers: The  ever  increasing  importance  of Modern Languages  cannot  be  stressed  enough  and this  is  reflected  in many  courses offered at universities;  it  is possible  to  take a Modern Language  with  almost  any  other  subject. Degree  courses  in  French  and  Business Studies, Law and Management  in particular are  becoming  increasingly  popular  and provide a valuable qualification. The growing influence of the European Union means that there is greater need for modern linguists in industry and commerce, both in this country and abroad, in addition to job opportunities in  the  more  traditional  areas  of  teaching (including primary  schools),  the civil  service and secretarial work. 

Studying French at A Level truly enhances your knowledge  of  the  language.  Subject  areas such as 'La Culture Populaire' in which we talk about  cinema,  celebrities,  etc.  spark  up stimulating debates within the classroom. The small  class  ensures  capability  of  keeping  on top  of  the  work  and  you  receive  constant, reassuring  help  from  the  teacher.  At  the beginning  of  the  course  I  struggled  with French  grammar  and  I  can  say  with confidence  there  has  now  been  a  big improvement  in  this  area  for  me.  I  would therefore  highly  recommend  this  A  Level  for students  who  show  a  talent  in  foreign languages.  Maddy  

French 

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically 

been. 

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45  

GCE AS/A2  

Awarding Body: AQA 

 Course Leader: Miss C Summers 

Why study Further Mathematics?  For someone who enjoys mathematics, it provides a chance  to  explore  new  and  more  sophisticated mathematical  concepts.  It  is  a  challenging qualification, which both extends and deepens your knowledge  and  understanding  beyond  standard  A level  Mathematics.  Universities  endorse  it  as  it makes  the  transition  easier  from  A  level  to mathematical university courses. 

 

Entry Requirement:  A  Grade  A  is  expected  in  GCSE Mathematics  for students  considering  studying  AS/A2        Further Mathematics. However,  it  is advised  that  students who achieve a grade A*  in GCSE Mathematics  find the  transition  to  AS  Level  Further  Mathematics more manageable.         

      

Higher Education and Careers:  

Further  Mathematics  qualifications  are  highly regarded and are warmly welcomed by universities. Students who  take Further Mathematics are  really demonstrating  a  strong  commitment  to  their studies, as well as learning mathematics that is very useful  for  any  mathematically  rich  degree.  Some prestigious university courses require you to have a Further Mathematics qualification  and others may adjust their grade requirements more favourably to students  with  Further  Mathematics.  If you are not planning to study for mathematically rich degrees but are keen on mathematics you will find  Further Mathematics  a  very  enjoyable  course and  having  a  Further  Mathematics  qualification identifies  you  as  having  excellent  analytical skills, whatever area you are considering for a career.  Graduates with a mathematically rich degrees earn on  average  5%  to  10%  higher  salaries  than  the average for all graduates.  

  Careers that will benefit  from an A  level  in Further Mathematics are; Accountant, Actuary, Statistician, Aeronautical  engineer,  Investment  Analyst, Meteorologist and Investment Banker. 

 

     

 Further Mathematics

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46  

     Assessment:  Assessment is entirely exam based. AS Level Further Mathematics comprises of three units each carrying equal  weighting.  A2  Further  Mathematics  also comprises  of  three  units,  each  carrying  equal weighting. 

 Content  Weighting Assessment

AS Level 

Further Pure 1  1/3 of the AS Level; 1/6 of A Level 

1 hour 30 minute written paper 

Mechanics 1  1/3 of the AS Level; 1/6 of   A Level 

1 hour 30 minute written paper 

Decision 2  1/3 of the AS Level; 1/6 of A Level 

1 hour 30 minute written paper 

A2 Level 

Further Pure 2  1/6 of A Level  1 hour 30 minute written paper 

Further Pure 3  1/6 of A Level  1 hour 30 minute written paper 

Mechanics 2  1/6 of A Level  1 hour 30 minute written paper 

 

     Extra‐curricular  aspects  of  the course:  Students  will  be  given  the  opportunity  to  attend problem  solving  sessions  at  the  University  of Manchester 

          

Further Mathematics gives you a deeper understanding so you can solve things that you may not be able to in normal A level Maths.  

Ailish 

*Assessment arrangements may differ due to changes being made nationally. Across is an example of how the assessments have typically 

been. 

 Further Mathematics 

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47  

           

Geography 

Geography  

             

 

GCE AS / A2 Awarding Body: AQA 

 

 

Course Leader: Mrs T Williams  

     

Why study Geography?   

Geography  at  A  Level  is  a  unique  bridge between  the  social  and  earth  sciences.  It raises  awareness  of  the  environment  and enhances  your  knowledge  of  the  world around you. It opens doors to many careers, from  becoming  an  architect  to  a  business analyst,  travel  agent  to  teacher. During  the course  you  will  be  able  to  develop  your problem  solving  skills  and  learn  to communicate  effectively  through  written, verbal and ICT media. 

  

Entry Requirement:   

A Grade B is preferred at Geography GCSE for students  considering  studying  AS/A2  Level Geography. For  those who have not studied Geography at GCSE  level, a Grade B  in GCSE English  or  Leisure  &  Tourism  or Environmental Science is required. 

Higher Education and Careers:  

  

A  wide  variety  of  universities  offer Geography  as  a degree.  There  is  a BSc  in Geography,  which  is  mainly  physically based, however, both human and physical topics are studied in the first year. There is also BA Geography, which is mainly human based, but again the  first year offers both physical  and  human  topics.  This  allows flexibility  to  change  between  the  two degrees at the end of the first year. 

Geography can  lead  to a  range of careers including  teaching,  research  work  in environmental  sectors,  retail,  marketing, advertising,  accountancy,  law,  the  travel industry and more. 

  

 

The Cranedale trip 

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AS Examination 

Unit  1  –  Human  &  Physical  Geography including:  Rivers,  Floods  and  Management, Coastal   Environments,   Population   Change and Energy Issues. 

2 hour written paper  70% of the total ASmarks. 35% of the total Alevel. 

Unit 2 – Geographical Skills 

1 hour written paper  30% of the total ASmarks. 15% of the total Alevel. 

A2 Examination 

Unit 3 – Contemporary Geographical Issues.Including:   Plate   Tectonics   and   AssociatedHazards, Weather and Climate and AssociatedHazards and World Cities. 2  hour  30  minute written paper. 

30% of the total Alevel. 

Unit 4 Geographical Issue Evaluation. 1  hour  30  minute written paper. 

20% of the total Alevel. 

Geography               

Assessment:  

Extra‐curricular  aspects  of  the course:  The Department would anticipate a number of field  trips  both  locally  and  nationally with  the possibility  of  a  trip  abroad  to  enhance  the students  understanding  and  enjoyment  of  the course. 

                                

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically 

been. 

Geography is an interesting, exciting, and rewarding subject to take as one of your A‐levels. It combines both Physical, and Human aspects of the world we live in, covering Rivers & Coasts, Population Change & Energy. If at GCSE you found Geography interesting, then you should definitely consider taking it as an A‐ Level option. The course contains four units, each of them is different, but all of them are intriguing! As a part of the course you will go on a number of trips, including revision days in Manchester, and a residential to North Yorkshire, you will visit the Holderness coast and the River Derwent, where you can see for yourself just how exciting the physical landscape is, and learn exactly how it changes. The trip to North Yorkshire really secured my love of Geography! Geography is a rewarding A‐Level choice and you will not regret choosing it as one of your four options, I certainly don't!  

 

Joe 

Page 50: Blessed Thomas Holford Catholic College Sixth Form Prospectus 2015 - 2016

Government and Politics 

49  

 

 

GCE AS / A2  Awarding Body: AQA 

 

 

Course Leader: Mr R McGuinness    

Why study Government and 

Politics?   

‘A  week  is  a  long  time  in  politics’  (Harold Wilson).  It  certainly  is!  David  Cameron  and Nick  Clegg  ‘share  power’  as  leaders  of  the Conservatives and  the  Liberal Democrats.  In May  2010  they  appeared  on  live  election debates  and  did  not  have  a  good word  to say about one another. How does this work? How  is  Britain  being  governed  in  2014? Where does  real power  lie  in British politics and  does  what  you   say  and   think   really count for anything? A‐level Government and Politics  will  address  these  and  many  more questions!  Year  13  will  focus  solely  on American Government and Politics. This will include  looking  at  Barack  Obama’s Presidential  style  and  whereabouts  power lies in American politics. 

Entry Requirement:  

A  GCSE  grade  B  is  expected  in  English Language  for    students    considering studying  AS/A2  Level  Government  and Politics. 

 

 

Extra‐curricular  aspects  of  the course: 

 The Government  and Politics Department has  developed  strong  links  with  the American  Politics  Department  at Manchester  Metropolitan  University  and several visits/ guest  lectures  take place  in Year 13. Local MPs also give talks to Year 12    students    about    the   workings    of Parliament and the role of an MP. 

 

    

Students with Dr. Steve Hurst, an American Politics Specialist from Manchester Metropolitan University 

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Assessment: In   Year   12,   pupils   will   concentrate   on aspects   of   British   Politics.   One   of    the examinations will focus on voting behaviour, electoral  systems,  political  parties  and  the role  of  pressure  groups.  The  other  Year  12 area of study will focus on areas such as the power of the Prime Minister, the role of the Cabinet/Commons  and House of  Lords.  The Year  12  course  will  of  course  look  at  the most  recent  political  changes  and  current issues in British Politics such as the outcome of  the  2010  General  Election,  calls  for electoral reform and the workings, strengths and  shortcomings  of  the  Conservative‐ Liberal coalition government. In Year 13 both areas of study will focus on the United  States. We will  look  at  different political  parties,  factors  effecting  voting behaviour  including  an  analysis  of  recent elections.  Pupils  will  be  encouraged  to identify  connections,  similarities  and differences between the areas studied. 

  

Higher Education and Careers:  

Government and Politics  is an established, widely  recognised  A‐Level  with universities,   and   provides   an   excellent base for careers in law, journalism and the  media,  business  and  management, civil service and local government. 

 

  

Content  Weighting  Assessment 

AS Level British Politics 

People, Politics and Participation

50% of AS Level: 25% of A Level 

 

 

90 minute examination 

Governing Modern Britain 

50% of AS Level: 25% of A Level 

 

 

90 minute examination 

A2 Level  American Politics 

The Politics of the USA 

25% of the A Level 

 

90 minute examination 

The Governmentof the USA

25% of the A Level 

 

90 minute examination 

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically 

been. 

 Studying Politics at A‐Level has broadened my knowledge of the Political world and has allowed me to understand the goings on within UK Parliament. It has also allowed me to uncover many issues and circumstances that I did not know about. Politics has also enabled me to understand how and why certain UK political parties were able to win be a large majority. I believe that if anyone has an interest in History or Politics, this course is for you. 

 Jack 

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Modern History Modern History               

GCE AS/A2 

 Awarding Body: OCR 

 

 

Course Leader: Mrs V Kneen    

Why study Modern History?   

If  you  are  interested  in  the  good  and  the bad  that  humanity  is  capable  of;  in understanding how  the world we  live  in has developed the way that it has; in developing informed    judgments    on    current  and previous  events  and  in  developing  skills attractive    to    all    employers,    such  as reasoning,  organising,  evaluating  and communicating  then  A  Level  History  could be for you. 

 

  

Entry Requirement:   

A GCSE Grade B  is expected  in History.   For those who have not studied History at GCSE level,  a Grade  B  in  a  comparable  subject  is required,  for  example  English  Literature  or Language. 

Extra‐curricular aspects of the course:  

 

Throughout  the course  students will have the opportunity to develop their historical skills  and  knowledge  through  visits  to museums,  lectures  and  other  places  of historical  significance.      In  Year  12  it  is hoped  that  students  will  have  the opportunity  to  visit Berlin  and  Krakow  to enhance  their  understanding  of  the Dictatorship  and  Democracy  in  Germany Module.      In   Year   13   the   Department hopes  to  run a  visit  to Washington DC  to compliment  the  Civil  Rights  in  the  USA module students will be studying.  

 

Higher Education and Careers:   

History  will  help    students    develop decision‐making   skills,   evaluation   skills and  communication  skills which will  help them  in  everyday  life.  Literacy  is  integral to  the study of History but numeracy and ICT    skills    are    also    developed.   Many History  students will  continue  the  subject at  university,  although  History  A  Level  is also  good  training  for  teaching,  law, journalism, politics and  languages  courses and careers. 

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Assessment:  

AS Level 

Module  Unit  Weighting  Assessment 

F961 British History Period Studies 

British Domestic Issues 1918‐ 51 

50% of the AS Level; 25% of the A Level 

90 minute written paper 

This unit focuses on the political and social history of Britain after the First WorldWar,  covering  issues  such  as  the  death of  Liberal  England  and  the  rise of  theLabour Party. 

F964 European  and World  History Enquiries 

Dictatorship and Democracy in Germany 1933‐63 

50% of the AS Level; 25% of the A Level 

90 minute written paper 

This  unit   is  concerned  with  the  establishment  and  experience  of  Nazi  and Communist  dictatorships   in  1933–34  and  1945–49  and   the   imposition  and experience of Democracy in West Germany after the Second World War. 

A Level (A2) 

F965 Historical Interpretation and Investigations 

The Russian Revolutions 1894‐1924 

20% of the A Level 

Coursework –‐ Two 2,000 word essays 

This unit focuses on the reasons for the revolutions in Russia in 1905 and 1917 and the outcome of the establishment of a Communist government led by Lenin. 

F966 Historical Themes 

Civil Rights in the USA 1865‐ 1992 

30% of the A Level 

2 hour written paper 

This unit looks the struggle of citizens in the United States to gain equality before the law focusing on African Americans, Native Americans and Women 

  

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been.  

   

Studying History is something I have always been interested in which is why I took it on to A Level. I enjoy knowing what was before my existence and history continues to intrigue me, finding out why things happened and the reason things are like they are today. It has also helped with my analytical skills, a skill which is vital in any course and for life in general. 

 

 

Chelsea 

Modern History

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 Why study A Level ICT?  This  course  is designed  for  students who have a desire to study 21st  Century ICT and develop an understanding of how  ICT can be  used  in  organisations  and  society  in today’s  ever  changing  world.  It  is  also designed  for  students  who  wish  to progress  to Higher Education   or    to    the  world  of  work  in  the field of ICT.  

Higher  Education  and Careers: 

  

This qualification supports progression into Further Education;  ICT  related  training or full‐time  ICT related employment. Further education    or    careers    might  be  in: Information Systems Technology, Software Engineering, Computer Networking, e‐Business,       Information      Management, Multimedia and Teaching.  

 

 

 

 

 

 

 

  Entry Requirement: 

 

 

A    GCSE    grade  C    is    expected    in Mathematics  and  English  Language  for students  considering  studying  AS/A2 Level ICT.  It  is desirable to have studied ICT at GCSE level. 

 

 

Extra‐curricular aspects of  the course: 

 

 

There is a high expectation that students will conduct some of  their  learning  in a variety  of  businesses where  there  is  a high dependency on  ICT.  It  is envisaged that businesses visited will be in both the private and public sector, including many online UK businesses. From  these work related  experiences,  learners  will  be expected  to  develop  further  their knowledge and skills of the ICT sector.              

GCE AS/A2  

Awarding Body: AQA  

Course Leader: Miss G Moloney 

ICT 

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  Assessment:  At AS, there are 2 complementary units concerned  with  applying  ICT  to  solve problems  and  the  study  of  the opportunities for and effects of using ICT in  the world  today.   Students will have the  opportunity  to  put  into  practice  a wide range of software and hardware to create solutions to solve problems.                         

        

AS Level 

Module Title  Assessment 

Unit 1   Practical Problem Solving in the Digital World 

1 hour 30 minutes structured examination. 

50% of AS; 25% of 

A2 

Unit 2   Living in the Digital World 

1 hour 30 minutes structured examination. 50% of AS; 25% of 

A2 

A2 Level 

Module Title  Assessment 

Unit 3   The Use of ICT in the 

Digital World 

2 hours structured 

examination. 30% of total A level marks 

Unit 4   Coursework: Practical Issues Involved in the Use of ICT in the Digital World 

 Coursework – 

project involving the production of an 

ICT‐related system 

20% of total A level marks 

  

 

The  A  Level  ICT  course  has  provided  a 

greater  insight  into  the  digital  world  in 

which  we  live,  in  an  engaging  and 

informative way.   The new knowledge and 

skills learnt throughout the course duration 

will benefit us when we apply for university 

in  the near  future and will  stand all  ICT A 

Level students in good stead when we enter 

the world of work in such a competitive and 

fast  evolving  industry.

 

Kerry 

*Assessment arrangements may differ due to changes being 

made nationally.  Above is an example of how the assessments 

have typically been. 

ICT 

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GCE AS/A2  

Awarding Body: AQA 

Course Leader: Mr R Parke 

 

Why study Mathematics? 

On  the  one  hand,  Mathematics  is  a fascinating  and  exciting  subject  in  its  own right. On the other hand, Mathematics is the language  of modern  Business,  Engineering, Science  and  Technology,  leading  to  a  very wide  range  of  potential  careers  for  people who have  studied Mathematics  to a higher level. 

Entry Requirement:  A Grade B is expected in GCSE Mathematics for  students  considering  studying  AS/A2    Mathematics.  However,  it  is  advised  that students who achieve a grade A* ‐ A in GCSE Mathematics  find  the  transition to AS Level more manageable.   Students  who  have  studied  the  double award,  require  B  grades  in  both  the Methods and Applications GCSEs. 

  

Higher Education and Careers:  

An  A  Level  in  Mathematics  is  highly regarded by  the majority of employers and universities,  because  of  the  demands  it makes  and  the  skills  it  develops.    A‐Level Mathematics is an entry requirement for the following  Degree  Courses:  Mathematics, Statistics,  Physics,  Computer  Science, Accounting  and  Engineering.    It  is  also extremely helpful  for modules  in numerous other  Degree  Courses  such  as  Biology, Chemistry,  Geography,  Business  Studies, Psychology, Sociology and Sport Science.  A‐Level  and  further  qualifications  in Mathematics  opens  up  a  wide  range  of employment  opportunities.  The  types  of careers  that  follow  on  from  study  in Mathematics  are  some  of  the  most interesting and well paid. Occupations in the following  fields  are  typical  of  those  who have  studied  A‐Level  Maths:  Finance: Actuarial  work,  Accounting,  Investment Banking,  Computing:  Games  Design, Internet  Security,  Telecommunications, Engineering:  Aircraft  Modelling,  Acoustics, Fluid  Flows,  Quantity  Surveyor, Teaching/Lecturing,  Statistics:  Medical Statistics,  Government  Research,  Market Research,  Business:  Logistics,  Project Management, Business Consultancy.  

Mathematics

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Assessment:  Assessment is entirely exam based. AS Level Mathematics comprises of  three units each carrying  equal  weighting.  A2  Mathematics also comprises of three units, each carrying equal weighting. 

 Content  Weighting  Assessment 

AS Level 

Core Mathematics 1  1/3 of the AS Level; 1/6 of A Level 

1 hour 30 minute written paper 

Core Mathematics 2  1/3 of the AS Level; 1/6 of   A Level 

1 hour 30 minute written paper 

Mechanics 1 / Decision Maths 1 

1/3 of the AS Level; 1/6 of A Level 

1 hour 30 minute written paper 

A2 Level 

Core Mathematics 3  1/6 of A Level  1 hour 30 minute written paper 

Core Mathematics 4 

1/6 of A Level  1 hour 30 minute written paper 

Statistics 1  1/6 of A Level  1 hour 30 minute written paper 

    Extra‐curricular  aspects  of  the course:  There  will  be  local  visits  to  places  of Mathematical  interest  to  enhance  the learning for students.             

Maths makes you  see  the world  in  a  new light.  Nick

Mathematics 

*Assessment arrangements may differ due to changes being made nationally. Across is an example of how the assessments have typically 

been. 

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GCE AS/A2 

Awarding Body: OCR 

Course Leader: Miss C Connaughton 

 

Why study Philosophy and 

Ethics?  

The  Ancient  Greek  Philosopher  Socrates once  said  that,  “the unexamined  life  is not worth  living.” Philosophy provides  students with  the  opportunity  to  unravel  the  Big Picture, to critically examine their own  lives as well  as  the world  in which  they  live.  It explores  such  questions  as  these: What  is the essence of a human being? What  is the meaning  of  human  life?  Can  reason  prove the  existence  of  God?  Ethics  is  concerned with  the morality of decision‐making, what is deemed to be right and wrong, good and bad.  Everyone  is  challenged  by  such decisions on a daily basis so the value of this course is not only an academic one but also has  a  much  broader  impact  on  peoples’ lives. 

   

     Entry Requirement:  A  GCSE  Grade  B  expected  in  GCSE Religious  Education  for  students considering  studying  AS/A2  Level Religious Studies. For those who have not studied Religious Education at GCSE level, a grade B in GCSE English is required.   

Extra‐curricular  aspects  of  the course:  Students  taking  this A‐Level could expect to participate  in various courses, debates and  activity  days,  often  with  other schools,  to explore certain aspects of  the course in further detail.  

 

 

Philosophy and Ethics

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Assessment:  AS Examination  

AS Philosophy of Religion ‐ consists of studying various influences on the philosophy of religion, such as Plato and Aristotle and arguments for the existence of God.  

1 hour 30 minutes examination  Answer 2 open essay style questions from a choice of 4 possible questions  

50% of the AS; 25% of the total A level  

A2 Religious Ethics – consists of the study of ethical theories and practice, such as concepts about morality and natural law. 

1 hour 30 minutes examination  Answer 2 open essay style questions from a choice of 4 possible questions  

50% of the AS; 25% of the total A level 

A2 Examination  

A2 Philosophy of Religion ‐ consists of studying religious language and experiences, the nature of God, issues surrounding life and death and miracles. 

1 hour 30 minutes examination  Answer 2 open essay style questions from a choice of 4 possible questions  

50% of the A2 marks;  25% of the total A level  

A2 Religious Ethics – consists of studying ethical concepts about free will, conscience and various ethical theories and practice 

1 hour 30 minutes examination  Answer 2 open essay style questions from a choice of 4 possible questions  

50% of the A2 marks;  25% of the total A level  

   Higher Education and Careers: 

 As with any subject  in  the area of Humanities, students acquire a great range of skills, such as analysis, interpretation, critical thinking and the ability to produce extended evaluative pieces of writing.  These  are  skills  that  will  prepare students well  for  a  range  of  higher  education courses  and,  beyond  that,  in  employment generally. An A  Level  in Philosophy  and  Ethics can  naturally  lead  to  further  studies  at university,  including  philosophy,  ethics, theology,  anthropology,  history,  classics, medicine,  law,  psychology,  social  work  and education. Those who have  studied Ethics and Philosophy have often progressed onto careers in advertising,  the  civil  service, education,  film and  television,  information  technology, journalism, law, marketing, and management. 

A Level Philosophy and Ethics  is a course that  I think does not just get you a grade, it opens you up to analyse and appreciate think that you may have overlooked in the past. You study a variety of  philosophers,  scholars  and  scientists,  from thousands of years ago up to present day, giving you a whole new insight into the meaning of life and our place within it!  Ben  

Philosophy and Ethics

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have 

typically been. 

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GCE AS/A2  

Awarding Body: OCR 

Course Leader: Mr S Goldrick 

 

Why study Physical Education? 

A Level Physical Education offers those with a  genuine  interest  and  ability  in  practical Physical Education  to advance  their  studies in  this  area  and  to  relate  this  study  to current  issues  from  the  world  of  sport.  It also allows  students  to combine a practical and theoretical A Level with a whole variety of other  subjects  that  can  then  lead  into  a number of potential university degrees. 

Higher Education and Careers:  Studying  A  Level  Physical  Education  could lead  to  a  whole  range  of  sports  related degrees or  careers  such  as;  sports  science, sports  management,  sports  development, teaching  physical  education,  health promotion, coaching, physiotherapy and the armed services. 

     Entry Requirement:  A GCSE  grade  B  or  above  is  expected  in GCSE Physical  Education or BTEC  Level  2 Sport qualifications at Merit or above  for students considering studying AS/A2 Level Physical  Education.  For  those  who  have not  studied  GCSE  Physical  Education  at GCSE level, a grade B or above is required in GCSE English and Science.  Students are also  expected  to  be  training/performing in  their  main  sport  for  a  club/team outside  of  Sixth  Form  to  assist with  this practical assessment. 

             

Physical Education 

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Assessment:  AS Level 

An Introduction to Physical Education Anatomy and Physiology Acquiring movement skills Socio‐Cultural Studies

60% of AS Level; 30% of A Level 

2 hour written exam 

(90 Marks) 

Acquiring, developing and evaluating practical skills in Physical Education. 

40% of AS Level; 20% of A Level  

Practical assessment (80 Marks) 

A2 Level     

Principles and concepts across different areas of Physical Education 

Comparative studies

Sports Psychology Exercise and Sport 

Physiology 

35% of A2 Level 

2 ½ hour written exam (105 Marks) 

The improvement of effective performance and the critical evaluation of practical activities in Physical Education. 

15% of A2 Level 

Practical (60 Marks) 

     Extra‐curricular  aspects  of  the course: Students  will  be  offered  the  chance  to become  actively  involved  in  the  Blessed Thomas Holford Leadership Programme. We would  also  like  students  to  actively  seek opportunities  for  them  to  help  the  PE department  and  other  community  sports clubs.  It  is  important  that  the  students  are regularly participating in their main sport for a  club/team  outside  of  Sixth  Form  to support the practical element of the course they are assessed in.  Students will also have opportunities  to  take part  in  several  sports at the Sixth Form outside of their curriculum time.  

From my very first A Level PE lesson I realised it wasn’t going to be an easy ride! As a new student to Blessed Thomas Holford Sixth Form who had studied only a PE GCSE short course, the comparisons between these two syllabuses were worlds apart.  PE at A Level demands full commitment to your chosen sport outside of Sixth Form plus, extensive theoretical work.  A Level PE incorporates many other subjects into its studies, such as Human Biology, History and Psychology to name a few, making it an interesting and diverse subject to study.  Kate 

Physical Education

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have 

typically been.

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GCE AS/A2 

Awarding Body: AQA 

Course Leader: Mr P White 

 

 

Why study Physics?  

Do you want to know:‐  Why Physics is important in spare part 

surgery? 

How do different musical instruments produce their sound? 

If we could use solar cells  in space to produce our energy? 

How do stars form? 

Then A Level Physics  is  the course  for you! You should enjoy Physics if you already have a  keen  interest  in  how  things work  in  the physical world and have some mathematical ability.  It  also  gives  you  the opportunity  to apply  your  mind  to  solving  problems  and carry out investigations by the application of imaginative, logical thinking. 

    

     Entry Requirement:  A minimum Grade  B  is  required  in  both Science  and  Additional  Science  or  the higher  tier  at  GCSE  for  students considering studying AS/A2 level Physics.   

Extra‐curricular  aspects  of  the course:  There  will  be  a  number  of  visits  to institutions  such  as  Jodrell  Bank, Daresbury  Park,  Sellafield,  Heysham, Liverpool  Planetarium,  and  NHS  career links e.g. Christies. 

           

Physics 

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     Assessment:  AS Level 

Name of unit  % of the total A/S 

marks 

% of the total GCE marks 

Nature of assessment 

Particles, Quantum phenomena and Electricity 

40  20  External exam June Year 12 

Mechanics, Materials and Waves 

40    20  External exam June Year 12

Investigative and practical skills 

20  10  Internal assessment 

A2 Level 

Fields and Further mechanics 

40  20  External exam June Year 13

Section A Nuclear and Thermal Physics Plus a further optional unit 

40  20  External exam June Year 13 

Investigative and practical skill 

20  10  Internal assessment 

     Higher Education and Careers:  Physics  can  lead  to  a  wide  range  of courses  and  careers.  You  could  use Physics  to support other qualifications or move  on  to  further  studies  or employment, including:  A  BTEC  Higher  National  (HNC  or 

HND)  or  a  degree  course  such  as Astronomy,  Medicine,  Metrology, Engineering,  Architecture  or Electronics. 

Employment  in  areas  such  as  civil engineering,  building  contracting, surveying,  radiography or electrical engineering. 

Visit: http://learningphysics.iop.org/beyond_school/careers/index.html  for  further information on careers in physics. You can also  order  free  physics  career  booklets from the Institute of Physics website. 

Physics is a testing yet rewarding subject and  is  one  of  the  highest  regarded  A Levels so opens doors beyond Sixth Form.  Lawrence 

Physics 

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been. 

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GCE AS/A2 

Awarding Body: AQA 

Course Leader: Ms N Burton 

 

Why study Psychology?  

Psychology is the study of people: how they think,  act,  react  and  interact.  It  is  an interesting,  challenging  and  very  useful subject,  which  helps  students  develop  a wide  range  of  skills  such  as  research, analysis  and  evaluation.  Psychology  is  a popular  subject  because  it  has  a  large impact  on  all  areas  of  life;  particularly  in areas  such  as  education,  health,  the economy,  industry  and  crime.  If  you  are interested in finding out why people behave the  way  they  do  or  how  the  brain  works then  Psychology  could  be  the  subject  for you.  

Entry Requirement:  A  GCSE  Grade  B  is  expected  in Mathematics,  Science  and  English Language  for  students  considering studying AS/A2 Level Psychology. There is no  prerequisite  for  students  to  have  a qualification  in  Psychology  to  study  this course at A Level. 

     Extra‐curricular  aspects  of  the course:  Close  links  with  local  universities  will allow  study  days  and  students  will undertake  several  independent  research tasks. We will  also  have  the  opportunity to  work  with  a  psychologist  within  the prison  service  to  examine  aspects  of therapies  for  dealing  with  criminal behaviour. 

 

  

      Psychology 

I  really  enjoy  Psychology  because  the  course covers  topics  that  I was genuinely  interested  in before I took my A levels, and this motivated my decision  to  study  the  subject.  In  covering  topics such as memory and gender development, I have found  I  have  learnt  theories  that  are  directly relevant to my own experiences. 

 Hannah 

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 Assessment:  AS Assessment 

  Module Title  Assessment

Unit 1 

Cognitive Psychology, Developmental Psychology & Research Methods 

1 hour 30 minutes structured examination. 50% of AS; 25% of A2 

Unit 2 

Biological Psychology, Social Psychology & Individual Differences 

1 hour 30 minutes structured examination. 50% of AS; 25% of A2 

A2 Assessment 

  Module Title  Assessment 

Unit 3 

Topics in Psychology:  Relationships, Aggression, and Gender. 

1 hour 30 minutes structured examination. 25% of A2 

Unit 4 

Psychopathology, Psychology in Action & Research Methods 

2 hours structured examination. 25% of A2 

 

 

  

   Higher Education and Careers:  Psychology  is a skills‐based course, which helps  to  develop  analytical,  critical  and evaluative  skills  along with  the  ability  to present  a  logical  and  well‐balanced argument.  It  is  welcomed  by  many university  faculties  and  provides  the perfect  skills base  for  a  range of  careers including:  law,  teaching,  psychotherapy, child  psychology,  politics,  social  work, clinical  and  educational  psychology  and forensic science. 

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically 

been. 

Psychology has  taught me  to  look  at  particular aspects of life from a different perspective and it has helped me  to understand more  about why people behave differently in various situations. I have  really  enjoyed  the  topics  within developmental  psychology  as  they  have  given me  an  insight  into  child  development, particularly  the  childrearing  of  children  within different cultures. 

 Danielle 

Psychology

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GCE AS/A2 

Awarding Body: AQA 

Course Leader: Miss J Maguire 

 

Why study Sociology?  

If  you  are  part  of  a  family,  have  friends, support a football team or have ever sent a text  message,  then  you  know  something about  Sociology.  In  short,  Sociology  is  a study of how individuals relate to the world around  them. We  build  relationships  with others in groups, organisations, cultures and the wider  society.  It also analyses how and why  some  people  in  society  experience inequality  and  looks  at  how  inequality affects  on  their  development  or  ‘life chances’. 

 Entry Requirement:  A  GCSE  grade  B  in  GCSE  English  Language and  Religious  Education  is  required  for  A‐Level Sociology.  If GCSE Religious Education has not been  studied  then  a B  grade must have  been  achieved  in  another Humanities subject.   

      

Higher Education and Careers:  Sociology  is  a  great  choice  of  subject  for anyone who wants a career in working with others,  such  as  social  and  youth  work, nursing  or  medicine.  The  subject  is  also useful in a number of other careers, such as marketing,  advertising,  Public  Relations, journalism,  law  and  teaching.  There  are transferable skills, such as:‐  

Analysis and the selection of evidence 

to support an argument 

Research  and  its  use  to  inform 

decision making processes 

Applying theory to everyday life 

Verbal and debate skills 

Working in teams 

 In order to progress in this subject, students will  bring  in  everyday  experience  of  the world  and  apply  sociological  methods  to interpret  and  understand  their relationships.  As  part  of  the  research aspects  of  the  course,  students  will  also design  and  carry  out  small‐scale  research projects.   

      Sociology 

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Assessment: 

 

 

AS Level 

Unit One (G671) | Exploring socialisation, culture & identityIntroduction to key concepts of sociology in the contemporary world. 1. The formation of culture 2. The process of socialisation 3. The role of socialisation in the creation of identities 4. Exploring the research process 5. Exploring  quantitative  data‐collection methods  and  analysis  in  the  context  of 

research 6. Exploring  qualitative  data‐collection  methods  and  analysis  in  the  context  of 

research 7. Exploring the use of mixed methods. 

June Written paper of 1.5 hours, usipre‐release study material. 

50% of AS mark 25% of full A Level 

Unit Two (G672) | Topics in Socialisation, Culture & Identity (Youth)   

Youth is a crucial period when individuals develop a sense of identity.  1. Key concepts and the social construction of youth  2. The role of youth culture/subcultures in society  3. Youth and deviance  4. The experience of youth in education.  

June Written paper of 1.5 hours. Two structured essays. 

50% of AS mark 25% of full A Level 

A2 Level 

Unit Three (G673) | Power and Control (Crime & Deviance)   Media  institutions  and  processes,  focus  on  power,  control,  inequality  and differentiation.  1. The definition and measurement of crime and deviance 2. Trends, patterns and explanations of crime and deviance 3. Patterns and explanations of victimisation 4. The role of agents of social control in the construction of crime and deviance 5. Solutions to the problem of crime 

June Written paper of 1.5 hours. Two unstructured essays 

25% of A Level 

Unit Four (G674) | Exploring social inequality and difference   

Builds on the AS and links methods of enquiry and themes of power, social inequality, socialisation, culture and identity in the UK. 1. Social  inequality  and  difference  illustrated  by  the  study  of  gender,  class, 

ethnicity and age Exploring sociological research on social inequality and difference. 

June Paper of 2 hours with a study given (not pre‐release). Two compulsory & 2 options. 

25% of full A Level 

Sociology 

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been. 

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Why study Spanish?  

With  over  400 million  speakers,  Spanish  is undoubtedly  one  of  the  most  important world  languages.    From  Pablo  Picasso  to Lionel Messi,  Spanish  speakers  have made their mark on  the world;  the AS/A2  course seeks  to  equip  students with  the  linguistic skills  to  experience  the  cultures  that  have given the world Don Quijote, the tango and el  clásico  whilst  developing  their understanding of contemporary social issues affecting Spanish speaking communities.  

Entry Requirement:  

Spanish GCSE Grade B or above  is  required for  students  considering  studying  AS/A2 Level Spanish.  

 Assessment:  

The  AS  course  covers:  Media,  Popular Culture, Healthy Living/ Lifestyle and Family / Relationships.   

      The  A2  course  covers:  Environment,  The Multi‐cultural  Society, Contemporary  Social issues, and the study of 2 cultural topics.  

 AS Examination 

Unit 1

2 hours Listening, Reading and Writing  Available in June 

70% of the total AS marks  35% of the total A level  

Unit 2 

35 minutes (including 20 minutes preparation)  Speaking  Available in June 

30% of the total AS marks  15% of the total A level  

A2 Examination 

Unit 3

2 ½ hours Listening, Reading and Writing  Available in June 

35% of the total A level  

Unit 4

35 minutes (including 20 minutes preparation)  Speaking  Available in June 

 15% of the total A level  

Spanish 

GCE AS / A2   Awarding Body: AQA  Course Leader: Mrs J Betts 

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been.

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     Extra‐curricular  aspects  of  the course:   We would anticipate that students would be visiting a Spanish speaking country; and that they would be involved with watching Spanish  language  films,  doing  personal reading,  watching  television  and  writing correspondence  to  further  their knowledge of the Spanish  language.   This may  include  visits  to  the  cinema  in Manchester where  they  show a  range of Spanish  films or working  in  collaboration with other schools in the area.    

  

    

     Higher Education and Careers: The ever increasing importance of Modern Languages cannot be stressed enough and this is reflected in many courses offered at universities; it is possible to take a Modern Language with  almost  any other  subject. Degree  courses  in  Spanish  and  Business Studies,  Law  and  Management  in particular  are  becoming  increasingly popular  and  provide  a  valuable qualification. The growing influence of the European  Union  means  that  there  is greater  need  for  modern  linguists  in industry  and  commerce,  both  in  this country  and  abroad,  in  addition  to  job opportunities in the more traditional areas of  teaching  (including  primary  schools), the civil service and secretarial work. 

Spanish 

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BTEC Level 3 Certificate broadly equivalent to 1 AS Level 

(This course may only be studied in Year 12) 

Awarding Body: Edexcel  Course Leader: Mr M Lish 

 

Why study Interactive Creative 

Media? 

This  course  provides  a  foundation  for  a range  of  careers  in  the  IT  and  the  media industry.  You  will  learn  pre  and  post‐production  techniques  for  Creative Interactive Media Production, digital graphic  techniques  and  web  authoring.  Work  will include both group and individual activities. Your  year  long  course will  be based  in our brand new media suite in the Sixth Form. 

       

 

 

    

Entry Requirement:  Students  considering  this  course  are required to have a Grade B at GCSE  level in an IT related course. This course would suit  someone  with  an  interest  in  the Media  industries,  ICT  and  Art.  A willingness  to  invest  time  in  developing software skills is essential. 

Extra‐curricular  aspects  of  the course:   During  the  course  there  will  be opportunities  to  visit  productions  and shows,  related  businesses,  the  BBC, animation  studios  and  other  places  of interest.               

Interactive Creative Media

I  have  enjoyed  the MTV  stop  motion  animation assignment,  it  was  both  interesting  and challenging but the course teachers quickly turned the challenging aspects into fun, easy to do tasks. I enjoyed this topic mainly because it allowed me to balance  art  and  physical  design  with  computer design.  Gavin 

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 Assessment: Over the year course students will complete 2 mandatory units plus 2 optional units that provide for a combined total of 30 credits.   While the course is very practical it requires a  degree  of  written  documentation  in  the form  of  research,  analysis  and  evaluation. This  forms  a  necessary  background  for further study at university if required.  

     Higher Education and Careers: On  successful  completion  of  this  course students  may  progress  on  to  Degree courses  such  as:  graphic  design, multimedia, advertising, media, TV & film, animation,  interactive  media,  to  name just  a  few.  Possible  career  opportunities include:    advertising,  computer  design, animation, media  &  TV,  product  design, lighting  technician,  fashion  design, theatre  design,  media  sales  executive, commercial  creator,  photography, teacher,  journalist,  radio presenter/producer,  product  designer, graphic  design,  sign  writer/sign  maker, stage/set  designer,  producer,  video design and web design. 

Level 3 BTEC Certificate (1 AS‐Level)  Nature of assessment 

Value of assessment 

Mandatory units: Pre‐Production  Techniques  for  the  Creative  Media Industries, Communication Skills for Creative Media Production 

Internal assessment & External Verification 

10 Credits = 33% of the overall grade 

Optional Units: Web Authoring Digital graphics for Interactive Media 

Internal assessment& External Verification 

20 Credits  = 67% of the overall grade 

Interactive Creative Media  

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been.

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Why study Interactive Creative 

Media? 

This course provides a broad foundation for a  range of  careers  in  the  IT and  the media industry.  You  will  learn  pre  and  post‐production  techniques  for  Creative Interactive  Media  Production,  motion graphics  and  compositing  video,  web authoring. Work will include both group and individual activities. Your  two‐year  course will  be  based  in  our brand new media suite in the Sixth Form. 

        

     Entry Requirement:  

Students  considering  this  course  are required to have a Grade B at GCSE level in an IT related course. This course would suit someone  with  an  interest  in  the Media industries,  ICT  and  Art.  A  willingness  to invest time in developing software skills is also essential. 

Extra‐curricular  aspects  of  the course:   During  the  course  there  will  be opportunities  to  visit  productions  and shows,  related  businesses,  the  BBC, animation  studios  and  other  places  of interest.               

BTEC Level 3 Subsidiary Diploma broadly equivalent to 1 A Level  

Awarding Body: Edexcel  

Course Leader: Mr M Lish 

Interactive Creative Media

Media is a challenging yet rewarding subject. This subject will not only let you to express yourself through the art of multimedia, it will also stretch your imagination, creative writing skills and work rate. Take Creative Media and stay ahead in the age of technology. 

 Lawrence  

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 Assessment:  Over  the  two‐year  course  students  will complete 3 mandatory units plus 4 optional units that provide for a combined total of 60 credits. While  the course  is very practical  it requires a degree of written documentation in  the  form  of  research,  analysis  and evaluation.  This  forms  a  necessary background for further study at university if required. 

 Higher Education and Careers:  On  successful  completion  of  this  course students  may  progress  on  to  Degree courses  such  as  Graphic  Design, Multimedia, Advertising, Media, TV & Film, Animation and Interactive Media. Possible career opportunities  include:  advertising, computer design, animation, media & TV, product  design,  lighting  technician, fashion design, theatre design, media sales executive,  commercial  creator, photography,  teacher,  journalist,  radio presenter/  producer,  product  designer, graphic  design,  sign  writer/  sign  maker, stage/ set designer, producer, video design and web design 

Level 3 BTEC Subsidiary (1 A‐Level)  Nature of assessment 

Value of assessment 

Mandatory units: Pre‐Production  Techniques  for  the  Creative Media  Industries,  Communication  skills  for Creative  Media  Production  and  Research Techniques for the Creative Media Industries 

Internal assessment & External Verification 

20 Credits= 33% of the overall grade 

Optional Units: Motion Graphics and compositing video, Web Authoring,  Digital  Graphics  for  interactive media,  Digital  communication  and Understanding the interactive media industry.

Internal assessment& External Verification  

40 Credits = 67% of the overall grade 

 

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been.

Creative Media is a demanding and rewarding subject, the Stop‐Motion Animation project was challenging but I really enjoyed having creative control and being marked for my own ideas. 

 Edward 

Interactive Creative Media

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BTEC Level 3 Diploma broadly equivalent to 2 A Levels  Awarding Body: Edexcel  

Course Leader: Mr M Lish 

 

Why study Interactive Creative 

Media?

This course provides a broad foundation for a  range of  careers  in  the  IT and  the media industry.  You  will  learn  pre  and  post‐production  techniques  for  Creative Interactive Media  Production,  digital  video editing,  web  animation  for  interactive media, motion graphics, web authoring and interview  and  presentation  techniques. Work  will  include  group  and  individual activities  in  video  and  audio  production. Your  two‐year  course will  be  based  in  our brand new media suite in the Sixth Form. 

     

     

 Entry Requirement:  Students  considering  this  course  are required to have a Grade B at GCSE  level in an IT related course. This course would suit  someone  with  an  interest  in  the Media  industries,  ICT  and  Art.  A willingness  to  invest  time  in  developing software skills is essential. 

Extra‐curricular  aspects  of  the course:   During  the  course  there  will  be opportunities  to  visit  related  businesses, the  BBC,  animation  studios  and  other places of interest.                

Interactive Creative Media

Studying Creative Media has allowed me to have an insight into the media industry, working in a professional environment and being set scenarios that could occur in a career in media has brought my Media studies to life. I enjoy the freedom and creativity alongside the professional standards expected while studying Media.  Stephanie   

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Assessment: Over  the  two‐year  course  students  will complete  13  units  that  provide  for  a combined  total  of  120  credits.  All  work  is assessed  via  assignments  there  will  be  no formal  examination.  While  the  course  is very practical it requires a degree of written documentation and creative planning  in the form  of  research,  analysis  and  evaluation. This  forms  a  necessary  background  for further study at university if required.    

            

 

Higher Education and Careers: On  successful  completion  of  this  course students  may  progress  on  to  Degree courses  such  as  Graphic  Design, Multimedia,  Advertising,  Media,  TV  & Film,  Animation  and  Interactive  Media. Possible  career  opportunities  include: advertising,  computer  design,  animation, media  &  TV,  product  design,  lighting technician, fashion design, theatre design, media  sales  executive,  commercial creator, photography,  teacher,  journalist, radio  presenter/  producer,  product designer, graphic design, sign writer/ sign maker,  stage/  set  designer,  producer, video design and web design. 

Level 3 BTEC Diploma (2 A‐Level)  Nature of assessment 

Value of assessment 

Mandatory units: Pre‐Production  Techniques  for  the  Creative  Media Industries,  Communication  skills  for  Creative  Media Production,  Research  Techniques  for  the  Creative Media  Industries,  Creative  Media  Production Management  Project  and Working  to  a  brief  in  the Creative Media Industries 

Internal assessment & External Verification 

40 Credits= 33% of the overall grade 

Optional Units: Stop Motion  Animation  Production, Motion Graphics and  compositing  video,  Web  Authoring,  Digital Graphics  for  interactive  media,  Web  animation  for interactive  media,  Digital  communication, Advertisement  production  for  television  media  and Understanding the Interactive Media industry. 

Internal assessment & External Verification  

80 Credits = 67% of the overall grade 

Interactive Creative Media

*Assessment arrangements may differ due to changes being made nationally. Below is an example of how the assessments have typically 

been. 

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Why study BTEC Sport? 

Year  on  year  the  sport  and  active  leisure sector  outperforms  the UK  economy.    The sector  has  more  than  36,000  employers creating  work  for  more  than  600,000  full time and part‐time employees. Despite  the prevalence  of  this  sector,  a  third  of  the workforce  has  no  qualifications,  and  skills shortages  are  responsible  for  a  large proportion  of  the  vacancies  in  this  sector.  These  factors highlight  the  importance of a recognised Level 3 qualification in this sector. 

  

     Entry Requirement:  A GCSE  grade  C  or  above  is  expected  in GCSE Physical Education or BTEC  Level 2 Sport qualifications at Merit or above  for students  considering  studying  a  Level  3 BTEC qualification.  For those who have not studied any of the above courses, a grade C  in GCSE English, Mathematics and Science is required.   

Higher Education and Careers:  The  BTEC  National  in  Sport  provides  an introduction  to  the  sector  for  learners looking  to build  a  career  in  sport, within one of its occupational areas.  These areas include  careers  in  exercise  and  fitness, coaching  and  leadership,  sports development and the outdoors. 

  

  

BTEC Sport 

BTEC Level 3 

Awarding Body: Edexcel 

Certificate broadly equivalent to 1 AS Level 

(This course may only be studied in Year 12) 

 Course Leader: Mr C Jones 

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Assessment: 

    

          

       

  Extra‐curricular  aspects  of  the course:  Students  will  be  set  assignments  and activities with a scenario that reflects tasks that  sports  employees  would  be undertaking  in  the workplace.    Evidence for assessment can be generated through a  range  of  activities  including workplace assessment, role‐play and presentations. Throughout  the  units  on  the  course  it  is hoped to build links with physiotherapists, sport psychologists, sport coaches, media, armed forces, leisure management etc. to help students with their assignments.

Level 3 BTEC Certificate (1 AS‐Level) Value of assessment 

Mandatory units: 

Principles of Anatomy and Physiology in Sport 

The Physiology of Fitness 

Assessing risk in Sport  

 5 credits 5 credits 10 credits 

Mandatory specialist units – one to be taken from:

Fitness testing for Sport and Exercise 

Principles and Practices in Outdoor Adventure 

 10 credits 10 credits 

BTEC Sport 

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been. 

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Why study BTEC Sport?  

Year  on  year  the  sport  and  active  leisure sector  outperforms  the UK  economy.    The sector  has  more  than  36,000  employers creating  work  for  more  than  600,000  full time and part‐time employees.   Despite the prevalence  of  this  sector,  a  third  of  the workforce  has  no  qualifications,  and  skills shortages  are  responsible  for  a  large proportion  of  the  vacancies  in  this  sector.  These  factors highlight  the  importance of a recognised Level 3 qualification in this sector. 

      

     Entry Requirement:  A  GCSE  grade  C  is  expected  in  GCSE Physical Education or BTEC  Level 2 Sport qualifications  at  Merit  or  above  for students  considering  studying  a  Level  3 BTEC qualification. For those who have not studied any of the above courses, a grade C  in GCSE English, Mathematics and Science is required.   

Higher Education and Careers:  The  BTEC  National  in  Sport  provides  an introduction  to  the  sector  for  learners looking  to build  a  career  in  sport, within one of its occupational areas.  These areas include  careers  in  exercise  and  fitness, coaching  and  leadership,  sports development and the outdoors. 

BTEC Sport 

BTEC Level 3 

Awarding Body: Edexcel 

Subsidiary Diploma broadly equivalent to 1 A Level  Course Leader: Mr C Jones 

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Assessment:  In  BTEC Nationals  all  units  are  internally assessed  continuously  throughout  the course.  There will  be  no  final  exam;  the course  is  completed  in  sections  usually lasting 12 weeks, where the students work to assignment briefs. At  the end of each project,  students  will  receive  written feedback  and  suggestions  for  how  to improve their work in the next assignment.  However  no  resubmissions  of  work  are allowed.  Each unit within the qualification has specified assessment and grading criteria which are to be used for grading purposes. A summative unit grade can be awarded at pass, merit or distinction.  

   

  Extra‐curricular  aspects  of  the course:  Students  will  be  set  assignments  and activities with a scenario that reflects tasks that  sports  employees  would  be undertaking  in  the workplace.    Evidence for assessment can be generated through a  range  of  activities  including workplace assessment, role‐play and presentations. Throughout  the  units  on  the  course  it  is hoped to build links with physiotherapists, sport psychologists, sport coaches, media, armed forces, leisure management etc. to help students with their assignments. 

Level 3 BTEC Certificate (1 A‐Level)  Value of assessment

Mandatory units: 

Principles of Anatomy and Physiology in Sport 

The Physiology of Fitness 

Assessing risk in Sport  

Fitness Training and Programming 

Sports Coaching 

Sports Development 

Fitness Training for Sport and Exercise 

Practical Team Sport 

5 credits 5 credits 10 credits 10 credits 10 credits 10 credits 10 credits 10 credits 

BTEC Sport 

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been. 

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q

 

 

Why study BTEC Sport?  

Year  on  year  the  sport  and  active  leisure sector  outperforms  the UK  economy.    The sector  has  more  than  36,000  employers creating  work  for  more  than  600,000  full time and part‐time employees.   Despite the prevalence  of  this  sector,  a  third  of  the workforce  has  no  qualifications,  and  skills shortages  are  responsible  for  a  large proportion  of  the  vacancies  in  this  sector.  These  factors highlight  the  importance of a recognised Level 3 qualification in this sector. 

      

     Entry Requirement:  A GCSE grade C or above is expected in GCSE Physical  Education  or  BTEC  Level  2  Sport qualifications at Merit or above for students considering  studying  a  Level  3  BTEC qualification. For  those who have not studied any of  the above  courses,  a  grade  C  in  GCSE  English, Mathematics and Science is required.  

 

Higher Education and Careers:  The  BTEC  National  in  Sport  provides  an introduction  to  the  sector  for  learners looking to build a career in sport, within one of  its  occupational  areas.    These  areas include  careers  in  exercise  and  fitness, coaching  and  leadership,  sports development and the outdoors. 

BTEC Sport 

BTEC Level 3 

Awarding Body: Edexcel 

Diploma broadly equivalent to 2 A Levels  Course Leader: Mr C Jones 

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 Assessment: 

In  BTEC Nationals  all  units  are  internally assessed  continuously  throughout  the course.  There will  be  no  final  exam;  the course  is  completed  in  sections  usually lasting 12 weeks, where the students work to assignment briefs. At  the end of each project,  students  will  receive  written feedback  and  suggestions  for  how  to improve their work in the next assignment.  However  no  resubmissions  of  work  are allowed.  

Each unit within the qualification has specified assessment and grading criteria 

which are to be used for grading purposes. A summative unit grade can be awarded at pass, merit or distinction.    Extra‐curricular  aspects  of  the course: 

Students  will  be  set  assignments  and activities with a scenario that reflects tasks that  sports  employees  would  be undertaking  in  the workplace.    Evidence for assessment can be generated through a  range  of  activities  including workplace assessment, role‐play and presentations. Throughout  the  units  on  the  course  it  is hoped to build links with physiotherapists, sport psychologists, sport coaches, media, armed forces, leisure management etc. to help students with their assignments.

Level 3 BTEC Certificate (2 A‐Levels)  Value of assessment

Mandatory units: 

Principles of Anatomy and Physiology in Sport 

The Physiology of Fitness 

Assessing risk in Sport  

Fitness Training and Programming 

Sports Coaching 

Sports Development 

Fitness Training for Sport and Exercise 

Practical Team Sport 

Practical Individual Sports 

Sports Nutrition 

Psychology for Sports Performance 

Sports Injuries 

Rules, Regulations and Officiating in Sport 

 5 credits 5 credits 10 credits 10 credits 10 credits 10 credits 10 credits 10 credits 10 credits 10 credits 10 credits 10 credits 10 credits 

BTEC Sport 

*Assessment arrangements may differ due to changes being made nationally. Above is an example of how the assessments have typically been. 

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