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Transforming lives through inspirational education CTY 1017

SIXTH FORM

COURSE 2018-19 INFORMATION BOOKLET

Working in Partnership For many years, The Henry Box School and Wood Green School have been collaborating in areas where the two schools can be mutually supportive of each other’s curricular provision. If you would like to study a subject at Henry Box but cannot, due to a clash with another of your choices, you may be able to study this at Wood Green, and vice versa. Some subjects are also co-taught by teachers from both schools, giving you a really diverse educational experience. This long standing partnership enables both schools to provide the young people of Witney with a truly comprehensive curriculum. In September 2017, secondary schools in West Oxfordshire and Abingdon & Witney College collaborated for the first time to give students the opportunity to study a blended offer made up of a mix of A levels and a Level 3 vocational qualifications. Students are able to choose from a range of A levels and a range of Level 3 vocational qualifications (BTEC). For full details of these courses please see the course information booklet. Why A level and BTEC Together? A combination of A levels and Level 3 BTECs is the fastest growing learning pathway at present. In 2016 26% of university undergraduates accessed university with at least one Level 3 BTEC. This combination is also suitable for students wishing to access higher level apprenticeships and university degrees whilst being able to keep their options open (see the graph below).

Curriculum Provision The Government has changed A levels to become linear qualifications meaning that students will only take exams at the end of two years. Universities are no longer using AS grades when deciding upon offering places and will instead look at the best 3 A level grades achieved. Our KS5 curriculum has moved to a linear model meaning that students will not sit AS exams at the end of Year 12. The Extended Project Qualification (EPQ) will also be offered to students who wish to study it. The EPQ is a project-based qualification that attracts UCAS points and is well received by universities and employers as it demonstrates high levels of independent learning. Details of this will be delivered to students in September 2018. We recommend most of our students to enrol on 3 A levels when they join us. We can now offer greater flexibility regarding a mix of A levels plus Level 3 BTECs and/or EPQ. A very small number of students may elect to take a 4 A level option. Each student will be invited for a supportive interview to discuss the type and number of subjects with the KS5 team.

LEARNING PATHWAYS

Students can choose from 2 ‘learning pathways’, both of which have been designed to access either university or apprenticeships. If students are exploring the idea of university, the following websites will help to explore the range of different subjects and entrance requirements: UCAS: http://search.ucas.com/ Which University: http://university.which.co.uk/ Russell Group university: http://russellgroup.ac.uk/ For those students interested in an apprenticeship, the following websites are useful: Oxfordshire Apprenticeships: http://www.oxfordshireapprenticeships.co.uk/ National Apprenticeship Service: https://www.gov.uk/topic/further-education-skills/apprenticeships

A Level Pathway This pathway is designed for students who achieve a minimum of 5 subjects at grade 5 including/as well as grade 4 or above in English and Maths. Students study A levels and EPQ only and choose 3 subjects from boxes A-E. The entrance criteria for this pathway are dependent upon which A levels students choose as each subject has varying entrance requirements (please refer to the subject information). Combined Pathway This pathway is open to students who would prefer to study a more vocational course alongside A levels. Students can choose from a combination of A levels and BTEC Level 3 qualifications offered both at The Henry Box School and Abingdon & Witney College. To access this pathway students require a minimum of 4 subjects at grade 4 including/as well as grade 4 or above in English and Maths. Students will need to have achieved the individual entrance criteria to access their chosen subjects (please see course information). Example GCSE grades for both pathways GCSE Subject

A Level Pathway

Maths English Geography French Science PE D&T RS

5 4 6 5 5 5 4 4

Combined Pathway 4 5 4 3 4 4 3 3

Sixth Form Support The Sixth Form team will be in school on GCSE results day and the following morning. If you have any questions or you have fallen slightly below the entrance criteria please come in to speak to a member of our team who will be here to support you. We recognise that 2018 is a year with lots of change so we are going to be as flexible as possible. If we feel that we have a pathway that is suitable for a student who falls short of the entrance criteria we will do our best to accommodate them. The specific needs of each student will be dealt with on an individual basis and our decision will be purely based upon what is best for each learner. GCSE English and Maths Retake For some students who access sixth form it might be necessary to re-sit English and Maths. The Department for Education has stated that a pass grade for students sitting English and Maths in 2018 is set at a grade 4. However, they have termed grade 5 as a ‘good pass’. We would recommend that any student who has not achieved a grade 5 in either Maths or English consider re-taking in order to obtain this grade as it may become an important threshold to have achieved in the future. Students who do not achieve our minimum entrance criteria of grade 4 for both English and Maths will receive a separate programme to help them successfully retake and pass in Year 12. How to Apply All the information contained in this booklet can also be found on our website below: http://www.henrybox.oxon.sch.uk/content/sixth-form Please download our application form, fill it out electronically using either Pdf or Word and send it to the following email address by Friday 16th December 2017. [email protected]

SIXTH FORM DESTINATIONS 2017 University

Course Title

Abingdon and Witney College Bath Spa Birmingham City

Photography Environmental Science Criminology and Security Services Biological Sciences Law Finance and Management Psychology x 2 students Law Computer Science Business Management Primary Education International Business Management Police Studies with Criminal Investigation Natural Sciences Occupational Therapy Human and Social Science Medicine Physics with Medical Physics Maths and Physics Business Management English Literature English Literature International Relations Psychology Human Sciences Sociology with Business and Management Maths Veterinary Nursing Forensic Science and Human Biology Sociology Biomedical Science Geography Geography Biomedical Science

Bournemouth

Brighton

Bristol and West England (BUWE) Buckinghamshire New Cambridge Cardiff

Coventry Durham East Anglia Edinburgh Essex Exeter Glasgow Greenwich Hartpury College Keele

Liverpool Liverpool – John Moores

Loughborough Northampton

Physics with Astrophysics and Cosmology Physics International Development

Nottingham Trent Oxford Brookes

Psychology Business Management

Oxford University Reading Royal Holloway Sheffield Hallam Sheffield Southampton

Surrey

Swansea

University College London (UCL) Warwick

Winchester Worcester Apprenticeships

Employment Gap Year

International Relations and Sociology Primary Teacher Education Adult Nursing Maths and Physics French History Mathematics Geography History Software Engineering Civil Engineering Theatre and Performance Midwifery: Registered Midwife Biochemistry Mechanical Engineering Civil Engineering with a Foundation Year Materials Science and Engineering Physical Geography Geography x 2 Geography Natural Sciences Classics Bio Medical Science Psychology History and the Medieval World Journalism Savills and a Degree in Estate Management Royal Bank of Scotland CSE Education System Accounting Engineering 4 Students 3 Students

2017 PUBLIC EXAMINATION RESULTS

A LEVEL RESULTS 2017 *A-E grades

*A-C grades

*A/B grades

A*/A grades

2017

100%

78%

54%

27%

2016

99%

83%

56%

26%

2015

97%

68%

47%

25%

Subject Results

Subject Art & Design Biology Business Studies Chemistry Classical Civilisation Drama and Theatre Studies Product Design Economics English Literature French Further Maths Geography German Government and Politics Health and Social Care History Information Technology Maths PE Physics Psychology Religious Studies Sociology World Development

Entries

A*-E %

A*-C %

A*-B %

A*-A %

2 26 14 17 1 2 4 9 12 5 6 18 1 2 1 11 9 29 5 9 29 9 20 5

100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100

100 65 86 59 0 100 50 89 92 40 100 78 100 50 100 82 22 97 80 89 86 56 90 80

100 46 57 53 0 50 50 44 50 20 83 61 100 50 100 55 11 79 40 33 62 44 60 0

50 31 21 29 0 0 0 22 25 20 83 22 0 0 0 36 0 48 0 0 34 11 20 0

GCSE RESULTS 2017 Summary (223 students)

9 – 4 in English and mathematics % Previously A* - C

9 – 5 in English and mathematics % New measure for 2017

Attainment 8* New measure for 2016

Progress 8 Score New measure for 2016

Boys

Girls

All

Boys

Girls

All

Boys

Girls

All

Boys

Girls

All

2017

71

72

72

47

58

53

42.5

49.7

46.3

-0.26

0.31

0.04

2016

60

71

65

49.1

51.3

50.1

-0.20

0.15

-0.03

2015

63

68

66

* 2016 and 2017 attainment 8 data is not comparable since a different points system was used.

Subject Results Subject

English Language English Literature Mathematics

Subject

Art Art Graphics Business Studies Child Development Computing Drama Food Technology Resistant Materials Systems Control Textiles French Geography German Health and Social Care History ICT Music PE RS Science (Additional Applied) Science (Additional) Science (Biology) Science (Chemistry) Science (Core) Science (Physics) Spanish

BTEC Sport

Subject

Entries

9 – 4%

9 – 5%

9 – 7%

9 – 8%

219 213 222

78 80 76

62 63 60

22 23 23

9 10 14

Entries

A*-C%

A*-A%

55 6 89 24 20 38 18 21 20 16 47 122 17 18 58 45 29 46 208 37 87 70 70 142 69 15

69 33 55 100 45 82 56 76 35 63 98 76 82 61 57 80 72 76 58 35 64 97 94 42 94 80

13 0 11 92 5 18 6 33 10 0 40 30 24 11 31 13 10 13 21 0 5 47 44 4 36 27

Entries

Level 1 Pass

Level 2 Pass

12

100

83

Progress 8 0.33 0.43

A LEVEL PATHWAY

ART & DESIGN Options: Fine Art (painting, drawing, printmaking, sculpture, mixed media, digital photography, alternative media, land art, installation)

SPECIFICATION:

OCR

ENTRY REQUIREMENT:

CONTACT:

Ms E Hallmark

GCSE Grade 9 – 5

A2 COURSE CONTENT:

A level - Two Components: 60% Coursework (Personal Investigation) and 40% Externally Set Task At A2, students complete a personal investigation based on a personal starting point; this includes planning sheets, sketchbooks, a portfolio of work and final pieces. They also complete related in-depth work placing their work within an historical and/or contemporary context. There is a word limit of between 1000 and 3000 words.

An externally set task based on a test paper is completed. This includes preliminary work and a final piece. Each year students attend gallery study days. It is strongly recommended that students attend optional evening Life Drawing classes and Art Club each week. .

A2 COURSE ASSESSMENT Components 1

Level A2

Name Personal Investigation

1

A2

Externally set assignment

Duration Internally set in February

60% 40%

BIOLOGY SPECIFICATION:

EDEXCEL

CONTACT:

Mr S Davies/Miss A Collins

ENTRY REQUIREMENT: Grade 9 to 6 in GCSE Biology (or Additional Science) COURSE CONTENT Topic 1: Biological Molecules Structure and function and biological molecules, and the roles of enzymes in living organisms. Topic 2: Cells and Viruses Cell ultra-structure in animals, plants bacteria and viruses, and the roles of mitosis and meiosis in life cycles. Topic 3: Classification Comparing modern and original classification techniques, and how these are relevant to conversation strategies to maintain biodiversity. Topic 4: Exchange and Transport Transport systems and mechanism used in both animals and plants, and involves dissections of the respiratory and circulatory systems.

COURSE ASSESSMENT Practical Endorsement Students’ practical skills will be monitored over the two years and a Pass or Fail is awarded at the end of the A level course. Core practicals are carried out in lessons where specific skills are assessed. These skills then form the basis of Paper 3 sat at the end of the course.

Topic 5: Energy for Biological Processes Respiration and Photosynthesis. Topic 6: Microbiology and Pathogens Immune response and culturing bacterial colonies. Topic 7: Modern Genetics Genetic modification and gene technologies. Topic 8: Origins of Genetic Variation Genetic inheritance and causes of variation. Topic 9: Control Systems Homeostasis and nervous control. Topic 10: Ecosystems Environmental fieldwork techniques, energy transfer, nutrient recycling and conservation.

A level Paper 1: Advanced Biochemistry, Microbiology and Genetics (9B1O/01) This unit is 1 hour 45 minutes and makes up 30% of the A level course. Paper 2: Advanced Physiology, Evolution and Ecology (9B1O/02) This unit is 1 hour 45 minutes and counts for 30% of the A level course. Paper 3: General and Practical Principles in Biology (9B1O/03) This unit is 2 hours 30 minutes and counts for 40% of the A level course

BUSINESS A LEVEL SPECIFICATION:

EDEXCEL (9BS0)

CONTACT:

Mrs A Wickson

ENTRY REQUIREMENT: Grade B or above in GCSE Business (if studied before). Ideally students will have achieved a grade 5 in either English Language or Literature. However, we welcome conversation with students who achieve 2 grade 4s COURSE CONTENT Theme 1: Marketing and People • Meeting customer needs • The market • Marketing mix and strategy • Managing people • Entrepreneurs and leaders Theme 3: Business Decisions and Strategy (follows on from Theme 2) • Business objectives and strategy • Business growth • Decision making techniques • Influences on business decisions • Assessing competitiveness • Managing change

Theme 2: Managing Business Activities • Raising finance • Financial planning • Managing finance • Resource management • External influences Theme 4: Global Business (follows on from Theme 1) • Globalisation • Global markets and business expansion • Global marketing • Global industries and companies

COURSE ASSESSMENT Paper 1: Marketing, People and Global Businesses What’s assessed – Themes 1 and 4, and from local, national and global contexts. Written exam – 2 hours (35% of A level). 100 marks available. Sections A and B each comprise one data response question broken down into a number of parts, including one extended open-response question. Paper 2: Business Activities, Decisions and Strategy What’s assessed – Themes 2 and 3, and from local, national and global contexts. Written exam – 2 hours (35% of A level). 100 marks available. Sections A and B each comprise one data response question broken down into a number of parts, including one extended open-response question. Paper 3: Investigating Business in a Competitive Environment What’s assessed – all topics Written exam – 2 hours (30% of A level). 100 marks available. Pre-release context will be released in the November before the exam. Section A will focus on the broad context provided. Section B will focus on at least one strand within the context provided, such as a particular business.

BUSINESS STUDIES LEVEL 3 BTEC SPECIFICATION:

BTEC Level 3 National Diploma Business

CONTACT: Miss N Oliver

ENTRY REQUIREMENT: Grade C or above GCSE Business (if studied before)

COURSE CONTENT Internally Assessed Assignments • Exploring Business • Managing an Event • International Business • Two Optional Modules to be confirmed

Externally Assessed Assignments • Developing a Marketing Campaign • Principles of Management

Exam • Personal Finance • Business Finance

COURSE ASSESSMENT Internally Assessed Assignments • Students complete 5 assignments, which will be conducted throughout the 2 years and will be internally marked by the teacher. Externally Assessed Assignments • Students complete 2 assignments, which will be conducted in school at specified times of the year and will be marked by the exam board. Exam • Assesses knowledge of the purpose and importance of personal and business finance. • 2 hour written exam comprising of a range of short and long answer questions.

CHEMISTRY SPECIFICATION:

Edexcel

CONTACT:

Mr S Davies/ Miss C Lowson

ENTRY REQUIREMENT: Grade 9 to 6 in GCSE Chemistry (or Additional Science). Ideally students will have achieved a grade 6 in Maths. However, we welcome a conversation with students who achieve a grade 5

COURSE CONTENT Chemistry at Advanced Level continues to develop the ideas and concepts introduced at GCSE and provides a stimulating and rewarding course. Students studying Chemistry at A level follow the Edexcel syllabus. The course puts emphasis on practical work supporting theoretical work and this practical work is assessed internally. At least 20% of the marks for the course will come from mathematical questions; therefore at least a grade 6 in GCSE Mathematics is essential. A level Year 1 1. Atomic Structure and the Periodic Table 2. Bonding and Structure 3. Redox I 4. Inorganic Chemistry and the Periodic Table 5. Fomulae, Equations and Amounts of Substance 6. Organic Chemistry I 7. Modern Analytical Techniques I 8. Energetics I 9. Kinetics I 10. Equilibrium I

A level Year 2 11. Equilibrium II 12. Acid-base Equilibria 13. Energetics II 14. Redox II 15. Transition Metals 16. Kinetics II 17. Organic Chemistry II 18. Organic Chemistry III 19. Modern Analytical Techniques II

COURSE ASSESSMENT Paper 1: Advanced Inorganic and Physical Chemistry Questions from topics 1 – 15. Paper 2: Advanced Organic and Physical Chemistry Questions from topics 1-10 and 16-19. Paper 3: General and Practical Principles of Chemistry Questions drawn from the entire course. In Year 1, the course only assesses topics 1-10. All students will get a pass or fail on the practical part of the course which is teacher assessed and does not impact on their final grade. The Chemistry grade will be 100% from these three exams at the end of the two-year A level course.

DESIGN & TECHNOLOGY: PRODUCT DESIGN SPECIFICATION: ENTRY REQUIREMENT:

CONTACT:

AQA

Mr N O’Callaghan and Mr J Bishop

GCSE A* - C

A-Level A-Level COURSE CONTENT These courses offer excellent progression from GCSE Design & Technology courses, particularly Resistant Materials, Product Design and Systems & Control. They enable students to learn about contemporary technologies, materials and processes, as well as established practices. Much emphasis is placed on understanding and applying the iterative design process. Students will use their creativity and imagination to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values. They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning in to practice by producing prototypes of their choice. This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers. Especially those in the creative industries. Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers. The subject content is split into two distinct areas; Technical Principles & Designing and Making Principles. Content will be delivered through a combination of theory, design and practical work. The A-Level requires a Non-Exam Assessment (NEA), formerly referred to as Coursework. The NEA will test students’ knowledge and recall of Technical Principles and will allow them to demonstrate Designing and Making Principles by way of investigation, analysis, designing, making and evaluation skills. ASESSMENT Paper 1 – Technical Principles A written exam. 2.5 hours. Short answer and extended response. 120 marks. 30% of A-Level. Paper 2 – Designing and making principles A written exam. 1.5 hours. Short answer and extended response. 80 marks. 20% of A-Level. Non –Exam Assessment (NEA) Practical application of technical principles & designing and making principles. A substantial design and make project. 100 marks. 50% of A-Level

DRAMA & THEATRE SPECIFICATION: ENTRY REQUIREMENT:

AQA

CONTACT:

Mrs L Thompson

Grade 5 or above in GCSE Drama. Ideally students will have achieved a grade 5 in either English Language or Literature. However, we welcome a conversation with students who achieve 2 grade 4s.

The aims of the course are to encourage you to: • Develop your interest and enjoyment in drama and theatre, both as participants and as informed members of an audience, fostering an enthusiasm for and critical appreciation of the subject. • Develop an understanding and appreciation of the significance of social, cultural and historical influences on the development of drama and theatre. • Experience a range of opportunities in order to develop a variety of dramatic and theatrical skills, enabling you to grow creatively and imaginatively in both devised and script work. • Integrate theory and practice through your understanding of critical concepts. The course demands practical, creative and communication skills in equal measure. You will extend your ability to create drama and theatre, either in a performing or production role. You will also be required to write about drama and to develop your powers of analysis to become an informed critic. The course will involve taking part in drama productions, as well as studying plays, playwrights, theatre practitioners and styles. You need to be curious about issues and ideas and have a creative instinct for communicating your views through drama. You will be interested in going to the theatre to see plays performed by different companies. You will be expected to participate in workshops with theatre practitioners and attend a number of theatre trips throughout the course. Course Content Component 1: Drama and Theatre – 40% What’s assessed? Knowledge and understanding of drama and theatre. Study of two set plays, one chosen from List A, one chosen from List B. Analysis and evaluation of the work of live theatre makers. How it’s assessed Written exam: 3 hours Open book 80 marks 40 % of A level Written Exam Section A: one question (from a choice) on one of the set plays from List A (25 marks). Section B: one three-part question on a given extract from one of the set plays from List B (30 marks). Section C: one question (from a choice) on the work of theatre makers in a single live theatre production (25 marks). Component 2: Creating Original Drama – 30% What’s assessed? Process of creating devised drama. Performance of devised drama (students may contribute as performer, designer or director). Devised piece must be influenced by the work and methodologies of one prescribed practitioner. How it’s assessed Working notebook (40 marks) Devised performance (20 marks) 60 marks in total 30 % of A level

Performance Exam This component is marked by teachers and moderated by AQA. Component 3: Making Theatre – 30% What’s assessed? Practical exploration and interpretation of three extracts (Extract 1, 2 and 3) each taken from a different play. Methodology of a prescribed practitioner must be applied to Extract 3. Extract 3 is to be performed as a final assessed piece (students may contribute as performer, designer or director). Reflective report analysing and evaluating theatrical interpretation of all three extracts. How it’s assessed Performance of Extract 3 (40 marks) Reflective report (20 marks) 60 marks in total 30 % of A level Performance Exam This component is marked by AQA Examiners. Drama is an excellent course to broaden your studies in combination with a range of subjects. It helps to build confidence and improve communication and presentation skills. Careers can follow in performing arts industries, but also in many areas where communication skills are valued such as Law, Teaching, Broadcasting and many more.

ECONOMICS SPECIFICATION:

EDEXCEL (A Specification) 8EC0

CONTACT:

Mrs A Wickson

ENTRY REQUIREMENT: Grade 5 in Mathematics

COURSE CONTENT Theme 1: Introduction to Markets and Market Failure • The nature of economics • How markets work • Market failure • Government intervention Theme 3: Business Behaviour and the Labour Market (follows on from Theme 1) • Business growth • Business objectives • Revenues, costs and profits • Market structures • Labour market • Government intervention

Theme 2: The UK Economy – Performance and Policies • Measures of economic performance • Aggregate demand • Aggregate supply • National income • Economic growth • Macroeconomic policy and objectives Theme 4: Global Business (follows on from Theme 2) • International economies • Poverty and inequality • Emerging and developing economies • The financial sector • Role of the state in the macro economy

COURSE ASSESSMENT Paper 1: Markets and Business Behaviour What’s assessed – Microeconomics from Themes 1 and 3 Written exam – 2 hours (35% of A level). 100 marks available. Sections A comprises a range of multiple choice and short answer questions. Section B comprises one data response question, broken down into a number of parts. Section C comprises a choice of extended open-response questions; students select one from a choice of two. Paper 2: The National and Global Grid What’s assessed – Macroeconomics from Themes 2 and 4 Written exam – 2 hours (35% of A level). 100 marks available. Sections A comprises a range of multiple choice and short answer questions. Section B comprises one data response question, broken down into a number of parts. Section C comprises a choice of extended open-response questions; students select one from a choice of two. Paper 3: Investigating Business in a Competitive Environment What’s assessed – all topics Written exam – 2 hours (30% of A level). 100 marks available. Students are required to apply their knowledge and understanding, make connections and transfer higher-order skills across all four themes. The paper comprises two sections. Each section comprises one data response question broken down into a number of parts, including a choice of extended open-response questions; students select one from a choice of two.

ENGLISH LITERATURE SPECIFICATION:

AQA

CONTACT:

Miss H Hawkins

ENTRY REQUIREMENT: Grade 6 in Literature at GCSE coupled with a minimum of a Grade 5 in Language

COURSE CONTENT The A level course also has a thematic element. The theme that will be studied is LOVE THROUGH THE AGES. The second element of the A level course is INDEPENDENT CRITICAL STUDY: TEXTS ACROSS TIME. This means that a variety of texts will be studied around the theme of ‘Love’, specifically human relationships. All students will study a selection of pre-1900s poetry, Othello by William Shakespeare, Tess of the D’Urbervilles by Thomas Hardy, Feminine Gospels by Carol Ann Duffy, A Streetcar named Desire by Tennessee Williams and The Handmaid’s Tale by Margaret Atwood. Some may go on to study One Flew Over the Cuckoo’s Nest by Ken Kesey, Atonement by Ian McEwan, Spies by Michael Frayn and Translations by Brian Friel. Students will carry out the rest of their wider reading in the summer holidays. In addition, students will develop skills in unseen reading by approaching a variety of different extracts from different time periods and genres.

COURSE ASSESSMENT A level English Literature will be assessed over three units. One non-exam assessment and two exams. The two exams will be worth 40% of the total A level each. The independent critical study will be worth 20% of the total mark. Unit 1: LOVE THROUGH THE AGES Paper 1: Love through the Ages Assessed as a closed book in Section A and B and as an open book in Section C. Section A will be an extract question on Shakespeare’s Othello where students are required to link to the rest of the play. In Section B, students will be analysing and comparing two unseen poems. In Section C, students will link a poem from the 1900s anthology to a prose text they have studied – the prose text will either be Atonement or Tess of the D’Urbervilles. Unit 2: TEXTS IN SHARED CONTEXTS Paper 2: Texts in Shared Contexts. Modern Times: Literature from 1945 to the Present Day. Assessed as an open book exam. Section A involves answering one question on Carol Ann Duffy’s Feminine Gospels. Section B involves one question of an unseen prose extract and one question linking two texts: one prose and one drama. For most students, the drama text will be A Streetcar Named Desire, and the prose will be The Handmaid’s Tale. Unit 3: INDEPENDENT CRITICAL STUDY: TEXTS ACROSS TIME Paper 3 Students will write a comparative critical study of two texts, one will be published pre-1900s and the other post1900s. The students will study The Yellow Wallpaper by Charlotte Perkins Gilman and A Doll’s House by Henrik Ibsen in preparation for this unit. They will read widely and then choose two they wish to study in depth. The end result is one extended essay with a word count of 2500 words.

EXTENDED PROJECT (1 year only) SPECIFICATION:

ENTRY REQUIREMENT:

AQA Level 3

CONTACT:

Miss R Quigley/Mr C Tysom

This is an extra-curricular option, open to all Year 12 students. The minimum requirements are: • A 4 in English Language and English Literature. • A desire to research a topic of your own choice. • Determination, good time management and an inquisitive mind. • Willingness to work independently on an extended piece of work

COURSE CONTENT The Extended Project is a single piece of work of a student's choosing that requires evidence of planning, preparation, research and independent learning. It is available as a stand-alone qualification for A level students. The Extended Project offers opportunities for learners to: • • • •

Have significant input into the choice and design of an extended piece of work; Develop and apply decision-making skills, problem-solving skills, initiative and enterprise; Extend their planning, research, critical-thinking, analytical, synthesis, evaluation and presentation skills; Use their learning experiences to support their personal aspirations for higher education and career development.

The skills that students develop through the Extended Project are excellent preparation for university-level study. Students can refer to the Extended Project in their UCAS personal statements and at interview to demonstrate some of the qualities that universities are looking for.

COURSE ASSESSMENT All candidates are required to meet the following Assessment Objectives. The Assessment Objectives are weighted as indicated below: Assessment Objectives Weighting Manage Identify, design, plan, and carry out a project, applying a range of skills, strategies and methods to achieve objectives. Use Resources Research, critically select, organise and use information, and select and use a range of resources. Analyse data, apply relevantly and demonstrate understanding of any links, connections and complexities of the topic. Develop and Realise Select and use a range of skills, including, where appropriate, new technologies and problem-solving, to take decisions critically and achieve planned outcomes. Review Evaluate all aspects of the extended project, including outcomes in relation to stated objectives and own learning and performance. Select and use a range of communication skills and media to present evidenced outcomes and conclusions in an appropriate format.

FRENCH SPECIFICATION: ENTRY REQUIREMENT:

AQA

CONTACT:

French - Mrs C Blois

Grade 9 - 5 in French

COURSE CONTENT Themes covered throughout A Level French include: • • • • • • • • • • • •

Family and relationships Education Work and unemployment Social issues, including equality, race and religion Festivals and traditions Law and order Immigration The environment Science and technology Media Politics Heritage and history of France / Germany

Language learning is rooted in the context of French speaking culture, and students will also study a French literary text and film. The course will be delivered in 4 hours per week. There is a particular focus on reinforcing and further extending students’ grammatical knowledge. We also devote a lesson every week to intensive speaking practice and preparation for the oral exam.

COURSE ASSESSMENT Students will be assessed in the following skills for A level: •

Comprehension of authentic written texts and passages of spoken language



Translation into English, and from English into French



Speaking – discussions based on a stimulus and students’ own research into a topic of their choice



Writing – a critical essay on a literary text and film that students have studied

FURTHER MATHEMATICS AND MATHEMATICS SPECIFICATION: OCR B (MEI)

CONTACT:

Ms L Dasgupta

ENTRY REQUIREMENT: Grade 8 or 9 at GCSE Mathematics (Students will be expected to complete a summer assignment reflecting their Higher GCSE knowledge). Students who achieve a grade 7 in GCSE Mathematics and want to do Further Mathematics should contact the Maths Department direct

COURSE CONTENT The Further Mathematics course includes all the A level Mathematics content with students then studying Mathematics to a more advanced level. Students are taught in a separate class from the single A level award students. The teaching is shared with Wood Green School. The course counts as two Advanced Level awards.

COURSE ASSESSMENT Six papers are needed for the double award of A level Mathematics and A level Further Mathematics. This will include three single Mathematics papers and three Further Mathematics papers. It is possible to take the AS level in Further Mathematics at the end of Year 12 or Year 13 if this is your fourth subject.

GEOGRAPHY SPECIFICATION: EDEXCEL

CONTACT: Mr M Brown

ENTRY REQUIREMENT: Grade 9 - 5 at GCSE (but individual cases will be considered as appropriate) COURSE CONTENT The course is designed to offer a balance of human and physical Geography based around contemporary geographical themes and issues. Students will be examined on all four units and via an independent fieldwork based project of their choice, which is designed to develop students’ independent study skills. As part of the course, students will be required to attend four days fieldwork by the end of Year 13 UNITS Unit 1: Dynamic Landscapes Tectonic Processes and Hazards e.g effects of mega disasters, such as the Japanese tsunami. Costal Landscapes and Change e.g. rapid erosion in Christchurch Bay and impact of coastal flooding in Bangladesh. Unit 3: Physical Systems and Sustainability The Water Cycle and Water Insecurity e.g. the cause and effects of droughts and floods. The Carbon Cycle and Energy Security e.g. the economic and environmental consequences of exploiting the Alberta tar sands. Climate Change futures e.g. an evaluation of the Kyoto and Paris agreements.

Unit 2: Dynamic Places Globalisation e.g. the impact of the internet and mobile phones globally. Diverse Places e.g. the effects of migration in the UK. Unit 4: Human Systems and Geopolitics Superpowers e.g. comparing the relative power of the USA vs EU vs China Health, Human Rights and Intervention e.g. exploring the global variation in human rights, inequalities faced by ethnic groups, such as Aborigines, and the arguments for and against military intervention in Syria.

COURSEWORK Independent Investigation – Students are required to write a 3000-4000 word report based upon an independent geographical investigation linked to the specification. COURSE ASSESSMENT Paper 1: Examining Units 1 and 3 2 hour examination (90 marks) 30% of A level Paper 3: Synoptic Investigation of a Geographical Issue 1 ¾ hour examination (90 marks) 20% of A level

.

Paper 2: Examining Units 2 and 4 1 ½ hour examination (90 marks) 30% A level Independent Investigation Non-examined assessment 3000 – 4000 word student investigation 20% of A level

GERMAN – TAUGHT AT WOOD GREEN SCHOOL SPECIFICATION:

AQA 7652

CONTACT:

German – Mrs Slater, Head of Languages

ENTRY REQUIREMENT: Grade 9 -6 in German Are you highly motivated and open to new experiences? Do you want to stand out from the crowd? Only 3% of students in England can speak a modern foreign language at A level, and employers are crying out for a confident linguist with strong communication skills. German is a facilitating A level, highly regarded by the top universities. German can be combined with almost any subject and will significantly improve the range of skills you offer to an employer. The opportunity to work abroad becomes a real possibility. COURSE CONTENT The course aims to build upon and develop the linguistic skills obtained at GCSE. New language will be acquired via topic-based work. Year 12 In Year 12, the topics covered will be the changing state of the family, the digital world, youth culture, festivals and traditions, art and architecture and culture. In addition, students will have the chance to study a film in depth. Year 13 In Year 13 students will explore multiculturalism in German speaking society and aspects of political life in the German speaking world. There will also be the opportunity to study a work of literature in German. Oral participation is a vital component and students should come prepared to contribute to lively discussions. Grammar will be an important aspect of the course and will be supported by a grammar workbook. Students are encouraged to further their understanding and appreciation of German culture through research on the internet. German news websites can be viewed regularly to help students keep up to date with wider social/political development of the country which will in turn help increase confidence in listening skills. Reading a parallel text and watching films in French and German are highly recommended for helping students to immerse themselves in language.

HISTORY SPECIFICATION:

ENTRY REQUIREMENT:

AQA History A level - 7042

CONTACT:

Mr T Allen

9-5 at GCSE History [N.B. those who did not take up History at GCSE level may also apply. Entry will largely depend on GCSE English Language and English Literature grades]

COURSE CONTENT Year 12 The Year 12 course introduces students to a pivotal period of English History: the Wars of the Roses 1450-1471. The course allows students to develop an appreciation of continuity and change across the period and they will become acquainted with such compelling characters as Henry VI, Warwick the Kingmaker, Edward IV and the White Queen. Students will also study Tsarist and Communist Russia between 1855 and 1917 and will be able to explore the changing nature of autocratic rule, the rise of opposition and the use of force and compromise to control it. Component 1: Breadth Study Tsarist and Communist Russia: 1855-1917 Component 2: Depth Study The Wars of the Roses: 1450-1471 Year 13 The linear A level course will build upon the areas and skills studied in Year 12 and develop them further with the addition of an independent study undertaken in Year 13. In Year 13 students will continue looking at the Wars of the Roses and Tsarist Russia but will consider 1471-1499 for the depth study and 1917-1964 for the breadth study. In addition to these units students will also undertake an independent coursework unit. This will be run as a series of taught study skills at the beginning of the course and will then move to one-to-one guidance. This support will be based on a student’s specific topic. Students will have almost complete free reign to choose a study area of their choice providing it covers approximately 100 years and does not duplicate content delivered in the other two components. There will be a list of possible questions for students to consider along with guidance on the History teachers’ areas of expertise. A student may have complete freedom if s/he can demonstrate the suitability of their question. Component 1: Breadth Study Tsarist Component 2: Depth Study The Wars of the Roses: 1450-1499 Component 3: Historical Investigation A topic chosen by the student

COURSE ASSESSMENT Year 12

Method of Assessment

Type of Questions

Component 1

A written mock exam which will be sat and marked internally. There will also be less formal assessments through the course of the year so that students can practice exam technique.

There will be two sections in the exam. Section A will be a compulsory question linked to interpretations and worth 30 marks. Section B will offer the choice of answering two questions from three options and will be worth 50 marks.

Component 2

A written mock exam which will be sat and marked internally. There will also be less formal assessments through the course of the year so that students can practice exam technique.

There will be two sections in the exam. Section A will be a compulsory question linked to primary sources and will be worth 30 marks. Section B will offer the choice of answering two questions from three options and will be worth 50 marks.

Year 13

Method of Assessment

Type of Questions

A written exam of 2 hours and 30 minutes. This will be worth 80 marks and will count as 40% of the A level.

There will be two sections in the exam. Section A will be a compulsory question linked to interpretations and worth 30 marks. Section B will offer the choice of answering two questions from three options. Each question will be worth 25 marks.

A written exam of 2 hours and 30 minutes. This will be worth 80 marks and will count as 40% of the A level.

There will be two sections in the exam. Section A will be a compulsory question linked to primary sources and worth 30 marks. Section B will offer the choice of answering two questions from three options. Each question will be worth 25 marks. .

Component 1

Component 2

Component 3

This will be a 3000-3500 word essay. It will be worth 40 marks and will equivalent to 20% of the A level. This will be marked by teachers and moderated by AQA.

MATHEMATICS SPECIFICATION:

OCR B(MEI)

CONTACT:

Ms L Dasgupta

ENTRY REQUIREMENT: Grade 6 or above in GCSE Mathematics (Students will be expected to complete a summer assignment reflecting their Higher GCSE knowledge).

COURSE CONTENT Mathematics is a body of knowledge to be studied for its own sake and to model and solve problems in the real world. There is an increased emphasis on problem solving, communication, reasoning and mathematical modelling in the new A level. The common content for all exam boards for this award includes: 1. Pure Mathematics This is designed to develop the skills and techniques necessary to manipulate and solve mathematically formulated problems. They include work in the fields of algebra, co-ordinate geometry, functions and graphs, calculus and trigonometry. 2. Statistics This examines the application of mathematical probability to the drawing of inferences from data. The theory of random variables, significance testing and probability are given special attention. A large data set will be used to teach this aspect of the course. 3. Mechanics This develops the principles needed to model the physical world. Statics, dynamics and kinematics are introduced. The new A level requires the use of technology throughout. As well as laptops used in school, students will require their own graphical calculator. These can be purchased through the school. COURSE ASSESSMENT There will be three papers taken at the end of Year 13. Any of the pure mathematics can be examined in any of these papers. One paper will include additional questions on statistics and will depend upon the knowledge of the pre-released large data set. One paper will include questions on mechanics. The third will include a comprehension paper where students answer questions based on a mathematical article that they read.

MUSIC SPECIFICATION:

Edexcel

ENTRY REQUIREMENT:

CONTACT:

Mrs C Russ

Grade B or above in GCSE Music It is recommended that students have achieved Grade 5 in Instrument or Voice and be able to complete Grade 5 Theory Tests

A level Unit 1 – Appraising (40%) Listening, understanding and contextual analysis are covered in the course. Students listen to familiar and unfamiliar music and understand how it works. Set works are studied and provide the focus for essay questions, through listening and studying scores. Unit 2 – Performing (35%) Solo and/or ensemble performing as an instrumentalist, or vocalist and/or music production (via technology). A performance of at least 10 minutes in duration Unit 3 – Composing (25%) Students create one composition to a brief set by the board and one free composition. Together, compositions should last at least four minutes in performance

A level Unit 1 – Appraising Exam paper with listening and written questions using excerpts of music and lasting 2 hours 30 minutes. Marked externally Unit 2 – Performing The music performed is chosen by the candidate and assessed externally Unit 3 – Composing The composition brief is online in September. Both sections are completed under controlled conditions and will be externally assessed

PHYSICAL EDUCATION SPECIFICATION:

Edexcel

CONTACT:

Mr N Hill

ENTRY REQUIREMENT: Grade 9 - 5 at GCSE. A genuine interest in sports as well as playing or coaching in competitive sport is essential. COURSE CONTENT Theoretical Content (70% of the qualification) Component 1 – Scientific Principles of PE, e.g. applied anatomy and physiology, exercise physiology, applied movement analysis Component 2 – Psychological and social principles of PE, e.g. skill acquisition, sports psychology, sport and society Non-Examined Content Component 3 – Practical performance, e.g. skills performed as a player/performer or coach in a full sided version of one sporting activity Component 4 – Performance analysis and personal development plan coursework, e.g. Performance analysis in one sport, personal development programme(PDP)

COURSE ASSESSMENT Component 1 (40%) – 1 written paper (2 hrs 30 mins). Component 2 (30%) – 1 written paper (2hrs) Component 3 (15%) – Practical moderation Component 4 (15%) – Coursework sent to external moderator

PHYSICS SPECIFICATION: ENTRY REQUIREMENT:

CONTACT:

AQA

Mr S Davies /Dr R Smith

Grade 9 to 6 in GCSE Physics (or Additional Science) and grade 6 or above in GCSE Mathematics

COURSE CONTENT The Physics Department is following the AQA syllabus. All universities accept this course as an entrance qualification. All A level Sciences have been subject to reform and now practical physics will be endorsed internally by centres but will be assessed in written terminal examinations. The A level is a two year course. Year 12 Physics Year 1 contains five sections. These are: 1. Particles and radiation 2. Waves and optics 3. Mechanics and materials 4. Electricity 5. Measurements and their errors Additionally, there are a number of compulsory practical activities to complete within these units. Year 13 Physics Year 2 has 3 core units and one unit which is an option* that will be decided on by the centre. These are: 6. 7. 8. 9.

Further Mechanics and Thermal Physics Fields and their consequences Nuclear Physics Turning Points*

COURSE ASSESSMENT Paper 1: 2 hours – 85 marks – 34% of A level marks Questions: 60 marks of short and long answer questions and 25 multiple choice questions on Sections 1-5 and 6.1 (Periodic motion) Paper 2: 2 hours – 85 marks – 34% of A level marks Questions: 60 marks of short and long answer questions and 25 multiple choice questions on 6.2 (Thermal Physics) and sections 7 and 8. Paper 3: 2 hours – 80 marks – 32% of A level marks Questions: 45 marks of short and long answer questions on practical experiments and data analysis. 35 marks of short and long answer questions on the optional topic (Astrophysics).

PSYCHOLOGY SPECIFICATION:

AQA ‘A’

CONTACT: Miss R Quigley

ENTRY REQUIREMENT: Grade 4 in Biology or Additional Science (not Applied Science). Ideally students will have achieved a grade 5 in English and Maths. However, we welcome a conversation with students who achieve 2 grade 4s. Why study Psychology? Psychology is a fascinating and varied subject and will interest anyone who has ever wondered why people behave in the way they do. We try to answer that question with scientific rigour. It is an academically challenging course and is seen as very good preparation for any degree or career. Many previous students have gone on to study Psychology to degree level and beyond. COURSE CONTENT • Social Influence • Memory • Attachment • Approaches in Psychology • Psychopathology • Research Methods • Issues and Debates within • • •

One chosen topic from: Relationships, Gender and Cognition and Development One chosen topic from: Schizophrenia, Eating Behaviour and Stress One chosen topic from: Aggression, Forensic Psychology and Addiction

The A level course considers how our memory works and how the accuracy of eyewitness accounts of a crime can be affected by different factors. It also looks at the process of attachment between infants and their caregivers and what can happen if this process is disrupted. Students will also explore reasons why people obey authority figures and conform to peer pressure. In Psychopathology, we look at different ways to define abnormality and examine different approaches and treatments for abnormality. As students progress through the course they will study three optional topics in more depth as well as the wider issues in Psychology itself. Throughout this course, students will develop understanding of how psychologists use different research techniques to carry out their work as well as looking at the different approaches/perspectives used by psychologists to explain human behaviour. COURSE ASSESSMENT Students who complete the course will sit three exams at the end of the two years. These will be three 2 hour exams that make up 33.3% of the A level. They will consist of multiple choice questions , short answer, and extended writing questions.

RELIGIOUS STUDIES SPECIFICATION:

CONTACT:

AQA

Miss C Clarke

ENTRY REQUIREMENT: Grade 4 at GCSE RS. Ideally, students will have achieved a grade 5 in English Language or Literature. However, we welcome a conversation with students who achieve 2 grade 4s. COURSE CONTENT This course aims to encourage students to: • Develop their interest in a rigorous study of religion and belief and relate it to the wider world • Develop knowledge and understanding appropriate to a specialist study of religion • Develop an understanding and appreciation of religious thought and its contribution to individuals, communities and societies • Adopt an enquiring, critical and reflective approach to the study of religion • Reflect on and develop their own values, opinions and attitudes in the light of their study. Component 2 – A study of Religion (Christianity)



Theme 9: Christianity, migration and religious pluralism



Theme 1: Sources of Wisdom and authority



Theme 10: The dialogue between Christianity and Philosophy



Theme 2: God







Theme 3: Self, Death and the Afterlife

Theme 11:The dialogue between Christianity and Ethics

Theme 1: Normative Ethical Theories

Component 1 : Section A – Philosophy of Religion



Theme 2: The Application of Ethical theories to Issues of human life and death



Theme 3: The Application of Ethical Theories to Issues of Nonhuman life and death



Theme 4: An Introduction to Meta-ethics



Theme 5: Free Will and Moral Responsibility



Theme 6: Conscience



Theme 7: Bentham and Kant

• •

Theme 4: Good conduct and key moral principles



Theme 5: Expressions of religious identity



Theme 2: Evil and Suffering



Theme 3: Religious Experience.



Theme 4: Religious Language



Theme 5: Miracles



Theme 6: Christianity, gender and sexuality



Theme 7:Christianity and science



Theme 8: Christianity and the challenge of secularisation

Theme 1: Arguments for the existence of God.

COURSE ASSESSMENT • Each component will be assessed by one 3 hour exam. • Each exam will contribute 50% towards the overall qualification.



Theme 6: Self, death and the afterlife Component 1: Section B – Ethics and Religion

SOCIOLOGY SPECIFICATION:

AQA

CONTACT: Mrs C Wells

ENTRY REQUIREMENT: Grade 4 in English. Ideally students will have achieved a grade 5 in English Language or Literature. However, we welcome a conversation with students who achieve 2 grade 4s A LEVEL Some of you are probably wondering what Sociology is like, and whether it is likely to fit into your future career plans. This will answer some of your questions. Sociology is one of the social sciences, a group of subjects focusing on human behaviour. Professional sociologists are often interviewed in the news to explain the rise in a particular type of crime or whether changing the benefit system could encourage more couples to get married. They might be asked to offer a view about whether media violence affects children or why certain groups continue to perform badly at school or truant. Sociologists perform a very useful function because they have studied these issues thoroughly by observing or interviewing people or using similar methods. All these topics are part of the A level course, so potentially you too could become an expert sociologist interviewed on television or consulted by a government deciding how to address a pressing social issue! However, many students who have other ambitions take sociology to widen their horizons. We are all intrigued by issues such as why men and women often act so differently, whether children’s behaviour is changing and whether it is possible to reduce crime and global inequalities. Sociologists disagree amongst themselves about these things as there are no easy answers, so in the lessons we spend a lot of time in lively discussions. Our students feel pleased that they have taken a new subject giving them detailed insights into the adult world. They feel they can join in conversations in a well-informed way when other people are talking about current affairs or social issues and this sort of confidence is particularly useful in university and job interviews. A student from Year 13 said: “Do it. It’s interesting and relevant to an understanding of what’s going on in the world. It gives you a new viewpoint”.

COURSE CONTENT The A level comprises three papers: Paper 1: Education with Theory and Methods For this paper you will investigate how educational achievement varies with class, gender and ethnicity. You will find out more about pupil/teacher relationships and the hidden curriculum. The impact of government policies on education will also be analysed. We learn about sociological research methods and their application to the study of education. Paper 2: Topics of Sociology For this paper you will study two topics: 1. Family and households. You will investigate the issues surrounding marriage, divorce and family diversity today. We consider how childhood is changing and think about the roles of men and women within the family today. Finally, we analyse the extent to which government policy affects our families. 2. Global development: You investigate the reasons behind global inequality. We look at globalization, aid, debt, population growth, the role of women and the impact of war and conflict. Paper 3: Crime and Deviance with Theory and Methods For this paper you look at the social distribution of crime and deviance by age, ethnicity, gender and class. You look at the globalization of crime, human rights, state crimes and crime control. You will also examine the connections between sociological theory and methods and the study of crime. COURSE ASSESSMENT Each paper is assessed by a two hour exam at the end of the two year course. Each paper is worth 33.3% of the A level. Paper 1: Education: Short answer and extended writing - 50 marks. Methods in Context: Extended writing – 20 marks. Theory and Methods: Extended writing – 10 marks Paper 2: Section A: Extended writing – 40 marks. Section B: Extended writing – 40 marks. Paper 3: Crime and Deviance: Short answer and extended writing – 50 marks. Theory and Methods: Extended writing – 30 marks.

COMBINED PATHWAY

WEST OXFORDSHIRE LEARNING PARTNERSHIP BARTHOLOMEW SCHOOL

BURFORD SCHOOL

CARTERTON COMMUNITY COLLEGE

CHIPPING NORTON SCHOOL

THE HENRY BOX THE MARLBOROUGH SCHOOL C of E SCHOOL

WOOD GREEN SCHOOL

ABINGDON & WITNEY COLLEGE

2018-20 Course Title:

Level 3 Extended Certificate in Business

Pearson. The course is graded from P (pass) to D* (Distinction*) and is equivalent to one Examination Board A Level. Pearson BTEC Level 3 National Extended Certificate in Business (360 GLH) & Details 601/7159/5 This is a new specification for BTEC Business introduced in September 2018 Course Structure: and is aligned to the new UCAS tariff. The course is graded from P (pass) to D* (distinction *) and the tariff points will range from 8-28. The course is divided into 4 units, three are compulsory and the fourth is an optional unit chosen by the college. The Extended Certificate is for learners who are interested in learning about the business sector alongside other fields of study, with a view to progressing to a wide range of higher education courses, not necessarily in businessrelated subjects. 4 units of which 3 are mandatory and 2 are external. Mandatory content (83%). External assessment (58%). Mandatory • Exploring Business • Developing a Marketing Campaign • Personal and Business Finance Optional • Recruitment and Selection Process • Investigating Customer Service • Market Research • The English Legal System • Work Experience in Business

How will you learn? (investigations, course work, etc.) Assessment Methods Skills you will need

It is designed to be taken as part of a programme of study that includes other appropriate BTEC Nationals or A Levels. The focus of this course is to understand business through the development of practical skills and therefore there is a strong emphasis on practical application of skills. However, there will also be theory sessions and an expectation to further knowledge by independent research. This course includes a variety of internally and externally assessments. Assessments take the form of practical demonstrations, written assignments and exams. • A desire to investigate business further • An enquiring mind • Ability to read and follow instructions • Ability to communicate effectively verbally and in writing Ability to demonstrate skills through role play and practical application

Career Steps/ Progression

The Pearson BTEC Level 3 National Extended Certificate in Business is for learners who aim to progress to higher education and ultimately to employment in the business sector. The qualification is equivalent in size to one A Level and aims to provide a coherent introduction to study of the business sector

Contact:

Coral Ward, Abingdon & Witney College [email protected]

WEST OXFORDSHIRE LEARNING PARTNERSHIP BARTHOLOMEW SCHOOL

BURFORD SCHOOL

CARTERTON COMMUNITY COLLEGE

CHIPPING NORTON SCHOOL

THE HENRY BOX THE MARLBOROUGH SCHOOL C of E SCHOOL

WOOD GREEN SCHOOL

ABINGDON & WITNEY COLLEGE

2018-20 Course Title:

BTEC Level 3 National Extended Certificate in Health & Social Care

Examination Board & Details: Course Structure: AS Unit 1 AS Unit 5

Pearson. The course is graded from P (pass) to D* (Distinction*) and is equivalent to one A Level.

Course Structure: A2 Unit 2 A2 Unit 14

Human Lifespan Development (externally assessed) Meeting Individual Care and Support Needs Working in Health Social Care Physiological Disorders and their Care

How will you learn? (investigations, course work, etc.)

Our learning depends on a variety of lesson techniques including:

Assessment Methods

Unit 1 and 2 are externally assessed via written exams including shortanswer questions and extended essay answers. Unit 5 and 14 are internally assessed via coursework.

Skills you will need

• • • • • • •



• •

Effective communication skills which will enable you to work with peers in class and group discussion. Independent study skills. Willingness to ask questions and participate in discussion in class. Ability to analyse information critically. A genuine interest in working with a range of people in a supportive capacity. Awareness of contemporary issues within the Health & Social Care sector. Willingness to think critically about the world around you. A keen interest in writing essays and the ability to think.

• • • • • •

Nursing – Children, Adult, Disability Midwifery Occupational Health Youth Work Social Work Caring/Nursing Assistant

• • • • •

Career Steps/ Progression

Reading and note taking Individual research Skills Observations Role play and practical activities Debate and discussion Presentations Case studies and scenarios

• • •

Contact:

HND in Health & Social Care Teaching Assistant Primary School Teaching

Heidi Jordison (Curriculum Manager, Health & Care) Abingdon & Witney College: Tel: 01235-216388

WEST OXFORDSHIRE LEARNING PARTNERSHIP BARTHOLOMEW SCHOOL

BURFORD SCHOOL

CARTERTON COMMUNITY COLLEGE

CHIPPING NORTON SCHOOL

THE HENRY BOX THE MARLBOROUGH SCHOOL C of E SCHOOL

WOOD GREEN SCHOOL

ABINGDON & WITNEY COLLEGE

2018-20 Course Title:

Creative Media Production, UAL Level 3 Diploma

Examination Board University of the Arts London Awarding Body (UAL) Level 3 Diploma in Creative Media & Details Production and Technology (equivalent to 1.5 A levels) Course Structure: The Level 3 Diploma in Creative Media Production is a two-year programme that is 100% coursework based, which will give you the equivalent qualifications to one and half A levels. You will achieve a Pass, Merit or Distinction Grade at the end of the course that equate to 36, 60 or 84 UCAS tariff points respectively. The course is a good balance of practical and theory and is project-based and industry-focussed and you will complete 8 units over the 2 years. To enable you to respond to the exciting project briefs we are extremely well resourced with professional HD cameras, edit suites, a radio studio and a television studio.

How will you learn? (investigations, course work, etc.)

The structure of the qualification allows you to combine newly acquired practical skills with theoretical knowledge and understanding as you explore your strengths and ambition in relation to a broad range of creative media disciplines. The course is very ‘holistic’ meaning that the areas of learning combine to improve your work overall. This reflects how you work in the industry too; in a project-based way.

Assessment Methods

This qualification will be internally assessed and internally and externally moderated against the unit outcomes and assessment criteria. Assessment evidence will be diverse and will be appropriate for the type of work produced, for example: reflective journals, blogs, workbooks, notebooks, research portfolios, storyboards, and presentations, audio, visual and digital communications. There are no external exams. The final grade awarded is based on unit 8 as you will have developed this skills and experience by this stage to achieve the best grade possible.

Skills you will need

Career Steps/ Progression

• • • • • •

A desire to investigate creative media further A critical interest in media and communications An enquiring and questioning mind A good level of digital literacy Ability to communicate effectively verbally and in writing A creative approach

The Level 3 Diploma in Creative Media Production & Technology is designed to provide students with the knowledge, skills and understanding necessary to access and progress to degree level study or employment in the media sector.

Possible careers include: Multimedia Production, Interactive Media, Film Editing, Computer Games Design, Animation, Radio Production, Film Production, Researcher, Broadcasting, Copywriter, Script writing, Art Director. You can combine the UCAS tariff points gained on this course with other A levels to access a broader range of degree courses; the UAL course is highly reputable and well recognised by both universities and employers. Contact:

Kevin Howick, Abingdon & Witney College [email protected]

WEST OXFORDSHIRE LEARNING PARTNERSHIP BARTHOLOMEW SCHOOL

BURFORD SCHOOL

CARTERTON COMMUNITY COLLEGE

CHIPPING NORTON SCHOOL

THE HENRY BOX THE MARLBOROUGH SCHOOL C of E SCHOOL

WOOD GREEN SCHOOL

ABINGDON & WITNEY COLLEGE

2018-20 Course Title:

Photography (Art & Design) UAL Level 3 Diploma

Examination Board University of the Arts London Awarding Body (UAL) Level 3 Diploma in Art & Design/ & Details Photography (equivalent to 1.5 A levels) Course Structure: The Level 3 Diploma in Photography is a two-year programme that is 100% coursework based, which will give you the equivalent qualifications to one and half A levels. You will achieve a Pass, Merit or Distinction Grade at the end of the course that equate to 36, 60 or 84 UCAS tariff points respectively. The course is a good balance of practical and theory and is project-based and industry-focussed You will complete 8 units over the 2 years. To enable you to respond to the exciting project briefs we are well resourced with professional DSLR cameras, photographic studio and a darkroom at the Abingdon campus (we minibus you across at points in the year.) There will be a requirement of a substantial photography project, proposed and led by you. This is the unit that will dictate your final grade, therefore, it is important it comes last and is a well-developed and personalised project that develops your skills and interests. How will you learn? (investigations, course work, etc.)

UAL Awarding Body’s Level 3 Diploma in Art & Design (Photography) is characterised by experiential, experimental and integrated learning. The structure of the qualification allows you to combine newly acquired practical skills with theoretical knowledge and understanding as you explore your strengths and ambition. The course is very ‘holistic’ meaning that the areas of learning combine to improve your work overall. This reflects how you work in the photography industry too; in a project-based way.

Assessment Methods

This qualification will be internally assessed and internally and externally moderated against the unit outcomes and assessment criteria. Assessment is on-going and regular feedback is provided to help you improve. Assessment evidence will be diverse and will be appropriate for the type of work produced, for example: reflective journals, blogs, sketchbooks, research notes, portfolios, presentations. There are no external exams. The final grade awarded is based on unit 8 as you will have developed the skills and experience by this stage to achieve the best grade possible.

Skills you will need

• A passion for, and critical interest in, photography • Dedication, hard work and motivation • Creative thinking skills • A good level of digital literacy • Ability to communicate effectively verbally and in writing • A creative approach Ability to demonstrate skills through practical application

Career Steps/ Progression

The Level 3 Diploma in Photography is designed to provide students with the knowledge, skills and understanding necessary to access and progress to degree level study or employment in the art and design. Possible careers: Animator, Photographer, Illustrator, Advertising, Web Designer, Interior Designer, Graphic Designer, Product Designer, Fashion Designer, Artist, Computer Games Designer, Architect. You can combine the UCAS tariff points gained on this course with other A levels to access a broader range of degree courses; the UAL course is highly reputable and well recognised by both universities and employers.

Contact:

Lewis Saunders, Abingdon & Witney College [email protected]

WEST OXFORDSHIRE LEARNING PARTNERSHIP BARTHOLOMEW SCHOOL

BURFORD SCHOOL

CARTERTON COMMUNITY COLLEGE

CHIPPING NORTON SCHOOL

THE HENRY BOX THE MARLBOROUGH SCHOOL C of E SCHOOL

WOOD GREEN SCHOOL

ABINGDON & WITNEY COLLEGE

2018-20 Course Title: Examination Board & Details Course Structure: YEAR 1

BTEC Level 3 National Extended Certificate in Applied Science

Pearson. The course is graded from P (pass) to D* (Distinction*) and is equivalent to one A Level. Unit 1: Principles and Applications of Science I This unit provides the knowledge and understanding that underpins progression in the science sector and includes topics on: • Periodicity and properties of elements • Structure and function of cells and tissues • Waves in communication. Unit 2: Practical Scientific Procedures and Techniques This unit introduces quantitative laboratory techniques including: • Undertaking titration & colorimetry to determine the concentration of solutions • Undertaking calorimetry to study cooling curves • Undertaking chromatographic techniques to identify components in mixtures • Reviewing personal development of scientific skills for laboratory work. Course Structure: Unit 3: Science Investigation Skills YEAR 2 This unit covers the skills needed in planning a scientific investigation: • Data collection, processing and analysis/interpretation • Drawing conclusions and evaluation • Enzymes in action • Diffusion of molecules • Plants and their environment • Energy content of fuels Unit 8: Physiology of Human Body Systems This unit focuses on the physiological make up of three human body systems: • Understanding the impact of disorders of the musculoskeletal system and their associated corrective treatments. • Understanding the impact of disorders on the physiology of the lymphatic system and the associated corrective treatments. • Exploring the physiology of the digestive system and the use of corrective treatments for dietary-related diseases. How will you The focus of this course is to understand science through the development of learn? practical skills and therefore there is a strong emphasis on practical (investigations, experimentation. However, there will also be theory sessions and an course work, etc.) expectation to gain further knowledge by independent research. Assessment Unit 1 is assessed externally by a written paper of short-answer questions; Unit Methods 3 will be assessed externally by a practical exam and write-up. Units 2 and 8 will be assessed internally by written assignments as well as practical skills assessments. Skills you will need • A desire to investigate science further. • An enquiring mind.

• • •

Career Steps/ Progression

Contact:

The ability to read and follow instructions The ability to communicate effectively both verbally and in writing. The ability to utilise effectively the mathematical skills acquired in GCSE Maths • An awareness of personal health & safety and that of others. In conjunction with other A Level qualifications, you could progress to higher education courses in the biomedical sciences, biochemistry, chemistry, forensic science and biology. This could then lead to career opportunities in biomedical research, sports science and environmental management, etc. Dr Fiona Dallas, Abingdon & Witney College (email: [email protected] )

WEST OXFORDSHIRE LEARNING PARTNERSHIP BARTHOLOMEW SCHOOL

BURFORD SCHOOL

CARTERTON COMMUNITY COLLEGE

CHIPPING NORTON SCHOOL

THE HENRY BOX THE MARLBOROUGH SCHOOL C of E SCHOOL

WOOD GREEN SCHOOL

ABINGDON & WITNEY COLLEGE

2018-20 Course Title:

Level 3 Extended Certificate in Computing

Examination Board & Details Course Structure: YEAR 1

Pearson. The course is graded from P (pass) to D* (Distinction*) and is equivalent to one A Level. Review of existing websites – commenting on their overall design and effectiveness. You will use scripting languages such as Hypertext Mark-up Language (HTML), Cascading Style Sheets (CSS) and JavaScript® and a simple text editor, or rapid application development tools. Finally, you will reflect on the website design and functionality using a testing and review process. Many software developers, database experts and systems managers need web client development skills as an integral part of their overall portfolio of expertise. This unit will prepare you for employment as a website developer or a website development apprenticeship. The unit will benefit you if you want to go on to higher education to develop your studies. Unit 1: through an externally set, and marked, exam Unit 2: through an externally set, and marked, exam

Course Structure: YEAR 2

Unit 7: Internally set and marked assessments Unit 15: Internally set and marked assessments

How will you learn? (investigations, course work, etc.)

The aim of the course is to understand modern, and next generation, computing and Information technology systems in preparation for higher education or employment. As such, the course is delivered through a mix of inclass (face-to-face) and on-line resources with self-directed research and developing supporting these. Emphasis is on the understanding and application of concepts that underpin technology and its use with a strong emphasis exists on practical application of these.

Assessment Methods

This is a new specification for Level 3 BTEC Nationals in Computing to be delivered from September 2017 and is aligned to the new UCAS tariff. The course is graded from P (Pass) to D* (Distinction Star) and the tariff points will range from 8-28. The course is divided into 4 units, three are compulsory and the fourth is an optional unit chosen by the Faculty of Technology to reflect current and future industry skills needs

Skills you will need Entrants to this course will expect to demonstrate  An interest in the computing and technology industry  A desire to investigate computing further  A willingness to work outside of class to develop concepts and skills further  An enquiring mind  Ability to read and follow instructions  Ability to communicate effectively verbally and in writing  Ability to utilise effectively the mathematical skills acquired in GCSE maths  An awareness of personal health and safety and that of others

Career Steps/ Progression

In conjunction with other A-level qualifications you could progress to higher education courses in Computer Science, Networking, Website and Software Development. This could lead to careers in Systems Management, Systems and Data Security, Networking and Communications amongst many more. Employment in this industry is possible all over the world.

Contact:

Ian Grace – Curriculum Manager for Computing, Engineering and Motor Vehicle. [email protected]

Church Green, Witney, Oxfordshire, OX28 4AX Tel: 01993 703955 Fax: 01993 706720 Email: [email protected]

www.henrybox.oxon.sch.uk

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