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Prospectus1

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  Contents Page Welcome Page 3 APPLIED A LEVEL AND LEVEL 3 BTEC COURSES PURPLE PATHWAY Pathways to Success Page 4 Our Sixth Form Page 6 Applied Business Level 3 Extended Certificate Page 45 Student Enrichment and Super‐Curriculum Page 9 Applied Science Level 3 Extended Certificate Page 46 Student Leadership Page 11 Courses Page 15 BTEC Firsts Health and Social Care Level 3 Page 47 National Diploma Cambridge Technical Level 3 Page 48 Extended Certificate in Information Technology A LEVEL COURSES Option Blocks 2017 / 2018 Page 50 Page 51 Art and Design Page 15 Entry Requirements Biology Page 17 Business Studies Page 18 Chemistry Page 19 Computing page 20  Drama & Theatre Studies page 21 Economics Page 23 English Literature Page 24 Further Mathematics Page 25 Key Dates:  Geography Page 27 Applica on deadline:  Graphics Page 29 Results Day:  History Page 31 Start of Term Sept 2017:  Mathematics Page 32 Media Studies Page 33 Modern Foreign Languages Page 35 Music Page 38 Physics Page 39 Politics Page 40 Psychology Page 41 Religious Studies Page 42 Sociology Page 43 Photos By: Kushal Chadasama 2 

  Welcome to Preston Manor Sixth Form A MESSAGE FROM THE HEAD ‐ BETH KOBEL Choosing where to go for your sixth form education can be an exciting and confusing decision, as well as one that will have a significant influence on the rest of your life. By deciding to study at Preston Manor you will be recognising our reputation for academic excellence in an environment that values the individual and learning in its widest sense. Throughout the school we aim to develop young people who fulfil their potential, raise the bar and then go on to achieve that little bit more. We want students to leave us well prepared for life in a changing society, with the widest range of options open to them. We keep our Sixth Form offer under constant review so that our committed and pro‐ fessional staff can deliver a curriculum that is broad, current and relevant. This is enriched with a range of other activi‐ ties and detailed guidance, ensuring personal, as well as academic development. We are extremely proud of the education we provide for our sixth form and are pleased that this has been recognised by Ofsted with their Outstanding judgement of our post 16 education. “School leaders are rightly proud of the largesixth‐form provision...Leadership of this area is strong...much weight is given to preparing students for university, apprenticeships andwork….Students have very high aspirations, work extremely hard and are fully involved in the life of the school.” External reviews, Ofsted and ourown students consistently recognise Preston Manor for its Excellence in sixth form provision and results. Despite our students achieving outstandingexamination results year after year, we recognise that there is much more to education than just passing exams. We want our students to enjoy aswell as excel in their education. It is our aim to provide you with a wealth of opportunities and unique experiences. We take pride in developing wellrounded individuals who respect and value others. As an all through school, we provide excellent mentoring and citizenship opportunities which areunique and reflect our values as a Co‐operative school.At Preston Manor you will find welcoming students, supportive teachers and committed pastoral teams at the heart of our community. Whether youare an existing Preston Manor student or currently studying elsewhere, I hope you can see the many benefits of joining our high‐achieving sixth form.A MESSAGE FROM THE HEAD OF SIXTH FORM STEPHEN WALLMANWe are extremely proud of our Sixth Form at Preston Manor. Our young people are treated as individuals and we are ASSISSTANT HEAD/committed to equality of opportunity. With the extensive changes taking place nationally at Key Stage 5, now more HEAD OF SIXTH FORMthan ever, it is vital that young people make the correct choice for them as to how they should continue their post‐16studies.The Sixth Form has a long history of welcoming students from other schools along with our own Year 11 studentswho come together at this exciting stage of their education. Sixth Form is about looking forward to your future andstaff are here to help guide you in the important decisions that you need to make regarding your future .Preston Manor Sixth Form has a long running tradition of being one of the best performing school sixth forms in thelocal area: our A Level results regularly place us amongst the top performing schools nationally for value added atKey Stage 5. We work hard to ensure there is a strong community feel within Sixth Form, so that students feel com‐fortable in their learning environment.We are proud of the leading role our sixth formers play in our school community, student leadership is a priority atPreston Manor and sixth formers are crucial to this supported by dedicated staff. Staff work hard encouraging stu‐dents to have the highest aspirations and supporting this with a rigorous and extensive enrichment programme.Students join a successful community which ensures that we offer the best possible opportunities for the academicand personal development of the many learners who join us each year. At Preston Manor we develop the wholestudent and our students truly embark upon a programme of further education so that they leave us with the widestrange of choices open to them in an ever changing society.We hope you enjoy reading about our Sixth Form.At Preston Manor we aim to ensure that all our students are well prepared for life after Sixth Form and can competesuccessfully with students both nationally and internationally for competitive university courses or Post‐18 employ‐ment schemes. Our Director Sixth Form, Progression and Enhancement, manages the transition of all students fromSixth Form to their chosen post‐18 pathway, ensuring that our students have ample opportunity to research, considerand prepare successfully for various options including University, Apprenticeships and School Leavers’ Schemes ALISON WILDING The Sixth Form has a highly skilled, supportive and dedicated team. The Assistant Head and Director of Sixth DIRECTOR OF SIXTH F ORM & Form also work alongside 17 Academic Tutors and a Sixth Form Study Centre Supervisor.PROGRESSION AND ENHANCEMENT We hope that you will find the information outlined in this prospectus useful and informative. We look for‐ ward to meeting you in the near future. 3 

  Pathways to Success PRESTON MANOR KEY STAGE 5 CURRICULUM MODEL – SEPTEMBER 2017 You will know that there have been some major changes to the of to all our A Level, where modular A Levels are being phased out and linear A Levels are being phased in. At Preston Manor, we have worked hard At Preston Manor offers courses for all abilities. Before the start of the to ensure that we are responding in a way which is in the best interest course all students are advised about their choice and subject combina‐ of our students in order to secure their futures with the minimum of tions to ensure that they match their Career and Higher Education ambi‐ disruption and confusion. tions. The following applies to students starting their A‐Level courses in Sep‐ STUDENTS CHOOSE BETWEEN ONE OF THREE PATHWAYS tember 2017: Green Pathway A Level Programme Purple Pathway ‐ (Vocational) BTEC Level 3/Applied A Level 1. Students will choose three subjects to study for the whole two year Blue Pathway ‐ BTEC Level 2 Programme ‐ One Year Course period. 2. All A‐Levels will be linear for those students starting Year 12 in 2017 ADVANCED LEVEL COURSES and so students will not sit AS examinations at the end of Year 12. The The Sixth Form offers a wide choice of subjects. Full details can be full content of the A‐Levels will be examined at the end of Year 13. found in the curriculum information section of this booklet. Students will, however, sit internal examinations during Year 12 to help The standard course for students in Year 12 is three subjects. This pro‐ them, and their teachers, monitor progress. vides them with the necessary requirements for entrance to all Universi‐ 3. The much tougher demands of the new specifications and the much ty courses including Oxford and Cambridge as well as Medicine. greater subject content of the reformed A‐Levels means that taking 4 GREEN PATHWAY: A LEVEL PROGRAMME AS subjects in Year 12 and then dropping to 3 A‐Levels in Year 13 is no A Levels are examined after two year of study. longer possible. The universities will only look for three grades when  they make offers, which will obviously need to be as high as possible. PURPLE PATHWAY: APPLIED A LEVEL / BTEC LEVEL 3 PROGRAMME* 4. There is a provision for More Able students to take four full A‐Levels A Levels in Applied subjects / BTEC Level 3 provide students with the right through Years 12 and 13 at the discretion of the Head of Sixth opportunity to achieve academic success and apply their knowledge in Form. a practical way, often referred to as a vocational route. Courses are 5. Students will always be expected to participate within the extensive mainly assessed by coursework and an exciting and valuable aspect is enrichment programme within Sixth Form. This extends to being a their links to industry. These courses study various aspects of their sub‐ subject mentor, participating in independent research projects as well ject focusing on the vocational elements. Students would be expected as a broad range of activities aimed at developing well rounded Sixth to select the equivalent of three subjects. Form students ready for their next steps in life. *Those with higher than the minimum entry requirements may be able to combine their Applied A Levels / BTEC Level 3 with one or two other AS subjects. Courses subject to change. BLUE PATHWAY, ONE YEAR COURSE : BTEC FIRSTS IN HEALTH AND SOCIAL CARE LEVEL 2 This one‐year course, equivalent to three GCSEs, is completed over the year, in addition to re‐taking GCSE Mathematics and English (where students have not already achieved a C grade in these subjects). At the end of the course students with the required grades can continue their studies to Advanced Level, another Level 3 course at another institu‐ tion or enter work based training CERTIFICATE OF PERSONAL EFFECTIVENESS (ASDAN COPE AWARD, LEVEL 2) This one year course is taught alongside the Level 2 BTEC qualifications. The Certificate of Personal Effectiveness (CoPE) provides a qualification outcome for PSHEE, Citizenship and work related learn‐ ing. It arises out of the well‐known ASDAN Bronze /Silver, Gold and Universities Awards (and in the FE sector the FE level 1 and FE level 2 awards). The certificate has been calibrated as equivalent to a Grade ‘B’ GCSE at level 2 achievement. 4 

  Pathways to Success PRESTON MANOR’S THREE PATHWAYS TO SUCCESS: Green, Purple and Blue A LEVEL AND LEVEL 3 COURSES LEVEL 2 COURSES THE GREEN PATHWAY THE PURPLE PATHWAY   Academic A Levels Applied A Levels / BTEC Level 3 THE BLUE PATHWAY ENTRY REQUIREMENTS (these are more practical vocational based sub‐ BTEC Level 2 To study 3 A Levels jects which are examined primarily through coursework) BTEC First in Health and Social Care At least 5 A*‐C GCSE grades including 2 (Edexcel) ENTRY REQUIREMENTS B+ grades (This Level 2 Extended Certificate is equivalent to three GCSEs). English Language and/or Maths 4+/5+ Specific requirements for each subject To study 3 Applied A Levels or 2 Applied A ENTRY REQUIREMENTS Levels and 1 BTEC Level 3 to be taken at A level To study the full BTEC course At least 4 At least 4 A*‐C GCSE grades GCSEs at grade G+ To study 4 A Levels English Language and/or Mathematics Students must take both the Grade 7+ Mathematics and English Lan‐ BTEC First and ASDAN COPE AWARD. 4+/5+ guage In addition, students will be timetabled for Specific requirements for each subject to GCSE Maths and English if they have not  At least 4 A* GCSE already obtained Grade C or above in these  Specific requirements for each subject be taken at Applied AS level subjects. to be taken at A level (*some students with suitable grades can take PROGRESSION OPPORTUNITIES Applied / BTEC Level 3 courses with subjects in PROGRESSION OPPORTUNITIES the Green Pathway) Students can progress to Higher Education PROGRESSION OPPORTUNITIES degree or diploma level 4 courses at uni‐ versity or other colleges or gain employ‐ Students can progress to Higher Education Students can progress to level ment. to study business related courses or cours‐ es in other fields. 3 courses in the Sixth Form or college or to employment based training. The skills and knowledge acquired on these vocational courses will broadly link with a wide range of career choices. A Levels in vocational subjects are aimed particularly at students interested in work‐ ing in Marketing, Commercial, Service or Retailing Organisations In addition, all students in the Sixth Form participate in other non‐qualification activities including All students who do not have English/ Maths volunteering opportunities, the school’s Enrichment & Higher Education Programme and PSHEE . GCSE at C+ must take English/ Maths resit. SUCCESS: Every year, Preston Manor students attain outstanding results. Success is our major priority and we use a variety of strategies to ensure all our students achieve it. 5 

  Our Sixth FormTEACHERS SIXTH FORM STUDY CENTRE & INFORMATION TECHNOLOGYOur teachers are enthusiastic, well qualified and experienced in all as‐ The Sixth Form has its own supervised Study Centre. This is a spacepects of the Post‐16 curriculum. All subjects have proven success rates that has been developed to provide students with a peaceful and pur‐with many students attaining the highest grades. poseful environment in which to study. It is equipped with computersTeachers use a wide variety of classroom techniques from discussion and Chrome Books for students to use during their Study Periods. Thisand role‐plays to written tasks and experiments. In addition, most links to the expectation that students make use of the school’s Virtualcourses organise trips and in recent years these have included study Learning Environment (Firefly) and other technologies used to supporttours, field trips and attendance at the theatre. their classroom based learning. The Study Centre is run by the SixthOur recently refurbished laboratories enable the best access to the Form Study Centre Supervisor who works with groupsfacilities necessary to conduct a wide range of experiments using the and individual students to develop the study skills that are required atlatest equipment and ideas. this level of learning.MONITORING AND REWARDS PREPARATION FOR HIGHER EDUCATIONOur excellent exam results go hand in hand with our student monitor‐ We want students to continue to achieve success long after they leaveing procedures. We have high expectations of attendance, work and the Sixth Form. From the very start when applications are received, ourbehaviour and where students may be experiencing difficulties in these staff are dedicated to helping students make informed choices aboutareas, the Sixth Form team work collaboratively with students and their futures.their families to put the necessary interventions into place, therebyensuring that students quickly get back on track in achieving their po‐ Over 90% of our Advanced Level students go on to study at university.tential. Termly monitoring of students’ academic progress allows us to Providing excellent preparation for university is a priority at Prestonidentify those who need additional help. Manor and all students on two year Courses are closely guided intoWe know that rewards are important to our post‐16 learners in helping making successful applications. This includes visits to Higher Educationto keep them motivated. In each of our end of term assemblies, prizes Conferences, Open Days, ‘Taster Days’ and an in‐house Higher Educa‐  and certificates are awarded for: tion Day. Students on one year vocational courses usually continue in• Effort, achievement or improvement within individual subjects the Sixth Form or College.• Best attendance• Best tutor group attendance OXFORD, CAMBRIDGE AND RUSSELL GROUP UNIVERSITIES• Jack Petchey Award High achieving students are identified early on and are given every opportunity to make successful applications to highly competitive uni‐CODE OF CONDUCT versities and courses, including Medicine, Dentistry and Law. We offer aIn the Sixth Form students have greater responsibility for learning and personalised mentoring programme, which includes opportunities totutors assist them to make productive use of compulsory Guided attend residential courses, individual help with all aspects of their appli‐Learning Hours and other independent study time. To help students cations and intensive university interview practice sessions.develop a responsible attitude to school life there is a Code of Conduct,which sets out clear standards of behaviour and expectations for theirstudies. During induction students are made aware of the Code and itssanctions.LEARNING RESOURCE CENTREAND STUDY FACILITIESOur Learning Resource Centre provides an attractive and stimulatingstudy area, equipped with a range of books, journals, magazines, news‐papers, up‐to‐date technological and audio‐visual aids. These used inconjunction with our dedicated Sixth Form study area staffed by anexperienced and highly qualified educationalist make the Centre anexciting and effective place to work. 6 

  ENHANCEMENT OPPORTUNITIES We believe it is vital that our students are intellectually stretched to gain the skills to cope with the demands of a rapidly changing society and workplace. In addition to their study programmes students are encouraged to participate in intellectual and cultural activities. Stu‐ dents are offered the opportunity to attend master classes in a range of subjects, including Journalism, Medical Ethics and Economics. There are opportunities to take part in residential courses, taster days, work‐ shops and seminars. PARTNERSHIP WITH PARENTS AND GUARDIANS We want to develop a working relationship with students and their par‐ ents or guardians. In the Autumn and Spring Terms, parents are invited with their children to a Parents’ Evening and Academic Review Day to collect a Record of Achievement detailing progress and to hold consulta‐ tions with Academic Tutors and subject teachers. In addition we provide STUDENT VOICE updates and helpful information on how to support on our school web‐ Student Voice is embedded within Preston Manor Life. Sixth Formers site (www.preston‐manor.com). We welcome contact from parents at meet at a Sixth Form Council and also make representation and lead on other times throughout the year. the Whole School Council which regularly meets with the Senior Team during the academic year SCHOOL LIFE Our school community provides many exciting opportunities for stu‐ PREFECTS dents to widen their experiences, develop leadership skills, take on The prefect system continues a 75 year old tradition at Preston Manor. responsibilities and have fun! We value Sixth Formers’ opinions and Prefects play a valuable role in helping younger students with their encourage them to express their views and ideas. work and by acting as role models. Those appointed help in the Learn‐ ing Resource Centre, the Computer Centre, Dining area, Connexions ASSEMBLY Room, Learning Support and at Reception. The Head Boy and Head Girl  Students are to attend Assembly once a week. Through the year, As‐ and their Deputies are elected to be ambassadors for the School and semblies raise vital issues for students to consider as part of their de‐ represent it at important occasions and events. velopment. Follow‐up discussions take place as part of the PSHE pro‐ gramme of lessons. MENTORING AND THE READING SCHEME A number of students mentor lower year students. At the start of Year 12 Mentors are trained to develop the skills necessary to hold regular meetings with students requiring support with their schooling. Year 12 students are selected to assist the lower years with their read‐ ing once a week. Students have found the help they provide to a child’s development particularly rewarding and it has developed both their social and communication skills. LEARNING AND LANGUAGE SUPPORT Learning Support will continue to be offered both to students who have Statements of Special Educational Needs and others who require it. We provide individual and small group sup‐ port as well as classroom support. SIXTH FORM REPRESENTATIVES AND SCHOOL COUNCIL Each Tutor Group elects two representatives who attend regular meet‐ ings with the Sixth Form Management. The form reps discuss the or‐ ganisation of the Sixth Form, issues affecting students and ideas for making continued improvements. Student perspectives have contribut‐ ed to changes made to security and Sixth Form facilities. In addition the Sixth Form is part of the wider School Community. Our student repre‐ sentatives take part in whole School Council meetings discussing is‐ sues which affect all year groups. 7 

  Extra Curricular OpportunitiesSIXTH FORM CLUBS AND DEBATESStaff are happy to support ideas for clubs and societies. Details of thecurrent extra curricular programme can be found in the back sleeve.All students develop their debating skills in PSHE and lessons. Debatingis both fun and stimulating. The Sixth Form Debating Club is a popularstudent run society.DRAMA, MUSIC AND CULTUREPreston Manor has a strong community atmosphere and we pride our‐selves in the contribution Sixth Formers make to all events. Our stu‐dents have organised drama productions, cultural celebrations andevents to mark historical anniversaries. Many of these events havereceived widespread commendation.The camaraderie and professionalism of our students is exceptional.NCS ‐ THE CHALLENGEEvery year Sixth Formers are offered the chance to participate in \"TheChallenge\" which is run by the National Citizen Service. The Challengeoffers a unique opportunity for students to build on skills and confi‐dence needed for them to progress with work and their future life. Thepopular programme allows students to work with the local communitythrough a variety of social action projects.SPORTThe School has been awarded the England’s Sports Mark in recognitionof its outstanding provision of Physical Education. Students are encour‐aged to continue and further develop their sporting interests.Sixth Form teams have in the past reached the final of the County Foot‐ball and Cricket Tournaments and students help organise teams forlower year groups. YEAR 12 PEER MENTORING PROGRAMME BROOK HOUSE RESIDENTIAL HOME CHRISMAS PARTY VOLUNTEERS LEAVERS’ PROM COMMITTEE SCHOOL COUNCIL YEAR 13 PREFECTS 8 

  Student Leadership At Preston Manor School, our we encourage our Sixth formers to play a lead role within the student body. They are actively involved in ensuring the smooth running of the school, taking on the positions of Head Boy and Head Girl, Deputy Head Boy and Head Girl, Prefects, and House Captains as part of our student leadership team. Head Boy and Head Girl Studying at Preston Manor for 5 years and experiencing the excellent quality of teaching, in addition to the continued support, gave me the reassurance that continuing to study here through my A levels would be the best option for me. Staff members always strive to bring out the best in every single student, working hard to ensure that we meet our targets and are well prepared for the future. Progressing from high school to sixth form can seem like a daunting process, with the increase in workload and independence. For me however, this was actually a learning curve that turned out to be very exciting as it helped me learn how to become a more self sufficient learner, while simultaneously gaining soft skills that are invaluable in the outside world. This was made possible by the guidance of my teachers, sixth form staff and the positive community created by the students. The number of opportunities that are made available to us are endless. No matter what your interest lies in, there are always activities and schemes that are Head Boy available for students to take part in and gain a wider understanding of the potential paths ahead. Meet‐ Kushal Chudasama  ings with former students and professionals in desirable fields are frequently arranged to help students get advice about what options there are post‐sixth form and how to go about following these paths. Preston Manor Sixth Form has that personal touch with a strong community and positive atmosphere that makes it feel like one big family. Events and fundraisers are always taking place that help break the stress that normally builds up throughout the year. Staff are friendly and are always willing to assist students in their own time, be it with class work or other matters. The sixth form centre is open from early in the morning and stays open into the evening, providing students with a suitable environment to study in at all times. Diversity is a word that comes to mind when I think about our sixth form. We have a large variety of students studying a wide  range of subjects. One thing I can say with full confidence is that every single subject that is offered to study at Preston Manor sixth form has a strong team of staff behind it who genuinely care about the students, putting in that extra mile to ensure that they gain all the knowledge not just to excel in exams, but to be an educated individual in that area. The time I have had here at Preston Manor, especially in these last two years in sixth form, has been a life changing experience that has taught me about life and how to achieve my goals and aspirations. Preston Manor Sixth Form is without doubt an amazing choice for students looking for an academically exceptional school which nurtures students and grows them into adults that are ready to experience life outside of school. Head Girl The transition from high school to Sixth Form is something that is always emphasised as being extremely difficult, and that a lot of students struggle to cope with. Before starting Sixth Form, I had an expectation Vaishali Raghvani   that it would be almost impossible to keep up with everything. Nonetheless, the teachers at Preston Manor eased this transition and made it easier than I first expected. It was most definitely still hard! But, with the help and support of teachers, it was not as difficult as I initially expected. Preston Manor offers a variety of subjects to study at A‐Level, as well as alternative courses if A‐Levels are not the pathway for you. Teachers are always willing to help you, and will always strive above and beyond to ensure you’re being given the support you need to fulfil your potential. There are also amazing schemes available for you to take part in, such as the Social Mobility Foundation, Kings+ and Pathways to Law. Being a part of SMF myself allowed me to decide what career I’d like to have in the future, as well as providing me with valuable work experience that I would have struggled to find on my own; and this opportunity was made aware to me by the staff at Preston Manor. Academia is a huge part of Sixth Form, however there are also a wide range of extra‐curricular activities you can participate in. There are a number of sports clubs that a lot of sixth formers get involved in, making it a great way to get to know the rest of the school community. Moreover, there are number of important roles Sixth Formers can choose to volunteer for, to become role models for the lower years. Prefects are a great example, and do a great job of helping out teachers whereas House Captains help to organise numerous whole school events in order to raise as much money as possible for charity and help students feel a sense of family across all years; not just their own. Preston Manor has shaped me into the individual I am today. Looking back at my time here makes me smile at all the memories I have made over the years. It will be a community I will always feel proud to have been a part of, and a community that I wish to contribute to in the future. 9 

  Student Enrichment and Super-CurriculumOur Join the Debate and Watch and Listen programmes encourage students to read and research wider social, political and scientific issues anddevelop their confidence in expressing their views. Students are given time to complete additional on‐line Future Learn courses run by top universi‐ties e.g. Genomic Medicine: Transforming Patient Care in Diabetes (University of Exeter). All students are expected to dedicate some of their work‐ing week to creating a full port‐folio detailing their engagement in our Enrichment Programme.To stretch and challenge our students to compete for the most competitive courses at university, we encourage them to take part in super‐curricular activities. These enhance academic learning and offer wider experience. There are plenty of opportunities available including: university work‐shops and lectures; residential Summer Schools focusing on areas of study such as Oncology, Politics and International Relations or Psychologicaland Behavioural Sciences; in‐house workshops eg. Medical Ethics; excellent schemes including Kings +, SMF, Sutton Trust Summer Schools andUniversity of Oxford UNIQ and Pathways.Meet the Students: Ravi Shah, Subjects: Maths, Further Maths, Physics, Computer Science, Geography (AS Level) Year 13 Possible Career: Software Development in Banking/Finance Super‐Curricular and Enrichment activities: SMF Scheme Geography and Maths mentoring (Year 8s, 9s and 11s), UKMT Senior Challenge (Silver x2), Enrichment Maths workshops with Professor Haydon, University of Oxford, Maths Masterclasses at Royal Institution Queen Mary’s PWC Business Insight Week Work Experience at PGIM and AXA; IMechE Speak out for Engineering (SOFE) BBC Engineering Workshop Behaviour Panel One‐to‐One Support for Cambridge University application and interview Join the Debate Watch & Listen  Subjects: Chemistry, Biology, Further Maths, Economics Possible Career Aim: Medicine Rajvi Patel, Super‐Curricular & Enrichment Activities: Year 12 King’s + Programme; Clinical Skills Taster Day at St George’s Attendance at Mock Medicine Panel Interview and MMI events; Queen Mary, Bridge the Gap Scheme; Future Learn on‐line course in Parkinson’s Disease and Liver Transplant (Birmingham University). King’s Outreach lectures in Neurology and Ophthalmology Vision Conference at Imperial Regular contributor to in‐house Join The Debate and Watch and Listen Volunteer at elderly care home House Captain (Earth) Behaviour PanelBhargav Manier, Subjects: Maths /Further Maths, Computer Science, Physics, Music Year 12 Possible Career Aim: Electronic Engineering Super‐Curricular & Enrichment Activities: UCL lecture Neuroscience with Professor Sebastien Ourselin KCL Lectures: Medicine in Action , Anaesthesia and Imperial Lecture, Bugs, Drones and Innovation ULAS Engineering Industry Insight talk; Shattering Stereotypes programme Future Learn on‐line courses in Robotics (Queensland University of Technology) and Cyber Security ( Deakin University) NCS – The Challenge Oxford University Materials and Physics Open Day Music Academy Behaviour Panel, Maths Club Join the Debate, Watch & Listen. 10 

  Student Enrichment and Super-CurriculumIshak Adikadir Mohamed, Subjects: Further Maths, Biology, Chemistry , Physics Year 12 Possible Career Aim: Medicine or Engineering Super‐Curricular & Enrichment Activities: UCL lecture Neuroscience with Professor Sebastien Ourselin KCL Lectures: Medicine in Action , Anaesthesia and Junior Doctors; Futurelearn online course: Histology, Queens Mary University Materials Science Taster Day, Oxford University; Join the Debate; Watch & Listen, Charity Week, St George Medicine day, Maths club, Biology Lead learner, Mock Medicine Interviews ( Dr Mistry/Dr Lubell), Target Medicine ( UCL). Het Shah, Subjects: Further Maths, Physics, Graphics Year 12 Possible Career aim: related to study of Astro‐Physics Super‐Curricular and Enrichment Activities :  Headstart Programme In2Science placement Lecture The Hunt for Proxima b‐ how we found a planet around the nearest star’ 2016 Edward Delaval Lecture in Physics Public Lecture ‐ \"We Need To Talk About Physics\" The coldest place in the Universe ‐ Royal Holloway Catching ghost particles ‐ Royal Holloway Quantum teleportation ‐ UCL Application for Nuffield research placement FutureLearn How to survive on Mars ‐ Monash University The Discovery of the Higgs Boson ‐ University of Edinburgh Join the Debate; Watch & Listen Behaviour PanelChantelle Henry, Subjects: Drama , English Literature and Psychology Year 13 Possible Career: Law related Super‐Curricular and Enrichment activities: In ‐ house Law Workshop, English Seminars (UCL) Observed court sessions at the Old Bailey and Supreme Court Work Experience at Goldsmiths Barristers Chambers ( Through SMF) Work experience at Milbank Solicitors Work Experience at Baker and Mckenzie Solicitors Including workshops Winner of competition for presentation of App Idea from Legal Perspective to Google; Tutor English and Sciences; Involvement in \" reading champions\" to help younger students develop reading skill Youth Travel Ambassador programme Form Mentor Peer Mentoring Brook house for the Elderly Christmas Party Volunteer Prefect Member of ‘Pressman’ 11 

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  Prefects, and House Captains  Prefects House Captains 14 

  Art & Design   Introduction Fine Art, this is a two year course where students are introduced to a variety of experiences that ex‐ plore a range of fine art media, processes and techniques. Students should be using a variety of methods and media on a variety of scales. Students may use sketchbooks/ workbooks/ journals. Students should explore relevant images, artefacts and resources relating to a range of art, craft and design, from the past and from recent times, including European and non‐ European examples. This should be integral to the investigating and making processes. Students’ responses to these exam‐ ples must be shown through practical and critical activities that demonstrate their understanding of different styles, genres and traditions. Year 12 Content There is synoptic assessment in both components of the course that provide stretch and challenge op‐ portunities for students as follows: IN COMPONENT 1, SEPTEMBER ‐ END OF JANUARY. Students produce an extended collection of work that exemplifies aspects of their developing knowledge, skills and understanding. It should provide evidence of research, the development of ideas, making skills and critical/contextual understanding. It should demonstrate the student’s ability to sustain work from an initial starting point to a realisation. Work should include some of the following drawings, paintings, ceramics, textiles, sculptures, digital work and artists’ research for assessment IN COMPONENT 2, SET ASSIGNMENT FEBRUARY – MAY (Internally set examination). Students respond to a stimulus, provided by Art Department, to produce work which provides evidence of their ability to research and develop ideas and to make clear the link between their own and others’ work within specified time constraints. Culminating in a 10 hour examination in response to the theme. Year 13 Content There is synoptic assessment in both components of the A‐level that provide stretch and challenge op‐ portunities for students as follows: IN COMPONENT 1, PERSONAL STUDY JUNE ‐ FEBRUARY Students develop work based on an idea, issue, concept or theme leading to a finished outcome or a se‐ ries of related finished outcomes. Practical elements should make connections with some aspect of con‐ temporary or past practice of artists, designers, photographers or craftspeople and include written work of no less than 1000 and no more than 3000 words which supports the practical work. 15 

  Art & Design cont.   IN COMPONENT 2, EXTERNALLY SET ASSIGNMENT FEBRUARY – JUNE Students respond to a stimulus, provided by AQA, to produce work which provides evidence of their abil‐ ity to work independently within specified time constraints, developing a personal and meaningful re‐ sponse which addresses all the assessment objectives and leads to a finished outcome or a series of relat‐ ed finished outcomes. Culminating in a 15 hour examination in response to the theme. Assessment Objectives Assessment objectives (AOs) for A level Art and Design are the same throughout Year 12 and 13. The as‐ sessments will measure how students have achieved the following assessment objectives: • AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding. • AO2: Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops. • AO3: Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress. • AO4: Present a personal and meaningful response that realises intentions and, where appropri‐ ate, makes connections between visual and other elements. Progression Opportunities After this course students are encourage to apply for either foundation studies in art and design or de‐ gree courses from fine art, advertising, fashion and textiles, filmmaking, sculpture, to architecture, three dimensional design and product design. Entry Requirements Students must have a GCSE in Art and design grade B, English grade 5 and Maths grade 4. Exam board : AQA 16 

  Biology   Introduction This is an interesting subject offering students the opportunity to learn about living organisms, how they work and interact with each other. There are four theory units and two practical skills units. Specification structure as follows: Year 12 Content Module 1: Development of Practical Skills in Biology Module 2: Foundations in Biology Module 3: Exchange and Transport Module 4: Biodiversity, Evolution and Disease Year 13 Content Module 5: Communication, Homeostasis and Energy Module 6: Genetics, Evolution and Ecosystems Year 13 Assessment (includes assessment of Year 12 Content) Three written exams, covering material from Year 12 and Year 13: Biological Processes (37%) ‐ modules 1, 2, 3 and 5 Biological Diversity (37%) ‐ modules 1, 2, 4 and 6 Unified Biology (26%) ‐ all six modules Practical Endorsement Practical skills will be continuously assessed throughout the course, with successful students receiving a separate result for this. This is a non exam assessment. Progression Opportunities After this course students can study Biology and Pure and Applied Sciences at University. For example: Medicine, Dentistry, Pharmacy or Veterinary Science. With major advances occurring in the in the fields of Microbiology, Biotechnology, and Genetics there are also increasing job opportunities. Entry Requirements Triple Biology B+ or Core Science and Additional Science B+, Maths 5, English 5 17 

  Business Studies Introduction This course is suitable for students interested in the business world, the course looks at different forms of business and the purpose of a business. The course focuses into how a business is affected by the envi‐ ronment it is in and how this impacts on management and leadership styles. The units go into depth into areas of marketing, finance and operational management. Year 12 1 What is business? 2 Managers, leadership and decision making 3 Decision making to improve marketing performance 4 Decision making to improve operational performance 5 Decision making to improve financial performance 6 Decision making to improve human resource performance Year 13 1 Analysing the strategic position of a business 2 Choosing strategic direction 3 Strategic methods: how to pursue strategies 4 Managing strategic change Assessment At A‐ level, you will be assessed on all Year 12 and and 13 content above, through three papers, each com‐ prising of 33.3% of the A‐level. You will be assessed through multiple choice questions, essays and an ex‐ tensive case study. All three papers will draw on material from the whole course. Progression Opportunities Students can progress to Business related courses at University such as Business Management, Interna‐ tional Business and Business Law. Careers can range a wide variety of fields from Human resources to Accounting and Finance. Entry Requirements GCSE English Language Grade 5+, GCSE Mathematics Grade 4+ and GCSE Grade C+ in a written subject. 18 

  Chemistry   Introduction Chemistry is a dynamic and stimulating subject. As well as learning subject skills, students develop their problem solving, mathematical, research and practical skills. The course develops essential knowledge and understanding of Chemistry and the practical skills necessary for Science‐based universi‐ ty courses. Specification structure as follows: Year 12 Content Module 1 Development of Practical Skills in Chemistry Module 2 Foundations in Chemistry Module 3 Periodic Table and Energy Module 4 Core Organic Chemistry Year 13 Content Students will study organic, inorganic and physical Chemistry in greater depth. The use of spectroscopy to elucidate the structure of molecules and the use of quantitative Chemistry are particularly empha‐ sised. Module 5 Physical Chemistry and Transition Elements Module 6 Organic Chemistry and Analysis LEVEL LINEAR ASSESSMENT Three written exams at the end of the second year covering material from Year 12 and Year 13:  Periodic Table, Elements and Physical Chemistry (37%) ‐ modules 1, 2, 3 and 5  Synthesis and Analytical Techniques (37%) ‐ modules 1, 2, 4 and 6  Unified Chemistry (26%) ‐ all six modules Practical Endorsement Practical skills will be continuously assessed throughout the course, with successful students receiving a separate result for this. This is a non exam assessment. Progression Opportunities The course is very relevant for entry into the fields of Medicine, Dentistry, Veterinary Science, Engineer‐ ing and Pure Sciences Entry Requirements Maths: 5, English; 5, Core Science: B+, Additional Science: B+, Triple Chemistry B+ 19 

  Computer Science Introduction This A level course encourages candidates to develop their knowledge and understanding of computer sys‐ tems, the principles of computing (including programming) and how these are applied to the solution of problems. · The aims of this qualification are to enable learners to develop: · An understanding and ability to apply the fundamental principles and concepts of computer science, including: abstraction, decomposition, logic, algorithms and data representation · The ability to analyse problems in computational terms through practical experience of solving such problems, including writing programs to do so · The capacity to think creatively, innovatively, analytically, logically and critically · The capacity to see relationships between different aspects of computer science · Mathematical skills. Learners must take three components Unit 1: Computer System · The characteristics of contemporary processors, input, output and storage devices · Software and software development · Exchanging data · Data types, data structures and algorithms · Legal, moral, cultural and ethical issues Unit 2: Algorithms and Programming · Elements of computational thinking · Problem solving and programming · Algorithms to solve problems and standard algorithms Unit 3: Programming Project The learner will choose a computing problem to work through according to the guidance in the specification. · Analysis of the problem · Design of the solution · Developing the solution · Evaluation Assessment Unit 1: Computer Systems – 2 hours 30 mins written examination ‐ 40% Unit 2: Algorithms and Programming ‐ 2 hours 30 mins written examination ‐ 40% Unit 3: Computing Project – Non‐examination assessment (Internal Assessment) – 20% Entry Requirements At least 5 GCSEs at grade 6, including Computer Science, Maths and English Language. Students who have not completed GCSE Computing must have achieved at least grade 7 in Maths 20 

  Drama & Theatre Studies Introduction This subject requires you to study and perform play scripts, attend theatrical performances, write play reviews and analyse the creation of Drama and Theatre. Year 12 Content Component 1: Exploration and Performance In this unit you are required to interpret two contrasting plays through practical exploration, wider read‐ ing and research. • Section A: Group Performance of ONE KEY EXTRACT from ONE TEXT • Section B: Monologue OR Duologue of ONE KEY EXTRACT from a DIFFERENT TEXT • Written Portfolio Component 2: Theatre Makers in Practice • This unit consists of one written exam paper of 1hour and 45 minutes. • Section A: Live Theatre Evaluation • One extended response question from a choice of two. • 500 words of written notes allowed. • Section B: Response to an Unseen Extract. • Two extended response questions based upon one play script focused on how the student may inter‐ pret and realise the extract. • From the perspectives of Performer and Designer Year 13 Content Component 1: Devising • Devise an original piece of theatre • One key extract from text + one practitioner as stimuli. • Performed to an audience • Written Portfolio Component 2: Text in Performance • Group Performance of ONE KEY EXTRACT from ONE TEXT • Monologue OR Duologue of ONE KEY EXTRACT from a DIFFERENT TEXT Component 3: Theatre Makers in Practice • This unit consists of one written paper of 2 hours and 30 minutes • Section A: Live Theatre Evaluation. • Section B: Page to Stage. Unseen extract from a studied text • Section C: Interpreting Performance Text. The Production Concept, Influence of Practitioner and Origi‐ nal Performance Conditions from a studied text. Year 13 Assessment • Component 1: Practical performance and written/ verbal portfolio which include evaluative comments, internally assessed and externally moderated. Worth 40% of the qualification. • Component 2: Practical Performance, externally moderated. Worth 20% of the qualification • Component 3: Written Examination. Worth 40% of the qualification. 21 

  Drama & Theatre Studies cont. Progression Opportunities You can study for a B.A. in Drama and Theatre, Directing, Acting, Theatre Design, Media or Literature at University. Specialised vocational training courses in all aspects of Theatre are available through Drama Schools and Colleges. Entry Requirements GCSE Drama Grade C+ and GCSE English Language Grade 5+ (where students have not taken Drama at GCSE they will be allowed on with GCSE English Language Grade 5+). A willingness to perform, study play texts and visit the theatre is essential. Extra‐curricular experience of performance can be taken into consideration. Exam Board: Edexcel 22 

  Economics Introduction This course is an introduction to economics and it will cover the issues confronting the UK economy. The course looks at the macroeconomic decisions made by a government in relevance to the modern world. It looks free markets and the need for government intervention. Year 12 This course covers microeconomics and macroeconomics. Micro economics will cover how the market allocates resources in our modern and competitive world. It covers the imperfections in our markets and how governments need to provide goods and systems to maintain standard of living and order. Macroe‐ conomics look to understand how the economy functions in the UK. Year 13 The above is taken into depth and discussed within themes and is delivered in a more synoptic way to allow students develop their understanding of economics, giving them the ability to make critical deci‐ sions and apply knowledge to different contexts. Assessment At A‐ level, you will sit three papers combining the knowledge of two years each comprising of 33.3% of final A level. You will sit a paper on markets and market failure, national and international economy, and economic principles in general. Progression Opportunities Economics is a good path to any university course or work place. The course provides students with skills which can be adapted to any pathway. Economics students find that they secure university places not only in Economics but also in Accounting, Finance and Management, Engineering, Law or Humanities. Employment is available in areas such as Finance, Investment Banking, at the Treasury, Teaching or Man‐ agement. Entry Requirements GCSE English Language Grade 5+, GCSE Mathematics Grade 4+ and GCSE Grade B+ in a written subject. Exam Board: AQA 23 

  English Literature Introduction Students who enjoy reading and like engaging in texts and discussions that explore our humanity and the world around us will find this course has a lot to offer. Students have the opportunity to study a range of texts including classics and more contemporary literature. Year 12 Content Component 01 Shakespeare, Drama and Poetry pre‐1900. We will study a play by Shakespeare, a second play and pre‐1900 Poetry. Component 02 Comparative and contextual Study. This involves a close reading of two texts within a set topic. Component 03 Study of Literature post‐1900. This involves the study of three post‐1900 literary texts (prose, poetry, drama), one of which must have been first published or performed in 2000 or later. Year 13 Assessment Component 01 Is assessed by written examination in June (40% of total A2 Level) Component 02 Is assessed by written examination in June (40% of total A2 Level) Component 03 is coursework, which is submitted by March (20% of total A2 Level) Progression Opportunities This subject is valuable for students seeking careers in Law, Media, Journalism, Publishing, Teaching and Advertising. Entry Requirements GCSE English Language Grade 5 or GCSE English Literature Grade 5 Exam board : OCR 24 

  Further Maths Please note: This can only be chosen by students completing 4 A‐levels. If choosing Further Maths you must also choose Maths from Introduction: At Preston Manor we want to give students the chance to achieve the highest grade possible at Maths and Further maths. As a result we ask all our Further Maths students to sit the full A Level Maths exams at the end of year 12 and use this as a basis for the Further Maths course they under‐ take in year 13. In year 13 this allows students extra course choices depending on their ability: ‐ A level Further maths (grade A/A* at A level Maths) ‐ AS Further Maths + possible retake of AS Maths (grade B at A level maths) ‐ Repeat A level maths to ensure a higher grade (C or below at A level Maths) Further Mathematics has become an increasingly popular subject for keen and gifted mathemati‐ cians. Students wishing to apply for the very best universities, especially for courses in Mathematics and Engineering, will have a greater chance of gaining a good offer if they have studied Further Mathematics. Once at university, students also find that they cope much better with these courses having had some prior experience of the extension topics. The Further Maths A Level introduces Pure Maths topics beyond those covered by A level Mathematics, including Complex Numbers, Ma‐ trices, Proof, Polar Coordinates and Differential Equations. There are also Applied modules available, which extend students’ knowledge of the statistics and mechanics modules studied in A Level Math‐ ematics. The option modules will be chosen at the discretion of the classroom teacher and Key Stage 5 Maths Coordinator. Assessment: The course consists of four modules: Further Pure 1** – Proof, complex numbers, matrices, further algebra and functions, further vectors Further Pure 2 – Complex numbers, Further algebra and functions, Further calculus, Polar coordinates, Hyperbolic functions, Differential equations Further Maths Option 1** ‐ Students take one of the following four options: 3A: Further Pure Mathematics 3 3B: Further Statistics 1 3C: Further Mechanics 1 3D: Decision Mathematics 1 Further Maths Option 2 ‐ Students take one of the following seven options: 4A: Further Pure Mathematics 4 4B: Further Statistics 1 4C: Further Statistics 2 4D: Further Mechanics 1 4E: Further Mechanics 2 4F: Decision Mathematics 1 4G: Decision Mathematics 2 25 

  Further Maths cont. The modules are assessed by a 90 minute examination and all modules are of equal value. All exams take place at the end of year 13 based upon successful completion of year 12. ** Year 12 Further maths students will take these modules only Enrichment opportunities: UKMT senior maths challenge (compulsory), UKMT team challenge, Cypher challenge, MAT/STEP support high profile universities, Maths mentoring opportunities within school, running of extra‐ curricular maths activities for younger year groups. Minimum entry requirement: Grade 9 in maths GCSE + Grade A* in Maths A Level (year 12 completion) At the Head of Maths discretion, students who achieve in the top 3rd of the grade 8 boundary will be allowed to take the course. Exam board Edexcel (subject to change on release of final specifications) Please note: This can only be chosen by students completing 4 A‐levels 26 

  Geography   Introduction Geography A Level gives students the opportunity to develop an in‐depth understanding of physical and human geography, the complexity of interactions between people and the environment ques‐ tions. Students will develop skills that are valuable to Higher Education institutions and potential employers including critical analysis, reflective thinking and independent research. Students will ex‐ plore a range of issues and examine potential solutions to them. There are opportunities for resi‐ dential fieldwork and studies of local environmental and social issues. The course will also have a high Maths and ICT content, including the use of GIS software. The course complements Biology, Maths, Government and Politics, Sociology and Economics. Year 12 Content Unit 1 Dynamic Landscapes – Study of the causes, impacts and management of Tectonic hazards, such as earthquakes, volcanic eruptions and secondary hazards including tsunamis and liquefaction. Study of the processes that create coastal landforms and how humans alter and manage these land‐ forms. Study the impact of climate change on coastal environments and communities. Unit 2 Dynamic Places – Study of the causes and impacts of Globalisation on different groups of people and the consequenc‐ es for Global Development. Examination of which areas require regeneration, why regeneration is needed and how we can measure the success of regeneration Year 13 Content – In addition to the Year 12 content Unit 3 Physical Systems and Sustainability. Study the issues surrounding the production, use and management of resources and the disparity in consumption patterns. The topics include: · The Water Cycle and Water Insecurity, · The Carbon Cycle and Energy Security, · Climate Change Futures Unit 4 Human Systems and Geopolitics. Examination of the growth, impacts and future implications of Superpowers as well as the social im‐ pacts of Global Development at a National and International level. Students will also examine issues surrounding migration, identity and sovereignty. Year 13 Assessment Physical Systems and Sustainability 2 hours and 15 minutes (30% of full A‐Level) written examination which will include a few multiple‐choice questions, short, open response, calculations and resource‐ linked questions. Students will answer one longer question based on the Physical Geography field‐ work they have undertaken as well as 2 longer questions. 27 

  Geography cont. Human Systems and Geopolitics 2 hours and 15 minutes (30% of the full A‐Level) written examination which will include a few multiple‐choice questions, short, open response, calculations and resource‐ linked questions. Students will answer one longer question based on the Human Geography field‐ work they have undertaken as well as 2 longer questions. Paper 3 2 Hours and 15 minute written examination (20% of the full A‐Level) –A Synoptic assessment of geographical skills, knowledge and understanding (within a place‐based context). Students will be given an unseen resource booklet which they will use in combination with their previous Geo‐ graphical knowledge to answer questions from different parts of the course. Independent Investigation (Coursework) – (20% of the full A‐Level grade) A written report based on fieldwork data and research. Progression Opportunities The study of both human society and scientific systems in Geography leads to degree courses in either Sciences, Engineering or Humanities. It can be an additional A Level to support Science degrees, pro‐ vides support of analytical skills for Law and can lead to IT based Geography degrees opening opportuni‐ ties to work in the field of Geographical Information Systems (GIS systems include Google Earth, Google Maps and ArcGIS.) Students develop the skills of analysis and interpretation which are highly respected in a variety of careers where effective communication skills are essential such as business management, and Global Development Planning Entry Requirements GCSE Geography Grade B+, GCSE English Language Grade 4+ GCSE Mathematics 4+ and GCSE Grade B+ in another written subject. 28 

  Graphics Introduction Graphic communication. Students should be introduced to a variety of experiences that explore a range of graphic communication media, processes and techniques. They should be made aware of both traditional and new media. Students should explore the use of drawing for different purposes, using a variety of methods and media on a variety of scales. Students may use sketchbooks/workbooks/journals where appropriate. Students should explore relevant images, arte‐ facts and resources relating to a range of art, craft and design, from the past and from recent times, including European and non‐European examples. This should be integral to the investigating and mak‐ ing processes. Students’ responses to these examples must be shown through practical and critical ac‐ tivities that demonstrate their understanding of different styles, genres and traditions. They should be able to work in one or more areas of graphic communication, such as those listed be‐ low. They may explore overlapping areas and combinations of areas: • interactive media (including web, app and game design) • advertising • packaging design • design for print • illustration • communication graphics • branding Year 12 CONTENT IN COMPONENT 1, SEPTEMBER ‐ END OF JANUARY. Students produce an extended collection of work that exemplifies aspects of their developing knowledge, skills and understanding. It should provide evidence of research, the development of ideas, making skills and critical/contextual understanding. It should demonstrate the student’s ability to sustain work from an initial starting point to a realisation. Work should include some of the following drawings, paintings, ceramics, textiles, sculptures, digital work and artists’ research for assessment. IN COMPONENT 2, SET ASSIGNMENT FEBRUARY – MAY (internally set examination) Students respond to a stimulus, provided by the Graphics Department ,to produce work which provides evidence of their ability to research and develop ideas and to make clear the link between their own and others’ work within specified time constraints. Culminating in a 10 hour examination in response to the theme. Year 13 CONTENT IN COMPONENT 1, PERSONAL STUDY JUNE ‐ FEBRUARY Students develop work based on an idea, issue, concept or theme leading to a finished outcome or a series of related finished outcomes. Practical elements should make connections with some aspect of contemporary or past practice of artists, designers, photographers or craftspeople and include written work of no less than 1000 and no more than 3000 words which supports the practical work. IN COMPONENT 2, EXTERNALLY SET ASSIGNMENT FEBRUARY – JUNE Students respond to a stimulus, provided by AQA, to produce work which provides evidence of their 29 

  Graphics cont. ability to work independently within specified time constraints, developing a personal and meaningful response which addresses all the assessment objectives and leads to a finished outcome or a series of related finished outcomes. Culminating in a 15 hour examination in response to the theme ASSESSMENT OBJECTIVES Assessment objectives (AOs) are the same across A‐level Art / Graphics. The assessments will measure how students have achieved the following assessment objectives: • AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding. • AO2: Explore and select appropriate resources, media, materials, techniques and processes, review‐ ing and refining ideas as work develops. • AO3: Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress. • AO4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements. Progression Opportunities Progression Opportunities After this course Students are encourage to apply for either foundation studies in art and design or degree courses from Graphic design and communication, advertising, fashion and textiles, filmmaking, fashion journalism, illustration, to architecture, marketing and product design. Entry Requirements Students must have a GCSE in Art and design/ Graphics grade B, English grade 5 and Maths grade 4 30 

  History   Year 12 Content Two units are studied in Year 12: Unit 1 British period study and enquiry: From Pitt to Peel: Britain 1783–1853 (Enquiry topic: Peel and the Age of Reform 1832–1853). Students will learn about the political developments in Britain during this pe‐ riod, for example the impact of the French Revolution on Britain and the growth of radical protest move‐ ments. Students will study the movements for the right to vote and moves towards equality for religious groups in Britain. They will also look at the effects of the wars with France and Napoleon on British poli‐ tics. The unit will examine the expansion of the right to vote in 1832 and the rise of the Chartist move‐ ment. The age of reform will then be studied looking at the effects of the Industrial Revolution on the way people lived and worked in this period. Unit 2 Non‐British period study: Russia, 1894‐1941 Students will learn about the rule of the last Tsar: Nich‐ olas II. They will then study the two revolutions in Russia in 1917. They will examine the roles of Lenin, Trotsky and the Bolsheviks and how they established the Communist Soviet Union after 1917. After study‐ ing Lenin, students will learn about Stalin and the dictatorship he established in the USSR. Assessment Unit 1 – 1 hour 30 minutes source‐based exam (25% of full A Level) Unit 2 – 1 hour 30 minutes essay paper (15% of full A Level) Year 13 Content Two further units are studied in Year 13: Unit 3 Thematic study and historical interpretations: Civil Rights in the USA 1865–1992. Students will study the Black Civil Rights movement from 1865 to 1992 including the roles of Martin Lu‐ ther King, Malcolm X and the Black Panthers. They will also learn about the movements for workers’ rights, such as the trade union movement. They will also study the Native American peoples and their campaigns for civil rights. The unit will be concluded by an examina‐ tion of the women’s rights movement. Unit 4 Topic based essay (coursework) Assessment Year 12 content will be re‐assessed in Year 13. Unit 1 – 1 hour 30 minutes source‐based exam (25% of full A Level): Unit 2 – 1 hour essay paper (15% of full A Level): Unit 3 – 2 hour 30 minutes paper (40% of full A Level): one essay and one source‐based essay Unit 4 – Coursework completed during Year 13 (20% of full A Level) Learners will complete a 3000–4000 word essay on a topic of their choice, which will arise out of content studied elsewhere in the course. This is an internally assessed 3000–4000 word essay. Progression Opportunities Students develop the skills of analysis and interpretation, and the ability to develop logical arguments. These skills are highly respected in a range of careers and professions where communication is vital, for example law, journalism, accountancy, business management, civil service, administration and teaching. Entry requirements: 5 in English or C in History/Another written subject. Exam Board AQA 31 

  Mathematics Introduction: Maths A Level builds on the skills learnt at GCSE level and introduces new concepts and their ap‐ plications. A significant part of the course is focussed on Pure Maths which is mainly expressed in Algebra. Mechanics is the application of mechanical concepts and techniques in the physical world, while statistics plays a crucial role in judging how well a mathematical model describes a real‐world problem Assessment: The A Level course consists of three modules: Paper 1 ‐ Pure Mathematics 1 Proof, algebra and functions, coordinate geometry, sequences and series, trigonometry, expo‐ nentials and logarithms, differentiation, integration and vectors Paper 2 ‐ Pure Mathematics 2 Further investigation of the topics found in paper 1 Paper 3 ‐ Statistics and Mechanics Statistical sampling, data presentation and interpretation, probability, statistical distributions, statistical hypothesis testing, kinematics, forces, Newton’s laws and Moments. The modules are assessed by a 90 minute examination and all modules are of equal value. All exams take place at the end of year 13. Enrichment opportunities: UKMT senior maths challenge (compulsory), UKMT team challenge, Cypher challenge, MAT/ STEP support high profile universities, Maths mentoring opportunities within school, running of extra‐curricular maths activities for younger year groups. Minimum Entry Requirement: Grade 7 in maths GCSE. At the Head of Maths discretion, students who achieve in the top 3rd of the grade 6 boundary will be allowed to take the course. Exam board : Edexcel (subject to change on release of final specifications) 32 

  Media Studies   Introduction This course is designed to offer students the opportunity to develop in depth critical awareness and understanding of a range of media forms, their technical and genre elements, and their con‐ texts. Throughout the course, students analyse and interpret a wide variety of Media products and theories, engaging with Media both familiar and unfamiliar, and learning how they com‐ municate with audiences. Students also gain key practical production skills, applying creativity to produce an effective Media product. The course is aimed at those who have already achieved GCSE level in English, English Literature, but not necessarily in Media Studies. Media Studies provides a range of perspectives in under‐ standing the Media and society, and complements the study of many other analytical subjects, including Sociology and English Literature, but also creative disciplines like Art and Design. In addition, the course provides an excellent foundation for further study in media‐related courses at Higher Education. Course Content Throughout the first year of the course, students will develop an in depth knowledge, under‐ standing and ability to analyse Media products through study of the key concepts of Represen‐ tation, Audiences, Media Language, and Institutions, as well as the essential social, cultural, eco‐ nomic, historical and political contexts in which these products are made. All Media forms (and a wide range of related examples) will be studied and sophisticated knowledge of the media and its meanings for audiences will be developed through specific in depth studies of a number of Media products. Appreciation, recognition and ability to utilise the key technical elements, gen‐ re conventions and features of different Media forms will also be established and evaluated through a series of relevant practical production tasks. Paper 1 An in depth knowledge, understanding and ability to consider, analyse and argue key issues and debates in the media will be developed, with reference to a particular set topic. Sophisticated knowledge of the media and its significance for audiences will be established and assessed through the use of specific in depth studies of Media theories, to produce discursive written ex‐ am answers. Paper 2 As a result of consistent studies of a wide range of Media products throughout the course, in depth knowledge, understanding and ability to analyse Media products will be assessed, relating to the key concepts, as well as a grasp of appropriate and relevant contexts in which these prod‐ ucts are made. The exam will expect students to refer to their own discussion and analysis of specific in depth Media studies from across the course and contrasting perspectives on these products in order to show how ideas, representations and meanings are communicated to audi‐ ences. 33 

  Media Studies cont.   Non‐Exam Assessment: Creating a Media Product Working in one of a series of set briefs, linking to a theme, students will research, plan and cre‐ ate a media product in a particular form, to communicate a specific meaning for an intended au‐ dience. This unit assesses practical skills, technical understanding and creativity. Assessment Paper 1 is assessed through one 2 hour written exam (35% of A Level). Paper 2 is assessed through one 2 hour written exam (35% of A Level). Non‐Exam Assessment is production work, assessed by teachers and moderated by the exam board (30% of A Level). Progression Opportunities Students can progress onto a range of higher education course, offering academic or produc‐ tion‐related qualifications. Additionally, there are numerous career opportunities within the me‐ dia industry: radio production, advertising and marketing, journalism, copy‐writing, digital filmmaking and audience research to name a few. Entry Requirements English Language 4 or Media Studies B+, B+ or 5 in a written subject. Exam board : AQA 34 

  MFL: French Introduction Languages are all around us; they are used in so many situations whether at work, on holiday or just casu‐ ally in day‐to‐day life ‐ we live in a multilingual global society. Choosing an A‐level language is a really smart move if you want a fascinating subject that offers you a range of career possibilities and are a lot of fun along the way. A‐level language courses are interesting and varied subjects to study and give you a broad range of knowledge and skills. Subject content The specification builds on the knowledge, understanding and skills gained at GCSE. It constitutes an in‐ tegrated study with a focus on language, culture and society. It fosters a range of transferable skills, in‐ cluding communication, critical thinking and creativity, which are valuable to the individual and society. The content has been designed to be of relevance to students of all disciplines. Students will develop their understanding of themes relating to the society and culture of the countries where French is spo‐ ken, and their language skills; they will do this by using authentic spoken and written sources in French. The approach is a focus on how French‐speaking society has been shaped, socially and culturally, and how it continues to change. The Assessment will take place at the end of year 13 Paper 1: Listening, reading and writing What's assessed • Aspects of French‐speaking society • Artistic culture in the French‐speaking world • Multiculturalism in French‐speaking society • Aspects of political life in French‐speaking society • Gram‐ mar . How it's assessed • Written exam: 2 hours 30 minutes • 100 marks • 50% of A‐level. Paper 2: Writing What's assessed • One text and one film or two texts from the list set in the specification • Grammar. How it's assessed • Written exam: 2 hours • 80 marks in total • 20% of A‐level. Paper 3: Speaking What's assessed • Individual research project • One of four sub‐themes ie Aspects of French‐speaking society or Artistic culture in the French‐speaking world or Multiculturalism in French‐speaking society or Aspects of political life in French speaking society. How it's assessed • Oral exam: 21–23 minutes (including 5 minutes preparation time) • 60 marks in to‐ tal • 30% of A‐level. Entry requirements B in the subject at GCSE 35 

  MFL: German Introduction Languages are all around us; they are used in so many situations whether at work, on holiday or just casu‐ ally in day‐to‐day life ‐ we live in a multilingual global society. Choosing an A‐level language is a really smart move if you want a fascinating subject that offers you a range of career possibilities and are a lot of fun along the way. A‐level language courses are interesting and varied subjects to study and give you a broad range of knowledge and skills. Subject content The specification builds on the knowledge, understanding and skills gained at GCSE. It constitutes an in‐ tegrated study with a focus on language, culture and society. It fosters a range of transferable skills, in‐ cluding communication, critical thinking and creativity, which are valuable to the individual and society. The content has been designed to be of relevance to students of all disciplines. Students will develop their understanding of themes relating to the society and culture of the countries where German is spo‐ ken, and their language skills; they will do this by using authentic spoken and written sources in German. The approach is a focus on how German‐speaking society has been shaped, socially and culturally, and how it continues to change. The Assessment will take place at the end of year 13  Paper 1: Listening, reading and writing What's assessed • Aspects of German‐speaking society • Artistic culture in the German‐speaking world • Multiculturalism in German‐speaking society • Aspects of political life in German‐speaking society • Grammar . How it's assessed • Written exam: 2 hours 30 minutes • 100 marks • 50% of A‐level. Paper 2: Writing What's assessed • One text and one film or two texts from the list set in the specification • Grammar. How it's assessed • Written exam: 2 hours • 80 marks in total • 20% of A‐level. Paper 3: Speaking What's assessed • Individual research project • One of four sub‐themes ie Aspects of German‐speaking society or Artistic culture in the German‐speaking world or Multiculturalism in German‐speaking society or Aspects of political life in German speaking society. How it's assessed • Oral exam: 21–23 minutes (including 5 minutes preparation time) • 60 marks in to‐ tal • 30% of A‐level. Progression Opportunities: The course provides students with the opportunity to study a language degree at university or to study a language as part of a combined course at university. Combining with for instance Science subjects, Busi‐ ness, Law, Maths or Economics will add a new dimension to students’ future job prospects. Entry requirements B in the subject at GCSE 36 

  MFL: Spanish Introduction Languages are all around us; they are used in so many situations whether at work, on holiday or just casu‐ ally in day‐to‐day life ‐ we live in a multilingual global society. Choosing an A‐level language is a really smart move if you want a fascinating subject that offers you a range of career possibilities and are a lot of fun along the way. A‐level language courses are interesting and varied subjects to study and give you a broad range of knowledge and skills. Subject content The specification builds on the knowledge, understanding and skills gained at GCSE. It constitutes an in‐ tegrated study with a focus on language, culture and society. It fosters a range of transferable skills, in‐ cluding communication, critical thinking and creativity, which are valuable to the individual and society. The content has been designed to be of relevance to students of all disciplines. Students will develop their understanding of themes relating to the society and culture of the countries where Spanish is spo‐ ken, and their language skills; they will do this by using authentic spoken and written sources in Spanish. The approach is a focus on how Spanish‐speaking society has been shaped, socially and culturally, and how it continues to change. The Assessment will take place at the end of year 13 Paper 1: Listening, reading and writing What's assessed • Aspects of Spanish‐speaking society • Artistic culture in the Spanish‐speaking world • Multiculturalism in Spanish‐speaking society • Aspects of political life in Spanish‐speaking society • Grammar . How it's assessed • Written exam: 2 hours 30 minutes • 100 marks • 50% of A‐level. Paper 2: Writing What's assessed • One text and one film or two texts from the list set in the specification • Grammar. How it's assessed • Written exam: 2 hours • 80 marks in total • 20% of A‐level. Paper 3: Speaking What's assessed • Individual research project • One of four sub‐themes ie Aspects of Spanish‐speaking society or Artistic culture in the Spanish‐speaking world or Multiculturalism in Spanish‐speaking society or Aspects of political life in Spanish speaking society. How it's assessed • Oral exam: 21–23 minutes (including 5 minutes preparation time) • 60 marks in to‐ tal • 30% of A‐level. Progression Opportunities: The course provides students with the opportunity to study a language degree at university or to study a language as part of a combined course at university. Combining with for instance Science subjects, Busi‐ ness, Law, Maths or Economics will add a new dimension to students’ future job prospects. Entry requirements B in the subject at GCSE 37 

  Music   Introduction This course demands a balance of practical and intellectual skills. It aims to develop well‐ rounded, knowledgeable musicians, confident in a range of styles from Classical to Pop and Jazz, and suited to a wide range of careers in Music and the Performing Arts. Content Component 1 – Performing. Students have specialist tuition in their principal study and perform regularly as part of a group and solo, including potential performances of their own composi‐ tions. Component 2 – Composition. There are a range of briefs covering a wide range of styles from which candidates may choose. Component 3 – Appraising. Students study music chosen from a wide range including Instru‐ mental, Popular, Film, Vocal and World music. Assessment Component 1 – (30%) A recording of an 8 minute solo recital which must be recorded between March and April in the year of examination. Component 2 – (30%) A six minute portfolio of two compositions to a set brief. Component 3 – (40%) A written examination based on questions about music heard on a CD and music from the set works. Progression Opportunities Music can lead to specialist courses in Music or Music Technology, or the wider Performing Arts, and eventually to careers in the Music and Entertainment industries. Entry Requirements GCSE English Language Grade 5, GCSE Mathematics Grade 5, GCSE Music Grade C+ and Grade 5 practical or equivalent standard on an instrument or voice. Exam board : Edexcel 38 

  Physics   Introduction Physics is the science which explains the fundamental forces of nature, and spans everything from how the universe began through to the sub‐atomic world of the particles which make up matter. The content is split into six teaching modules, which can be summarised as follows: Year 12 Content Module 1 Development of Practical Skills in Physics Module 2 Foundations of Physics Module 3 Forces and Motion Module 4 Electrons, Waves and Photons Year 13 Content Module 5 Newtonian World and Astrophysics Module 6 Particles and Medical Physics A Level Assessment (includes assessment of Year 12 content) Three written exams, covering material from Year 12 and Year 13:  Modelling physics (37%) ‐ modules 1, 2, 3 and 5  Exploring physics (37%) ‐ modules 1, 2, 4 and 6  Unified physics (26%) ‐ all six modules Practical Endorsement Practical skills will be continuously assessed throughout the course, with successful students receiving a separate pass for this. This is a non exam assessment. Progression Opportunities A level Physics is a highly respected qualification, leading to a range of university degree and em‐ ployment options. Many of the top highest earning degree courses either require or desire A Level Physics, for example Chemical Engineering, General Engineering, Mechanical Engineering, Aeronautical and Manufacturing Engineering, Physics and Astronomy, Dentistry, Medicine and Mathematics. Entry Requirements Physics: Maths: 5, English; 4/4+, Core Science: B+, Additional Science: B+, Triple Physics: B+ 39 

  Politics   Introduction Studying Politics at A Level provides students a unique insight into the world in which they live by developing their understanding of how and why political decisions affect their lives. They will be able to debate and discuss contemporary political developments and extend their skills of argu‐ ment, analysis and evaluation. Our Social Science Debate Club provides an excellent forum for stu‐ dents to hone their ability to put forward arguments. Students will also have the opportunity to attend lectures and conferences at Universities and by Edexcel. Politics at Preston Manor is an extremely popular subject and many of our students go on to study Politics at University. With the level of debate surrounding young people’s involvement in politics, there is not a more exciting time to study Politics at A Level. Course Content Unit 1 UK Politics A look at how democracy functions within the UK, what political parties stand for, how do we vote and the role of the media in elections and voting behaviour. Unit 2 UK Government An in‐depth analysis of the UK Constitution, the role of Parliament and the relationships between the branches of the UK political system. Students will also study the impact of one political ideol‐ ogy. Unit 3 Comparative Politics‐ US Politics Students study the US Constitution, Congress, Presidency, Supreme Court and will use this knowledge to analyse comparative theories/systems between the UK and the US. Assessment Unit 1‐ 2 hour exam, 2x 30 mark questions and 1x 24 mark question Unit 2‐ 2 hour exam, 2x 30 mark questions and 1x 24 mark question Unit 3 – 2 hour exam, 2x 12 mark questions and 2x30 mark questions Progression Opportunities Politics combines well with any of the other social science and humanity subjects when preparing for University courses in areas such as Business, Economics, Law, Media, Philosophy, International Relations and, of course, Politics. The content of A Level Politics is particularly useful for careers in Journalism, Law, the Civil Service, Local Government and Business. Entry requirements 5 in English or C in History/Another written subject. 40 

  Psychology   Introduction This qualification offers an engaging and effective introduction to Psychology. Students will learn the fun‐ damentals of the subject and develop skills valued by Higher Education (HE) and employers, including critical analysis, independent thinking and research. This course introduces students to the theories and methods of psychology. It offers them the opportunity to look at some of the explanations psychologists provide in trying to understand humans and their interactions with the world. It will investigate both psychological and physiological explanations for our behaviour. Psychology is a Science. It is important to have excellent scientific knowledge, skills and enthusiasm for the scientific method. The course further aims to develop students' descriptive and analytical skills Students will be introduced to new concepts, theories and approaches based on psychological research. The students will need to use this research to critically evaluate theories and practice. Students will explore how research studies are created by learning about how to design, conduct research as well as analysing and interpreting da‐ ta. Statistics will be used at year 13 in data analysis; therefore, a good Maths background is re‐ quired. Please note that significant reading and writing outside of class will be expected of students. This course is suitable for those wanting to develop their interest in psychological skills and knowledge, their interest in biological functioning related to behaviour, and their ability to critically evaluate research and theory. To be successful on this course you must have good Science and Maths skills and advanced writing skills! You will have to write extensive essays using theory and research to back up evaluative comments. Course Structure The Psychology AQA course is a linear course which means the course will be taught over two years so you can only achieve the full A‐Level Psychology qualification at the end of the second year of teaching. The A‐level qualification is made up of three papers (2 hours each) which will examine you on the materi‐ al you covered in Years 12 and 13. The teaching and learning will be split into 2 parts. Part 1 will be taught in the first year which consists Paper 1 and Paper 2 content and Part 2 will be taught in the second year which consists of the Paper 3 content (see below) Linear course content Paper 2 Psychology in context Paper 3 Issues and options in Psychology: Part 1: Taught in Year 1 Part 2: Taught in Year 2 Paper 1 Introductory topics to Psychology: Part 1: Taught in Year 1 4 Topics to be studied for this paper: 3 Topics to be studied for this paper: Approaches 4 Topics to be studied for this paper: Social influence, Memory, to Psychology, Biopsychology and Research Issues and debates in Psychology, Method Gender, Schizophrenia and Attachment and Psychopathology Forensic Psychology. Examination: 2 hours Examination: 2 hours Examination: 2 hours Entry Requirements GCSE English Language level 6, GCSE Triple Science or Additional Science grade B, Maths level and Any written subject: such as Business studies, Geography, History, Media studies, Religious studies or Sociolo‐ gy 41 

  Religious Studies Introduction This course offers an introduction to the main ideas and issues in philosophy of religion, religious ethics, and developments in religious thought. It is suitable for students who enjoy considering new ideas, and are keen to explore different theories, beliefs and opinions. Students are intro‐ duced to various academic approaches to issues in philosophy, ethics and religion, using the views of a range of scholars, and making reference to sources of wisdom and authority. Component 1: Philosophy of Religion This will focus on the study of some important ideas from Christian philosophers, and the chal‐ lenges made by agnostic / atheist philosophers. This will include: arguments which try to prove the existence of God; religious experiences; the problem of evil; the nature of God; issues with the use of different types of language to communicate beliefs about God. Component 2: Religion and Ethics This will focus on ethical theories and ideas, including secular approaches, as well as ideas that have been influenced by Christianity. We will analyse and evaluate ethical theories which aim to provide moral guidance, and also study practical ethics issues, eg euthanasia; business eth‐ ics. We will consider different religious and secular understandings of the conscience and its role in moral decision making. Component 3: Developments in Religious Thought This will include the academic study of different beliefs, teachings, and practices within Islam, including: the importance of prophecy and revelation; the reasons for different traditions within Islam (eg Sunni, Shi’a, Sufi); different Islamic approaches to social issues eg gender equality, jus‐ tice and multiculturalism. Assessment Each component is assessed by a two hour exam, in which students write three essays. Each component is worth one third of the final grade. Progression Opportunities Religious Studies helps students to develop a number of useful transferable skills, including logi‐ cal reasoning, use of evidence, analysis, verbal and written communication, and evaluation. This course is a useful preparation for a range of subjects, including philosophy, law, medicine, the humanities and social sciences. Entry Requirements GCSE English Language Grade 5 or above, and GCSE Grade B or above in a written subject. You will be considered with GCSE English Language Grade 4 if you also have GCSE RS at grade B or above. 42 

  Sociology   Introduction This qualification offers an engaging and effective introduction to Sociology. Students will learn the fun‐ damentals of the subject and develop skills valued by Higher Education (HE) and employers, including critical analysis, independent thinking and research. This course introduces students to the theories and sociological explanations for some of the key areas of society. The course further aims to develop stu‐ dents' descriptive and analytical skills Students will be introduced to new concepts, theories and ap‐ proaches based on sociological research. The students will need to use this research to critically evaluate theories and practice. Please note that significant reading and writing outside of class will be expected of students. This qualification is linear. Linear means that students will sit all the exams at the end of their A‐level course. A‐Level content The A‐level qualification is made up of three papers (2 hours each) which will have a mixture of multiple choice, short answer and extended writing that focus on the following: Paper 1 Education with Methods in Context: Here students will look at the role of the Education system and its relationship to the economy and class structure. They will study differences in educational achievement of social groups by social class, gender and ethnicity in contemporary society. Students will gain knowledge of the relationships and processes within schools and analyse the significance of educa‐ tional policies. Paper 2 Research Methods and Topics in Sociology: : Here students will examine quantitative and quali‐ tative methods of research and research design. They will evaluate sources of data and make a distinc‐ tion between primary and secondary data. They will examine the relationship between sociological meth‐ ods and the theoretical, practical and ethical considerations influencing the research process. Section A: Families and Households: Students will study the relationship of the family to social struc‐ ture and change, with particular reference to the economy and state polices. They will examine and eval‐ uate changing patterns of marriage, cohabitation, divorce etc. The course will examine changing gender relationships and the nature of childhood, along with demographic trends in the UK since 1900. Section B: Beliefs in Society: Here students will examine ideology, science and religion and the relation‐ ship between social change and social stability and religious beliefs, practices and organisations. They will study religious organisations, including cults, sects, denominations, churches and New Age movements, and their relationship to religious and spiritual belief and practice along with the relationship between different social groups and religious/spiritual organisations and movements, beliefs and practices. Stu‐ dents will also examine the significance of religion and religiosity in the contemporary world, including the nature and extent of secularisation in a global context, and globalisation and the spread of religions. Paper 3 Crime and Deviance with Theory and Methods: Students will examine crime, deviance, social control and social order. They will study the social distribution of crime in relation to stratified groups and will look at trends and patterns in crime. The course will examine globalisation and crime in contem‐ porary society and aspects of crime control. 43 

  Sociology cont.   This paper will also consist of studying theory and methods, focusing on methods and design of research. Students will study sources of data and the theoretical, practical and ethical considerations influencing the research process. There will be debates about subjectivity, objectivity and value freedom. Students will also evaluate the relationship between Sociology and social policy. This course is suitable for those wanting to develop their interest in sociological skills and knowledge. To be successful on this course you must have advanced writing skills and be prepared to conduct extra reading on sociological issues outside of the teaching hours. Entry Requirements GCSE English Language 5+, At least one B+ in a written subject. 44 

  BTEC IN HEALTH & SOCIAL CARE LEVEL 3 NATIONAL DIPLOMA Introduction The Pearson BTEC Level 3 National Diploma in Health and Social Care is equivalent in size to two A‐Levels. The diploma provides essential, transferable, knowledge and skills that prepare learn‐ ers for progression to university. Alongside work experience placements, students will develop:  the ability to learn independently, with essential time management skills;  the ability to actively research and critically analyse evidence;  their presentation skills and ability to work in a group. The Level 3 course includes assessment of units through external exams and coursework. There are six mandatory units, of which three are essay and case‐study based external exams. The oth‐ er three mandatory units, and further two optional units, provide assessment through differenti‐ ated coursework. Course Content Mandatory Units (600 GLH) 1. Human Lifespan Development 2. Working in Health and Social Care 3. Enquiries into Current Research in Health and Social Care 4. Meeting Individual Care and Support Needs 5. Principles of Safe Practice in Health and Social Care 6. Promoting Public Health Optional Units (120 GLH) Choice of two out of a possible six units, including:  Psychological Perspectives  Nutritional Health  Supporting Individuals with Additional Needs Assessment Three exams, one of which is synoptic Coursework in the form of essays, case study analysis & presentations. Progression Opportunities The qualification carries UCAS points, and supports access to a range of higher education cours‐ es in Health and Social Care disciplines such as Nursing, Midwifery and Social Work. Entry Requirements 4 C+ at GCSE or equivalent, including English and Maths Grade 4 and a C in a written subject Exam board : Pearson 45 

  Applied Business Lvl 3 Extended Certificate Introduction This course is suitable for students interested in business, the course looks at different forms of business and the purpose of a business. The course focuses into how a business is affected by the environment it is in. It looks at areas such as people in business and developing a business plan. The units go into depth into areas of marketing, finance and enterprise. Year 12 Content 1. Financial planning and analysis (External exam) 2. Business Dynamics (coursework) 3. Entrepreneurial opportunities (External exam) Year 13 Content 1. Managing and leading people (External exam) 2. Developing a business proposal (Coursework) 3. One other optional unit (Coursework) Assessment The first year comprises of one piece of coursework (33%) and two external exams. The second year comprises of two pieces of coursework and one external exam (33%). Progression Opportunities Students can progress to Business related courses at University such as Business Management, International Business and Marketing. A wide of employment opportunities are available in Fi‐ nance, Management to Marketing. Entry Requirements GCSE English Language Grade 4+, GCSE Mathematics Grade 4+ and GCSE Grade C+ in a written subject. Exam board : AQA 46 

  Applied Science Lvl 3 Extended Certificate Introduction The Applied Science course provides a high‐level of academic education combined with the development of a wide range of practical of practical skills and allows opportunities for students to apply their subject knowledge to real‐world situations. Taking this Applied Science course would be a beneficial stepping stone for any students progressing on from the GCSE Applied Sci‐ ence course. Specification structure as follows: Year 12 Content Unit 1 Key Concepts in Science (externally assessed written examination) Unit 2 Applied Analytical Techniques (internally assessed assignments) Unit 3 Science in the Modern World (internally assessed assignments) Year 13 Content Unit 1 Human Body (externally assessed written examination) Unit 2 Investigating Science (internally assessed assignments) Unit 3 Microbiology (internally assessed assignments) In both years, students will learn important scientific skills. They will be able to: 1. Demonstrate and relate the importance of scientific techniques and theories to everyday science (e.g. science in organisations) 2. Apply the knowledge, skills and understanding by explaining and interpretation of data in terms of scientific principles and concepts. 3. Carry out practical tasks and plan and carry out investigations in which they choose safe and appropriate strategies. Use appropriate equipment to record and analyse relevant sci‐ entific data. 4. Evaluate data and methods and present their conclusions. Progression Opportunities This Level 3 qualification provides a good background for students wishing to progress to uni‐ versity to study a science‐based course such as biomedical science, genetics, biochemistry, fo‐ rensic science, material science, midwifery, nursing, alternative medicine or radiography. Entry Requirements 4 GCSE Grades at C+/ Level 4+ ‐ INCLUDING: GCSE Double Science (including either Additional, Applied or Alternative science qualifications, GNVQ Intermediate Science) Merit grade or BTEC First Diploma in Science Merit grade. Plus three C+/ Level 4+ grades including GCSE Mathematics grade 4+ AND GCSE English Lan‐ guage Grade 4+. Exam board: AQA 47 

  Cambridge Technicals in IT Lvl 3 Extended Certificate Introduction The Cambridge Technicals in IT aims to develop students’ knowledge and understanding of the principles of IT and Global Information Systems. Students will gain an insight into the IT sector as they investigate the pace of technological change, IT infrastructure, and the flow of information on a global scale and the importance of legal and security considerations. The Cambridge Technicals provide students with the solution they need in order to give them the options within their study programme, at the same time as making sure they have a recognised qualification de‐ signed to take them to university or apprenticeship. Course Content Unit 1 ‐ Fundamentals of IT ‐ Mandatory A sound understanding of IT technologies and practices is essential for IT professionals. Information learnt in this unit will create a solid foundation in the fundamentals of hardware, networks, software, the ethical use of computers and how businesses use IT. Unit 2 – Global Information ‐ Mandatory The purpose of this unit is to demonstrate the uses of information in the public domain, globally, in the cloud and across the Internet, by individuals and organisations. Student will discover that good manage‐ ment of both data and information is essential and that it can give any organisation a competitive edge. This unit will provide you with a greater understanding of how organisations use information sources both internally and externally and the types of information you will encounter. Unit 3 – Cyber Security ‐ Mandatory The need for secure digital systems is more crucial than ever before. We rely on computerised systems and networks to collect, process, store and transfer vast amounts of data and to control critical systems such as water and power supplies. This unit has been designed to enable you to gain knowledge and understanding of the range of threats, vulnerabilities and risks that impact on both individuals and organisations. You will learn about the solu‐ tions that can be used to prevent or deal with cyber security incidents resulting from these challenges. You will be able to apply your knowledge and understanding of cyber security issues and solutions by reviewing and making recommendations for ways to best protect digital systems and information. You will complete two optional units from the list below: Unit 8 ‐ Project Management This unit will provide you with the opportunity to understand and use various project planning skills and techniques, thereby enabling you to become more effective in the workplace. Unit 9 ‐ Product Development The purpose of this unit is to prepare you to undertake product development activities. You will learn about different product design methodologies and the role of the product development life cycle. In ad‐ dition, you will discover the factors that influence product developments. 48 

  Cambridge Technicals in IT Lvl 3 Extended Certificate cont.   Unit 10 ‐ Business Computing Businesses and organisations are driven by the information that they gather, process and provide. This involves computers, networks, and databases. In this unit you will gain an understanding of how infor‐ mation technology and computer‐based systems facilitate the needs of business and how businesses use information. You will learn about the skills and attributes needed by people working in data analysis and gain practical experience of editing and manipulating a variety of different forms of information before applying these skills to solve a specific problem. Unit 17 ‐ Internet of Everything This unit is about the use of the Internet and how it is impacting people and society. You will learn about the Internet of Everything and how it is used. Using your knowledge you’ll carry out a feasibility study for a potential idea. You will pitch your idea to potential stakeholders and use their feedback to revise your proposal. Assessment Mandatory Units: Unit 1 – Externally assessed Unit 2 ‐ Externally assessed Unit 3 – Externally assessed Optional Units Unit 8 – Internally assessed Unit 9 – Internally assessed Unit 11 – Internally assessed Unit 17 – Internally assessed Progression Opportunities. Cambridge Technicals provide a strong base for progression to university, apprenticeships or work and are recognised for UCAS tariff points. Entry Requirements At least 5 GCSEs at grade 5, including English Language and Mathematics. Students do not need to have taken ICT or Computer Science at GCSE. Exam board: OCR 49 

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