Blwyddyn 12 2024 Ysgol Stanwell Year 12 September 2024 Stanwell School - Options

Ysgol Stanwell Opsiynau Stanwell school Options

We are pleased that you are considering Stanwell School Sixth Form for the next stage of your education. The school aims to provide a structured and disciplined environment in which students can excel, both academically and personally. The aim of this page is to help you decide not only on appropriate courses, but also if our sixth form is suitable for the next stage of your education.

September 2024

This year we are offering as wide a range as ever of Advanced Subsidiary Level subjects, including vocational options. In addition, all students will study for the Advanced Skills Welsh Baccalaureate Wales. Academic progress is monitored by a Head of Key Stage, Head of Year and a personal tutor. All are closely involved in the process of applying for entry into higher education or in securing further training or employment.

Application Process

Internal Applicants

As a prospective Year 12 student, you must apply for admission to courses in the sixth form by completing your Sixth Form Intentions will will be sent via Miss Jenkins to your school email acoount.

External Applicants

Students apply to the sixth form via our online application and are invited to our annual open evening. Stanwell welcomes students from all schools. Being in catchment is not a requirement for sixth form admission.

External students will be required to send in a copy of their latest full school report. Reports will be reviewed on receipt and applicants will be notified of their application status following this. Following a successful application and fulfilment of entry requirements (5 GCSEs A* to C), enrolment takes place on GCSE results day. No commitment is made by the student or school until the enrolment details are finalised between both.

If you have any queries or issues please contact Miss Adams (KS5 Admissions) at sadams@stanwell.org

Key dates for internal applicants

Reports for Year 11 will be issued on Friday 26th January. Sixth form information evening will be held on Tuesday 6th February. Parents Evening for Year 11 will be held on Tuesday 12th March.

A google form will be emailed to pupils to complete their intentions for September 2024 after Options Evening. All pupils will need to complete the form by Friday 9th of February 2024 3pm.

A final google form will be emailed to pupils to complete their final options following the information evening. The google form will need to be completed by Friday 22nd March 2024 3pm.

Subjects

On the next part of this presentation you will be read to information for each subject that is on offer for September 2024. (All subjects are dependent on being viable for Stanwell)

Mwynhewch!

Art and Design

Celf

Aims of the Course

This specification is divided into a total of 3 units, 1 AS unit and 2 A2 units. It encourages creativity, sustained investigation and analysis, experimentation, and design and making as a means of developing technical and expressive skills. It gives learners the opportunity to follow a programme of study which extends experience and personal response as well as developing imagination and critical and reflective thinking. The ability to innovate, adapt and work independently, which underlies all aspects of the specification, is valued by higher education and employers alike.

Component : AS Unit 1 Personal Creative Enquiry (Non-exam Assessment)

An extended, exploratory project and outcome/s based on themes and subject matter which are personal and meaningful to the learner. The Enquiry must integrate critical, practical and theoretical work. The critical, practical and theoretical work will be assessed holistically, using the assessment objectives. Learners will be required to select, evaluate and present their work for assessment. Weighting: 40% of qualification (160 marks). Method of assessment: Internally set, internally marked and externally moderated.

Component: A Level (the above plus a further 2 units). A2 Unit 2 Personal Investigation (Non-exam Assessment)

Consists of two integrated constituent parts: 1. a major in-depth critical, practical and theoretical investigative project/portfolio and outcome/s based on themes and subject matter that have personal significance. 2. An extended written element of 1000 words minimum, which may contain images and texts and must clearly relate to practical and theoretical work using an appropriate vocabulary and specialist terminology. Both the practical/theoretical work and the written element will be assessed together using the assessment objectives. Weighting: 36% of qualification (160 marks) Method of assessment: Internally set, internally marked and externally moderated.

Component: A2 Unit 3 Externally Set Assignment . Consists of two parts: Part 1: Preparatory study period Part 2: 15 hour period of sustained focus work Weighting: 24% of qualification (100 marks) Method of assessment: Externally set, internally marked and externally moderate

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including a C or above in Art.

Assessment

You are expected to present your work every lesson for informal feedback. You will be assessed twice each term and examined at least twice in the ¬rst year and twice in the second year.

Teaching and Learning Styles

We encourage a mature approach to work and it is essential that you are able to develop and maintain a high level of motivation and discipline to conduct research outside of the lesson. You will experience individual tuition, teacher led activities, feedback, group work and external stimuli such as gallery visits. You will be expected to make effective use of all available teaching methods and practices to enrich your own developing specialist areas.

Compatible Subjects

Successful Art & Design students in previous years have studied a wide selection from all subject areas. Prospects A Level Art and Design is essential for the study of Art at Foundation/Degree level, and is accepted by most universities for other course qualifications. Career prospects in Art and Design can be found in graphics, advertising, architecture, art history, museum/gallery work, exhibition design, arts office, art therapy, restoration/conservation, art education, film/television, interior design, animation, computer aided design, etc. If you have the interest, the rewards are there.

Further information is available from Miss R Lewis

Biology

Bioleg

Aims of the Course

To develop a lifelong interest in, and to encourage an enjoyment of, the study of living organisms and to promote respect for all forms of life. To develop an understanding of biological facts and principles and an appreciation of their significance and how they are related. To develop an understanding of scientific method, ‘How Science Works’. To develop an awareness of scienti¬fic and technological advances and their significance to society in general and biology in particular. To be a suitable foundation for the study of biology or a related course in higher education.

Content (WJEC Examination Board)

If you have a strong science background you will find the course intellectually stimulating and enjoyable. The ‘Biology’ specification treats the subject as a whole. The course is modular and comprises the following units:

AS Level BY 1:Basic Biochemistry and Cell Structure BY 2 Biodiversity and Physiology of Body Systems

A2 Level BY3 Energy, Homeostasis and the Environment BY4 Variation, Inheritance and Options (Immunology and Disease OR Human Skeleton and Muscles OR Neurobiology and Behaviour) BY5 Practical Assessment

Entry Requirements

You must have achieved a minimum of five GCSE A*-C grades, including English Language and Mathematics. In addition, a grade B or above is required in Biology.

Assessment

Progress is continually assessed in all areas of the course within the department. The AS units are ‘free standing’ but contribute 40% towards the final A Level. BY1 (20%) and BY2 (20%) theory papers are completed in Year 12. The A2 units provide 60% of the overall grade; BY3 (25%) and BY4 (25%) are also theory papers and BY5 (10%) is a practical examination; these are taken in Year 13.

Teaching and Learning Styles

The department aims to cater for different learning styles by providing a wide range of teaching activities. Practical work is an essential component of teaching; practical activities include microscopy and experimental work. Past students have enjoyed the balance between practical and theory lessons. You will be encouraged to improve your IT skills using both generic and specific software, and will have the opportunity to participate in visits and lectures to support your learning. You will need to take responsibility for your own learning and will be encouraged to do so through independent reading and research.

Transition to A Level

The change from GCSE to A Level can prove demanding, however an introductory period helps overcome most problems. Preparatory reading is useful and a book list is available.

Compatible Subjects

Students from a range of backgrounds choose to study A Level Biology; however, Chemistry, Psychology and Geography are all good supporting subjects. Prospects Biology students are able to follow a wide variety of routes after school. Many students go on to study medicine, dentistry and veterinary science as well as both pure and applied biology subjects ranging from brewing studies to zoology. Some students go on to study other subjects or into employment where they and the skills they have developed are very useful.

Further information is available from Mr I Spilsbury

Business Studies

Astudiaethau Busnes

Aims of the course

To develop an enthusiasm and appreciation for the role of business in society • The subject content enables learners to investigate different types and sizes of organisations in various business sectors and environments • Learners will develop a holistic understanding of business enterprise and be aware of the opportunities and threats of operating in a national and global marketplace • Develop a critical understanding of organisations and their ability to meet societies needs and wants • Generate enterprising and creative approaches to business opportunities, problems and threats • Be aware of ethical dilemmas and responsibilities faced by organisations and individuals • Acquire a range of relevant business and generic skills, including decision making, problem solving, the challenging of assumptions and critical analysis • Apply numerical skills in a range of business contexts such as profit and loss and cash flow.

Content (WJEC Examination Board)

The course is divided into a total of 4 units, 2 AS units and 2 A2 units: AS Unit 1: Business Opportunities This unit focuses on new business start-ups and small and medium sized enterprises (MSEs). The course is based around the concept of starting a new business and the challenges faced by new business. Learners will also study other types of business organisations, the markets within they operate, and their stakeholders.

Unit 2: Business Functions This unit broadens the context for learners and will include all types of business organisations, ranging from recently formed small businesses to well-established multi-national companies. Students will consider that in order to succeed in a competitive market, all businesses have to consider the core functions of; Marketing, Finance, Human Resources, and Operations. Here pupils will consider topics such as the marketing mix, profit and loss, and cash flow.

A2 Unit 3: Business Analysis and Strategy Learners need to understand, construct and analyse a range of decision making models and investment appraisal methods used by business to decide on their strategy. Learners will investigate business opportunities in a range of different contexts. Applying the theories that they have studied, students will be in a position to present their strategies to help businesses progress.

Unit 4: Business in a Changing World This unit focuses on how businesses adapt to succeed in a dynamic external environment. As businesses operate in a global marketplace students will study the opportunities available, potential impacts, risk and contingency planning

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE. A GCSE in Business Studies is not required, as the course has been designed to support those who have not previously studied the subject. An interest in current affairs and the world of business will aid your understanding of the course, while commitment, a positive attitude to your studies and the ability to meet deadlines are essential.

Assessment

All units are externally assessed through formal examinations. You may be asked to carry out calculations and interpret or use data from graphs, tables or diagrams. AS Unit 1: Written examination of 1 hour 15 minutes (15% of A Level qualification) • Short answer and structured questions AS Unit 2: Written examination of 2 hours (25% of A Level qualification) • Data response questions • Covers the full AS content A2 Unit 3: Written examination of 2 hours 15 minutes (30% of qualification) • Data response plus structured questions A2 Unit 4: Written examination of 2 hours 15 minutes (30% of qualification) • Case Study plus one essay from a choice of three • Covers the full A Level content

Teaching and Learning Styles

Business Studies uses a wide range of diverse teaching and learning styles. This enables students to access a broad spectrum of concepts and ideas. Independent research, class discussions and debates, group/pair work, problem solving and structured, directed learning are used to deliver the subject. Guest speakers have included representatives from the Bank of England, Deloitte, PWC and Dow Corning. The students also have the opportunity to take part in educational visits that have included The Bank of England, Lloyds of London, Deutsche Bank, Chelsea Football Club, Jaguar, Land Rover and ‘Business Studies Live’ at Disneyland Paris.

Compatible Subjects

As Business Studies is concerned with people and how they behave, this subject is compatible with a range of humanities subjects in particular Economics and Geography. Business Studies is a diverse and varied course, which means that it can be the foundation for many careers. Obviously, if you want to be the next Richard Branson and run your own business it is very useful. Other careers and further studies that can be directly linked to Business Studies include Finance, Law, Business Administration, Resource and Environmental Management, Personnel, Sales and Marketing

FURTHER INFORMATION IS AVAILABLE FROM MR J CROOK

Chemistry

Cemeg

Aims of the course

Chemistry gives students the opportunity to develop their existing knowledge, as well as stimulating and sustaining their interest in the subject. While there is the expectation to learn a large body of scientific fact, a greater emphasis is placed on applying this knowledge to a range of theoretical, practical, industrial and environmental contexts. Practical work is an intrinsic part of this course. It is vitally important in developing a conceptual understanding of many topics and it enhances the experience and enjoyment of chemistry. The practical skills developed are also fundamentally important to learners going on to further study in chemistry and related subjects, and are transferable to many careers.

Content (WJEC Examination Board)

This modular course is broadly sectioned into three main areas: (i) PHYSICAL CHEMISTRY: the principles involved during chemical reactions and their applications. The content of this section is the most mathematical. (ii) INORGANIC CHEMISTRY: the study of the elements of the Periodic Table. (iii) ORGANIC CHEMISTRY: the study of carbon and its compounds

Entry Requirements

You must have achieved a minimum of five GCSE A*-C grades including English Language. In addition, a grade B or above is required in Chemistry and Maths.

Assessment

You are required to complete a total of two components for the Advanced Subsidiary course and a total of five components for the full Advanced Level course. Weightings noted below are expressed in terms of the full A Level qualification. Examinations are only offered in the summer term.

AS Unit 1 The Language of Chemistry, Structure of Matter and Simple Reactions

AS Unit 2 Energy, Rate and Chemistry of Carbon Compounds

A2 Unit 3 Physical and Inorganic Chemistry

A2 Unit 4 Organic Chemistry and Analysis

A2 Unit 5 Practical Examination Summary of Assessment

AS (2 units)

AS Unit 1: The Language of Chemistry, Structure of Matter and Simple Reactions Written examination: 1 hour 30 minutes 20% of qualification Short answer questions, structured and extended answer questions.

AS Unit 2: Energy, Rate and Chemistry of Carbon Compounds Written examination: 1 hour 30 minutes 20% of qualification Short answer questions, structured and extended answer questions.

A Level (the above plus a further 3 units)

A2 Unit 3: Physical and Inorganic Chemistry Written examination: 1 hour 45 minutes 25% of qualification Short answer questions, structured and extended answer questions. A2 Unit 4: Organic Chemistry and Analysis Written examination: 1 hour 45 minutes 25% of qualification Short answer questions, structured and extended answer questions.

A2 Unit 5: Practical Examination 10% of qualification

Transition to A Level

The change from GCSE to A level Chemistry can prove to be rather demanding and so independent study and background reading is essential.

Compatible Subjects

At least one from Biology, Physics and Mathematics should be combined with Chemistry. Prospects Chemistry is an important science, serving not only the needs of those wanting to study Chemistry itself, but most physical science and biological science careers. The following is a list of some of the career areas requiring A Level Chemistry:- Agriculture, biochemistry, pharmacy, medicine, dentistry, veterinary work, metallurgy, forensic science, geology, mineralogy, engineering, microbiology, nursing, psychology, physiotherapy, food science, aerospace, health and safety research, scientifi¬c civil service, chemical manufacturing industry, plastics. and cosmetics.

Further information is available from Dr H Roberts

Computer Science

Cyfrifiadureg

Aims of the Course

To study Computing at AS or A2 you need have no formal qualification in the subject, but if you have a GCSE in Computer Science or ICT you will find that the AS/Advanced GCE course in Computing will build on some of the knowledge and skills you have already developed. The most important factor is that you have a ‘great’ interest in, and are enthusiastic about, computing. A/AS courses in Computing will enable you to: • Develop an understanding and skills in the areas of programming; • Develop an understanding and skills in system development; • Develop an understanding of computer architecture; • Develop an understanding computer communication and applications

Content (WJEC Examination Board)

The structure of the course comprises five modules, two of which, Unit 1 and Unit 2, must be studied for an AS qualification. These together with modules Unit 3, Unit 4 and Unit 5 must be studied for an A-Level qualification (AS + A2). The requirements are shown below.

AS (2 Units) Unit 1: Fundamentals of Computer Science A written paper of one section, presented in a question and answer booklet format. This module accounts for 25% of the AS course. Unit 2: Practical Programming to solve problems This is an on-screen examination (2 hours) which uses practical application of knowledge and understanding and will require the use of a programming language. This module accounts for 15% of the AS course.

A2 (3 Units) Unit 3- Programming and System Development A written paper of one section, topics include: data structures, algorithms, logic, programming methodologies and the impact of computer science on society, presented in a question and answer booklet format. This module accounts for 20% of the A2 course.

Unit 4 – Computer Architecture, Data and Communication A written paper of one section, topics include: Computer architecture, communication data representation, organisation and structure of data, programs, algorithms and software applications presented in a question and answer booklet format. This module accounts for 20% of the A2 course.

Unit 5 –Programmed Solution to a problem Candidates discuss, investigate, design, prototype, refi-ne and implement, test and evaluate a computerised solution to a problem chosen by the candidate which must be solved using original code (programming). This unit accounts for 20% of the A2 course and is a non-exam based assessment.

It is expected that in the teaching and learning process, the knowledge and understanding of computer systems will be combined with a consideration of their applications and effects. You will be required to understand and use definitions in the BCS Glossary of ICT and Computing Terms

Entry Requirements

Problem solving and logical thinking are the key skills required for the course, you must have achieved a minimum of five GCSE A*-C grades including a B in Mathematics or Numeracy.

Assessment

There are two units that are assessed for the AS Level qualification; a written exam (25% of qualification) and an on-screen exam (15% of qualification). The A Level qualification has two written exams (each 20% of qualification) and coursework (20% of qualification) that is completed in lessons in the autumn and spring terms of Year 13.

Teaching and Learning Styles

You will instructed in the fundamental principles and constructs of computer programming using Visual Basic, and you will need to spend a lot of time developing these skills. Theory work will support the development of these skills, and you will be expected to make presentations to the group about specific topics. You will also practice theory knowledge practically using programming languages.

Compatible Subjects

Computer science integrates well with subjects across the curriculum. It demands both logical discipline and imaginative creativity in the selection and design of algorithms and the writing, testing and debugging of programs; it relies on an understanding of the rules of language at a fundamental level; it encourages an awareness of the management and organisation of computer systems; it extends the learners’ horizons beyond the classroom environment in the appreciation of the effects of computer science on society and individuals.

Future Prospects

You will develop the skills which will be suitable and beneficial for any further or higher education course and apprenticeships. Both the cyber security and data analysis industry are well supported in Wales. Computer aided manufacturing, robotics, networking, e-commerce, game development and artificial intelligence are all areas of possible employment. Remember: You should have an interest in computer systems and their development. You will be required to have conscientious attitude to study, and to take it upon yourself to spend many hours of free periods continuing with coursework. Only then will you become a proficient programmer of computer languages.

Further Information about this course is available from Mr S Matthews.

Design and Technology: Fashion and Textiles

Tecstiliau a Ffasiwn

Aims of the Course

The course enables pupils to work creatively when designing and making and apply technical and practical expertise, in order to: • develop the capacity to think creatively, innovatively and critically through focused research and the exploration of design opportunities arising from the needs, wants and values of users and clients • develop knowledge and experience of real world contexts for design and technological activity • develop an in-depth knowledge and understanding of materials, components and processes associated with the creation of products that can be tested and evaluated in use • be able to make informed design decisions through an in-depth understanding of the management and development of taking a design through to a prototype/product • be able to create and analyse a design concept and use a range of skills and knowledge from other subject areas, including mathematics and science, to inform decisions in design and the application or development of technology • be able to work safely and skilfully to produce high-quality prototypes • have a critical understanding of the wider influences on design and technology, including cultural, economic, environmental, historical and social factors • develop the ability to draw on and apply a range of skills and knowledge from other subject areas, including the use of mathematics and science for analysis and informing decisions in design.

Course Content (WJEC Examination Board)

DT Fashion and Textiles is about the application of skills, knowledge and understanding, therefore the content is delivered in a practical way to enable you to recognise the purpose of knowledge and to be able to draw on it in practical situations. The two year course will develop skills through both formal lesson structure and project related work. During the first year you will complete projects leading towards the AS Level qualification (40% of full A2 level). During the second year you will undertake a major design and make project leading towards the full A Level qualification.

Unit 1 – Examination: a mix of structured and extended writing questions assessing learners' knowledge and understanding of fashion and textiles: • technical principles. • designing and making principles. • ability to analyse and evaluate design decisions and wider issues in design and technology.

Unit 2 – Project Work: Design and make task

Unit 3 – Examination: a mix of structured and extended writing questions assessing learners' knowledge and understanding of fashion and textiles: • technical principles • designing and making principles • ability to analyse and evaluate design decisions and wider issues in design and technology.

Unit 4 – Project Work: Design and make task

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including a C grade in a Fashion & Textiles at GCSE.

Teaching and Learning Styles

On this course, you will experience a mixture of both formal theory lessons, during which specific areas are taught, and less formal studio lessons, during which project work will be undertaken. This course aims to encourage a mature approach to work and it is essential that you are able to develop and maintain a high level of motivation and commitment especially during the major project in Year 13.

Compatible Subjects

Successful Fashion and Textile students in previous years have studied a wide selection from all subject areas. Prospects Fashion and Textiles A level will give you excellent preparation for pursuing a career in the design industry, i.e. costume design, graphic design, fashion design (womenswear, menswear, children, footwear and accessories) textile print design, visual merchandising, tailoring, pattern cutting and interior design. Previous students have successfully applied to both further and higher education institutions to study in the above areas and have progressed straight into employment.

Further information is available from Mrs S Jenkins

Design and Technology - Product Design

Dylunio a Thechnoleg

Aims of the Course

The AS and A Level course will encourage you to: • Make use of knowledge and reflective practices in order to work with tasks that are challenging and require definition. • Develop and sustain your creativity and innovative practice. • Recognise and overcome challenges and constraints when working towards the production of high-quality products. • Develop a critical understanding of the influences of the processes and products of design and technological activities from a contemporary and historical perspective. • Draw on a range of skills and knowledge from other subject areas. • Draw on and apply knowledge, understanding and skills of production processes to a range of design and technology activities. • Develop an understanding of contemporary design and technology practices. • Use digital technologies and information handling skills to enhance your design and technological capability. • Recognise the values inherent in design and technological activities, and develop critical evaluation skills in technical, aesthetic, ethical, economic, environmental, sustainable, social, cultural and entrepreneurial contexts.

Course Content (WJEC Examination Board)

Design and Technology is about the application of skills, knowledge and understanding, therefore the content is delivered in a practical way to enable you to recognise the purpose of knowledge and to be able to draw on it in practical situations. The two year course will develop skills through both formal lesson structure and project related work. During the first year you will complete projects leading towards the AS Level qualification (40% of full A2 level). During the second year you will undertake a major design and make project leading towards the full A Level qualification.

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including a B grade in a Design & Technology subject or a B grade (displaying your knowledge and understanding of designing and technological concepts) in GCSE Art or Engineering.

Assessment

Unit 1 – Examination: a mix of structured and extended writing questions assessing learners' knowledge and understanding of: • technical principles • designing and making principles • ability to analyse and evaluate design decisions and wider issues in design and technology.

Unit 2 – Project Work: Designing and Making

Unit 3 – Examination: a mix of structured and extended writing questions assessing learners' knowledge and understanding of: • technical principles • designing and making principles • ability to analyse and evaluate design decisions and wider issues in design and technology.

Unit 4 – Project Work: Design and Making Practice

Teaching and Learning Styles

On this course you will experience a mixture of both formal theory lessons, during which specific subjects are taught, and less formal studio lessons, during which project work will be undertaken. This course aims to encourage a mature approach to work and it is essential that you are able to develop and maintain a high level of motivation and commitment especially during the major project in Year 13.

Transition to A Level

Upon successful completion of a suitable GCSE course you are required to maintain and develop a personal reference book (Sketchbook) before starting the course. This reference book (Sketchbook) will form the basis of your subsequent design work. Relevant advice and textbooks are available from the Design & Technology department.

Compatible Subjects

Successful Design & Technology students in previous years have studied a wide selection from all subject areas. If you wish to pursue a career in the design industry, i.e. industrial design, architecture, graphic design, automotive design, engineering, stage and set design, advertising, television, Fashion design, costume design and interior design etc, you would benefit from this course. Previous students have successfully applied to both further and higher education institutions.

Further information is available from Mr N Gifford

Digital Technology

Technoleg Ddigidol

Aims of the Course

The WJEC GCE A level qualification in Digital Technology advances learners’ understanding of the digital technologies that are used by individuals and organisations across the world, including how they have developed and how they continue to change. The qualifi¬cation enables learners to develop a deep understanding of how innovations in digital technology, and the increasing levels of connectivity between them, impact the lives of those who use them and the wider society. Learners will also develop practical skills in developing both creative digital products and digital solutions to problems faced by organisations, supporting their progression into employment in a career that utilises digital technologies or onto a programme of higher education involving digital technologies. Additional Information To succeed at this level you should have an interest in developing the knowledge and skills required to be a competent and informed ICT user and practitioner

CONTENT AND ASSESSMENT (WJEC EXAMINATION BOARD)

AS (2 Units)

Unit 1 - Innovation in Digital Technology An on-screen assessment comprising of a range of question types to assess specification content related to connected digital systems and smart devices, the development of Artificial Intelligence, digital technology development life cycles, user experience and human computer interaction in digital systems development and the functions, purposes and uses of social media by individuals and organisations. This module accounts for 20% of the qualification.

Unit 2 - Creative Digital Practices A non-examined assessment focussing on the end to end creation of a game. Candidates will investigate, plan, design, create, test and review a game of their choice. This module accounts for 20% of the qualification.

A2 (2 Units)

Unit 3 - Connected Systems An on-screen assessment comprising of a range of question types to assess specification content related to collecting, storing, analysing and using data, cyber security, and digital technology networks. This module accounts for 30% of the qualification.

Unit 4 - Digital Solutions A non-examined assessment focussing on the creation of a transactional website linked to a server-based RDBMS. Candidates will plan, design, create, develop, review, test and refine a transactional website of their choice. This module accounts for 30% of the qualification.

Entry requirements

You must have achieved a minimum of 5 A*-C grades at GCSE . Problem solving and logical thinking are the key skills required for the course, at least a C grade in Mathematics/Numeracy is required.

Teaching and Learning Styles

You will spend a lot of time developing your practical skills under supervision of your ICT teacher. Theory work will support the development of these skills and pupils will be required to work independently and meet deadlines.

Transition to A Level

You would benefit from spending time developing technical skills such as multi-media; graphics, sound editing and web authorising. Along with programming skills such as HTML, game programming or an introduction into high level programming languages such as Python. You should try to become aware of current ICT developments by reading technical magazines and newsfeeds.

Compatible Subjects

Any other A Level course. If you successfully complete the course, you could move on to study for a degree or an apprenticeship in subjects such as Computer Science, Information Systems, Multimedia, Software Engineering, Games Development, Robotics and Artificial Intelligence, Technology Project Management, Data Science, Computer Security and Computer Networking, e-Business or Business Studies. ICT skills are in high demand amongst employers, therefore it is an advantage in today’s employment market to develop your ICT skills to as high a level as possible.

Further Information about this course is available from Mr S Matthews.

Drama and Theatre Studies

Drama ac Astudiaethau Theatr

Aims of the Course

AS/A Level Drama and Theatre Studies aims to stimulate critical thought about the nature of drama, performance and the development of the theatre. Through individual and group work, the course encourages the integration of practical and written work. There are two written examinations during the course, but the focus is very much upon ‘text in performance’, and so preparation for both examinations requires a practical focus.

Content (WJEC Examination Board)

ADVANCED SUBSIDIARY GCE

Unit 1 24% Theatre Workshop: Practical Performance For this unit you will either act in a group or contribute a chosen technical skill to a performance; group performances have historically been based on The Curious Incident of the Dog in the Night-Time and will be inspired by the skills of one practitioner. During this practical project you will have the opportunity to explore many theatrical styles and conventions through creative, practical workshops; we refer to Eddie Ladd, Brecht, Berko. Artaud and Stanislavski. Pupils will complete a supporting portfolio of evidence and an evaluation. Internally assessed from November to February, externally moderated May.

Unit 2 16% Text in Theatre (1 hour 30 minutes) For this external written examination you will be asked to answer several questions based on one text. Currently, that is (subject to change): • Medea by Euripides The emphasis is on ‘text in performance’ and so all pupils will explore the play in a practical manner, and see a number of exciting and interesting theatre productions to support their staging ideas.

A LEVEL

Unit 3 36% Text in Action: Practical Performance (on a set theme) For this practical examination you will work in response to a theme set by the WJEC examination board and prepare two performances, they will include; • Scene/extracts from a published text • A piece devised by the group • Written evaluation to support practical work presented to an external examiner Externally assessed from February to March.

Unit 4 24% Text in Performance (2 ½ hour written paper) For this external written examination you will be asked to answer two questions based on two texts that you will have explored practically in class. You will outline your practical ideas for the staging, lighting, movement, sound and costuming for both texts. Currently our chosen texts are (subject to change): • Sweeney Todd by Stephen Sondheim • The Radicalisation of Bradley Manning by Tim Price.

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including a C grade or above in GCSE Drama, or an equivalent in BTEC Performing Arts. A keen interest in the analysis of play texts and di¬fferent genres of performance is required as there is a written component to the course.

Assessment

This takes place in two ways;(a) Formative Assessment - oral response - practical work – both improvisation and scripted work - essays on set texts and supporting texts - structured oral and written reviews based on live productions

(b) Summative assessment - practical examinations – including practitioner projects in year 12 - examination style essays - written examinations - formal school based ‘mock’ examinations

Teaching and learning styles

The department invites a range of practitioners and artists to visit pupils to help with audition preparations, acting skills and theoretical examinations of the plays o¬ffered during the course. The course begins with a practical exploration of key theatrical practitioners and styles, as well as the study of The Curious Incident of the Dog in the Night-Time. The overall style and teaching approach is varied in terms of delivery and the response required. Practical and theoretical work is interspersed with a variety of theatre visits and performance projects. These are designed to develop a full appreciation of the elements of theatre and dramatic art.

Transition to AS/A Level

One of the challenges some students encounter studying AS/A Level Drama is how to provide extensive theatrical textual analysis in their theory work. To support pupils, the department offers a range of analytical resources/literacy aids and revision classes to enhance learners’ theory responses. In terms of practical work, the transition to AS/A Level study offers drama students an exciting and rewarding opportunity to develop their performance skills to a more mature level.

Compatible subjects

English Literature, History, Music, Performing Arts, Media Studies, Sociology, Psychology, Languages, Art and Design. Prospects Drama and Theatre Studies is excellent preparation for a range of dynamic degree courses in the Arts and Humanities, and it is an appropriate qualification for any student considering a career in the Creative Arts, or English, History and Media. Many students successfully audition for Drama School qualifications, or the Arts at higher education institutions.

Further information is available from Mr O Sullivan

Economics

Economeg

Aims of the Course

The A Level Economics course aims to provide a broad understanding of the economic issues that a¬ffect individuals, business, and the economy as a whole. Additional Information A GCSE in Economics is not required, however good grades in Mathematics and English Language are a realistic minimum because the ability to work with figures, construct diagrams and develop written arguments are all essential. Reading is important, too – newspapers, relevant magazines and TV provide useful examples to support the students analytical and evaluative skills.

“What is Economics?"

Economics is a topical and relevant subject. You cannot turn on the news without seeing economic topics at the top of the agenda. In Economics we try and make sense of every day decisions and events. For example: • Is the sugar tax an effective measure to reduce obesity? • Was the Eat Out to Help Out scheme an effective use of tax payers’ money? • How does the government choose between cuts in the health service and cuts in education? • Why are UK businesses so concerned about tariff free access to the EU? • Can Economics help solve global warming? Or even... • What makes someone pay £185 for the world’s most expensive paper bag? Economics is not about statistics and certainly does not contain lots of complex mathematical calculations. It is about what motivates us to make choices that we do, at diff¬erent stages in our lives.

Content (WJEC Examination Board)

Economics is broadly broken down into two components; microeconomics and macroeconomics. In microeconomics we focus on the behaviour of individuals and small firms and how markets work. For example, we explore how prices are determined by the market and how businesses set and achieve their objectives. In addition, students consider why the government intervenes in markets to correct market failure such as obesity, pollution and unfair business practices. In macroeconomics we study the whole economy including topics such as international trade, inflation and government policy. Students consider the range of macroeconomic measures for economic growth, inflation, unemployment and the balance of payments. Furthermore students analyse and evaluate the range of economic policies available to government such as raising or lowering taxes and providing financial support to encourage greater competitiveness on a global scale.

Teaching and Learning Styles

A whole range of teaching strategies are employed to reach out to different learning styles. You will be encouraged to undertake independent research, debate topics and take part in competitive games and computer simulations to broaden and deepen understanding. Significant focus is also given to exam technique and exam practice. Guest speakers have included representatives from the Bank of England, Deloitte, PWC and Cardiff University. The students also have the opportunity to take part in educational visits that have included The Bank of England, Lloyds of London, Deutsche Bank, Chelsea Football Club, Jaguar, Land Rover and ‘Business Studies Live’ at Disneyland Paris.

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE including at least a B in both English and Mathematics.

Assessment

Assessment is via two papers at both AS and A Level.

AS Level: Unit 1: Markets and Society, Unit 2: Macroeconomic Theory and Policy. Multiple choice, shorts answer and case study questions. Value: 40% of full A Level

A Level: Unit 3: Competition and Competitive Behaviour, Unit 4: Macroeconomic Issues and the Global Economy. Short answer questions with stimulus material. Extended writing in Unit 4. Value: 60% of full A Level

Transition to A Level

Interested students may borrow a text book to gain a further insight into the course or are welcome to see Mr Crook for an informal chat. It is also useful to keep up to date with business and economic events in the news.

Compatible Subjects

As a Social Science, Economics combines very well with a range of A Level subjects such as Geography, Business Studies, History and foreign languages, as well as traditional subjects such as Mathematics and the Sciences. Study Economics and you’ll gain a valuable insight into the world around us and gain a qualification in one of the most highly regarded subjects by colleges and universities.

Further information is available from Mr J Crook

Engineering (OCR)

Peirianneg

Aims of the Course

Engineering is the application of scientific and mathematical principles for the solution of real world problems. This course is designed to introduce you to the engineering world through • Formal learning of engineering processes and theories. • Application of knowledge to solve engineering problems. This means the course intends to support those who wish to follow engineering courses at degree level or move directly into the engineering field after A-level.

Additional Information

This is a Level 3 course with an appropriate UCAS points tariff that has parity with standard A-Level courses. If you are considering the course then you will need strong Maths and Physics skills together. Studying Engineering alongside Maths and Physics would be an advantage.

Certificate (AS Level equivalent): Unit 1: Mathematics for Engineering (External Examination) Unit 2: Science for Engineering (External Examination) Unit 3: Principles of Mechanical Engineering (External Examination)

Extended Certificate (A-Level equivalent): Unit 4: Principles of Electrical and Electronic Engineering (External Examination) Unit 10: Computer Aided Design (Internal Assessment) Unit 11: Materials Science (Internal Assessment)

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including at least a B in both Mathematics (Higher Tier) and Physics. Experience of a design and/or manufacture based course is also advantageous but not essential.

Assessment

Internal: There will be formal examinations in December of Y12 in preparation for the external examinations in the summer. Students coursework (Units 10 and 11) will be internally assessed prior to submission for external moderation.

External: The external examinations will take place in the summer examination period at the end of year 12 and year 13. All other assessment is internal and assessed during Year 13.

Teaching and Learning Styles

A range of teaching and learning methods are used including theoretical design and digital prototyping work, class demonstrations, and formal class teaching. Transition to A Level There is a considerable step up between this subject and Engineering or Design Technology type subjects at GCSE. In addition to this academic challenge, you will need to develop excellent organisational and time management skills in order to succeed. Compatible Subjects As previously stated, the Engineering qualification would make a very good companion to both Physics and Maths. Prospects Both the certificate and extended certificate qualifications would be an excellent option for those intending to study Engineering courses at university, an advanced apprenticeship scheme or enter the engineering profession

Further information is available from Mr K Pepper

English Language and Literature

Saesneg Iaith a Llenyddiaeth

Aims of the Course

The specification for GCE Advanced Subsidiary (AS) and Advanced Level (A) in English Language and Literature is designed to encourage you to develop an enjoyment and appreciation of fiction and non-fiction texts. It will appeal to those who enjoy reading, discussing ideas and learning about the structure of the English Language. It aims to encourage you: • to develop as confident, independent and reflective readers of a range of texts, learning to express your responses effectively through speech and writing • to develop your use of critical concepts and terminology • to develop your own responses to texts • to explore comparisons and connections between texts Additional Information To succeed at this level you need to be an enthusiastic reader and be able to express your ideas clearly and fluently, both in discussion and in well-organised and detailed essays. The specification is in 5 parts, 2 units for AS and an additional 3 for the full A Level. ‘Open text’ means that you take your copy of the text into the examination. ‘Closed text’ means you do not.

ADVANCED SUBSIDIARY AS

Unit 1: 20% External examination 2 hours (closed text) Comparative Analysis (poetry and unseen text) 10% Creative Writing (10%) AS Unit 2: 20% External examination 2 hours (open text) Drama (10%) Non Literary Text (10%)

ADVANCED LEVEL (the above plus a further 3 units)

A2 Unit 3: 20% External examination 2 hours (closed text) Shakespeare (20%) A2 Unit 4: 20% External examination; 2 hours (open text) Unseen texts (10%) Prose Study (10%) A2 Unit 5: 20% Non-examination Unit (2,500-3,500 words) Critical and Creative Genre Study: Study of prose text (10%) Related Creative Writing (10%)

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including both English Language and English Literature, with one of these at B or above.

Assessment

One units (A2 Unit 5) is assessed internally. Units 1 to 4 are assessed by examination. Teaching and Learning Styles Your teachers will guide you carefully through the texts, but you will be expected to read around the texts to widen your understanding. Your participation in reading and performance, in discussion and in leading lessons, is encouraged.

Transition to A Level

The course builds on skills developed at GCSE but greater emphasis is placed on structuring material to present a coherent argument. The use of terminology will also be a greatly increased element of the course.

Compatible Subjects

English Language and Literature goes well with a wide range of subjects in the sixth form, especially arts and social sciences. Prospects It is a valuable qualification for further studies, especially journalism and law, and is well regarded by universities and employers. The skills developed in studying English to an advanced level will enhance any career as well as contributing to personal fulfilment.

Further information is available from Mrs M Williams

English Literature

Llenyddiaeth Saesneg

Aims of the Course

The specification for GCE Advanced Subsidiary (AS) and Advanced Level (A) in English Literature is designed to encourage you to develop and express an enjoyment and appreciation of English Literature based on an informed personal response. It will appeal to those who enjoy reading, discussing ideas and visiting the theatre, and forms a natural progression from GCSE English Literature. It aims to encourage you: • to develop as confident, independent and reflective readers of a range of texts, learning to express your responses effectively through speech and writing • to develop your use of critical concepts and terminology • to reflect on your own response to texts, considering other readers’ interpretations • to explore comparisons and connections between texts • to develop an appreciation of the significance of cultural and historical influences upon readers and writers.

Additional Information

To succeed at this level you need to be an enthusiastic reader and be able to express your ideas clearly and fluently, both in discussion and in well-organised detailed essays. The specification is in 5 parts, 2 units for AS and an additional 3 for the full A Level. “Open text” means that you take your copy of the text into the examination. “Closed text” means you do not.

ADVANCED SUBSIDIARY AS

Unit 1: 20% External examination 2 hours (closed text) Prose 10% Drama 10% AS Unit 2: 20% External examination 2 hours (open text) Poetry Post 1900 20%

ADVANCED LEVEL (the above plus a further 3 units)

A2 Unit 3: 20% External examination 2 hours (open text) Poetry pre 1900 10% Unseen Poetry 10% A2 Unit 4: 20% External examination; 2 hours (closed text) Shakespeare (20%) A2 Unit 5: 20% Non-examination Unit (2,500-3,500 words) Prose Study (2 texts: 1 pre 2000, 1 post 2000)

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including both English Language and English Literature, with one of these at B or above.

Assessment

One unit (A2 Unit 5) is assessed internally. Units 1 to 4 are assessed by examination.

Teaching and Learning Styles

Your teachers will guide you carefully through the texts, but you will be expected to read around the texts to widen your understanding. Your participation in reading and performance, in discussion and in leading lessons, is encouraged.

Transition to A Level

The course builds on skills developed at GCSE but greater emphasis is placed on structuring material to present a coherent argument, which is an area which may cause some difficulty at first. You are also expected to develop into a more independent student. Compatible Subjects English Literature goes well with a wide range of subjects in the sixth form especially arts and social sciences. Prospects It is a valuable qualification for further studies, especially journalism and law, and is well regarded by universities and employers. The skills developed in studying English to an advanced level will enhance any career as well as contributing to personal fulfilment.

Further information is available from Mrs M Williams

Film Studies

Astudiaethau Ffilmiau

Aims of the Course

It has been argued that film was the major art form of the 20th century. The 21st century promises the development of new modes of cinematic expression and exhibition. Film Studies A Level offers you a challenging and thought provoking course that will enable you to develop your ability to critically analyse film texts and also develop your own creativity and practical skills, either in audio-visual or written form.

The aims of the course are to:

a) Develop your interest in, appreciation and knowledge of film; b) Provide you with a foundation in the analysis of film, together with subject specialist language, and to introduce you to creative and production skills; c) Provide you with more sophisticated analytical and critical approaches for understanding how films construct meaning and provoke diverse responses; of film and its cultural diversity. d) Enable you to study a wide range of film, thereby developing an appreciation of aspects of the history.

Additional Information

To succeed at this level, you will need to demonstrate the following personal qualities and skills: • An interest in analysing film and the film industry; • An ability to work alone or in a group, and to adopt different study patterns/approaches; • A willingness to carry on work begun in class outside school time; • Commitment to conducting research and meeting deadlines.

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including English Language/English Literature.

All types of assessment will require you to be able to write fluently and structure responses effectively. You will also need to be able to read and analyse a variety of different and complex text based resources, both audio-visual and print-based.

Content (EDUQAS Examination Board)

The WJEC have not developed a Welsh version of the exam so the English version will be offered. This means that there will be two possible courses. The first is a stand-alone AS Film Studies qualification that is completed and examined in one year. The second is a full A Level qualification that is taught over two years and examined in the final year. Both courses have been designed so that students can complete the AS qualification and then go on to complete the AL qualification. The AL qualification would supersede the AS qualification. The course outline below is for the full two year A Level qualification.

Component 1: Varieties of film and filmmaking. Written examination: 2½ hours. 35% of qualification

This component assesses knowledge and understanding of six feature-length films.

Section A: Hollywood 1930-1990 (comparative study) One question from a choice of two, requiring reference to two Hollywood films, one from the Classical Hollywood period (1930-1960) and the other from the New Hollywood period (1961-1990).

Section B: American film since 2005 (two-film study) One question from a choice of two, requiring reference to two American ¬films, one mainstream film and one contemporary independent film. Section C: British film since 1995 (two-film study) One question from a choice of two, requiring reference to two British films.

Component 2: Global filmmaking perspectives Written examination: 2½ hours, 35% of qualification.

This component assesses knowledge and understanding of five feature-length films (or their equivalent). Section A: Global film (two film study) One question from a choice of two, requiring reference to two global films: one European and one produced outside Europe. Section B: Documentary film One question from a choice of two, requiring reference to one documentary film. Section C: Film movements – Silent cinema One question from a choice of two, requiring reference to one silent film or group of films. Section D: Film movements – Experimental film (1960-2000) One question from a choice of two, requiring reference to one film option.

Component 3: Production Non-exam assessment, 30% of qualification.

This component assesses one production and its evaluative analysis. Learners produce: • either a short film (4-5 minutes) or a screenplay for a short film (1600-1800 words) plus a digitally photographed storyboard of a key section from the screenplay • an evaluative analysis (1600 - 1800 words).

Teaching and Learning Styles

A varied approach is adopted, incorporating didactic/lecture style teaching; student presentations; written responses to set texts and handouts; group and individual research; discussion and simulation exercises.

Transition to A Level

AS and A Level Film Studies builds on your informal learning, prior experience of film in Key Stages 1 to 3 and the knowledge, understanding and skills established at Key Stage 4, in whatever curricular context. It is important for you to realise that, although its options in creative work open up film aesthetics and film form, you will be required to demonstrate your competence in written communication in all assessment units where you are required to produce extended written material.

Compatible Subjects

Film Studies combines well with a variety of subjects. Firstly, it enhances the study of other Arts and Humanities subjects through extending and shaping analytical skills, but it will also benefit the creative student who enjoys exploring meaning in moving images and experimenting with the creation of moving images.

Prospects

Film Studies has a substantial academic content and provides a suitable foundation for a range of higher education degree courses. While there is a wealth of job opportunities in the film and media industries, studying the subject at A level does not limit you to a specific field. You may also find Film Studies helpful when entering a range of professions including teaching, journalism and librarianship, as well as banking and personnel work or management.

Further information is available from Mr I O’Rourke

French

Ffrangeg

Aims of the Course

The A Level French course forms a logical continuation of work already completed at GCSE. It will enable you to attain sufficient command of language skills to communicate in and understand spoken and written French from a variety of sources. It will meet the needs of those who wish to pursue their study of French in higher education, and those who will need the language in work and leisure. It will foster interest in and develop a knowledge of the culture and civilisation of French speaking nations.

Additional Information

Students considering the course should be good communicators, capable of independent study and willing to take responsibility for their own learning.

Content (WJEC Examination Board)

As with GCSE, the course is skills-based, namely the four language skills of listening, speaking, reading and writing. Your competence in these skills is developed within a framework of topics relating to aspects of French society and that of other French speaking countries, as well as the study of a film and a French novel. Topics include education and employment, youth trends, film, music and art, migration and discrimination and the occupation of France during the Second World War, the liberation and post-war reconstruction.

Teaching and Learning Styles

The course will place great emphasis on your active use of the French language, in speaking and writing. However, important practical skills involving the use of English to convey meaning and understanding, such as translation, will also be developed. Other activities will include working with multimedia resources and completing topic-based assignments. You will be dealing with a wide range of authentic resource materials, including items from French newspapers and magazines, recordings from the French media, online French news video, French websites and many more. You will be encouraged to get as much first-hand experience of the French language as possible, and various opportunities are offered with this in mind including classes to develop your spoken French. Much greater emphasis is placed on grammatical accuracy at A Level and this aspect of language learning is a major feature of the course.

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including a B in French.

Assessment

Internal assessment is continuous over the four skills. This allows you to have regular information about your performance and progress. There are five external assessment modules covering all four skill areas.

The two AS modules are as follows: • Unit 1 - Oral examination- two discussions (12% of A Level) • Unit 2 - Listening, Reading, Translation into English, Critical Response in Writing (1 essay based on the film) (28% of A level)

The three A2 modules are as follows: • Unit 3 - Oral examination- presentation and discussion (18% of A Level) • Unit 4 - Listening, Reading and Translation into French (30% of A level) • Unit 5 – Critical and Analytical Response in Writing - 1 essay based on the novel (12% of A Level).

Topic Areas Studied

There are four broad topic areas, two for AS and two for A2. Area of interest Theme 1: (AS) Being a young person in French-speaking society • Family structures, traditional and modern values, friendships / relationships • Youth trends, issues and personal identity • Educational and employment opportunities Theme 2: (AS) Understanding the French-speaking world • Regional culture and heritage in France, French-speaking countries and communities • Literature, art, film and music in the French speaking world Theme 3: (A level) Diversity and difference • Migration and integration • Cultural identity and marginalisation • Cultural enrichment and celebrating difference • Discrimination and diversity Theme 4: (A level) France 1940-1950: The Occupation and the post-war years • From June 1940-May 1945 (occupation, liberation and end of World War II) • Life in Occupied France and the cultural dimension (théâtre, cinéma, littérature) • 1945-1950: rebuilding and restructuring • Repercussions for modern day France

Transition to A Level

The major difference you will experience in moving from GCSE to A Level is in the nature of the topic areas within which you will operate. The course requires students to develop knowledge and understanding of the countries or communities where French is spoken through speaking, listening, reading and writing. Students who are aware of the major issues of contemporary society will find this knowledge useful. Your French teacher can advise you of some useful online newspapers, magazines and French news video websites. Any time spent in a French speaking country will also provide invaluable assistance. Greater emphasis is also placed upon accuracy and you will need to have a thorough understanding of grammar in order to access the higher grades.

Compatible Subjects

French is compatible with any other subject at A level, as well as at university.

Prospects

More and more jobs now require competence in a foreign language and for many others language skills are highly desirable and well regarded. Higher Education is changing too. In addition to the traditional, specialist courses in foreign languages, there are many courses involving disciplines such as business studies, scientific and technological studies and humanities, which include a foreign language element and there are numerous opportunities to continue with your language skills and study or work abroad as part of the degree. Here are extracts from an article in the ‘Guardian Education’ “In many companies a foreign language will be the deciding factor when two graduate applicants have similar profiles”. “Evidence indicates that language graduates experience less unemployment than many other graduates”. “International mobility within companies and between countries is now a reality”.

Further information is available from Miss P Menhenitt.

Geography

Daearyddiaeth

Aims of the Course

The aims of the A level course are to: • To highlight the relevance and importance of geography in our daily lives. • To promote learning opportunities that focus on current and topical issues/examples, encouraging teachers to use the latest resources/examples – drawing on a variety of sources (constantly evolving). • To encourage learners to ‘think like a geographer’ by engaging them with the enquiry process • To provide opportunities for co-teachability with GCE AS Geography, both in terms of content and the required days of fieldwork • Adopt the new thinking required by HE

Additional Information

To succeed at this level you will need to be prepared to read extensively around the topics taught, using journals, libraries, newspapers, GIS and the Internet.

Content (WJEC Examination Board)

AS Unit 1 Changing Landscapes (2 hrs with a weighting of 24% for the GCE) Section A: either Coastal or Glaciated Landscapes. Two compulsory structured questions with data response Section B: Tectonic Hazards. Three compulsory structured question with data response and two extended response questions. Unit 2 Changing Places (1hr 15min with a weighting of 16% for the GCE) Section A: Changing places. Two compulsory structured questions with data response Section B: Fieldwork investigation in Physical and Human Geography Three compulsory structured questions on fieldwork and the learner’s own fieldwork A2 Unit 3 Global Systems and Global Governance (2 hours with a weighting of 24% for the GCE) Section A: Global Systems, the Water and Carbon Cycles. Section B: Global Governance, learners are required to study processes and patterns of global migration and global governance of the Earth’s oceans. Sections A and B are assessed through two compulsory structured questions and one extended response question. Section C: 21st Century Challenges – One compulsory extended response question, drawing on Units 1, 2 and 3 with resource material. Unit 4 Contemporary Themes in Geography (2 hrs with a weighting of 16% for the GCE) Section A:Tectonic Hazards. Assessed through one compulsory extended response question. Section B: Contemporary Themes in Geography Chose two from four optional themes: • Ecosystems • Economic Growth and Challenge: India or China or Development in an African Context • Energy Challenges and Dilemmas • Weather and Climate Assessed through two essay questions chosen from four optional themes.

Unit 5 Independent Investigation – Non Examined Assessment (NEA) 20% weighting (GCE) 3000 – 4000 words One written independent investigation, based on the collection of both primary and secondary information. There is no prescription at A level other than the requirement that the investigation must link to the specification (any theme) which may therefore be either human, physical or people-environment.

Entry Requirements

You will need to have achieved a minimum of 5 A* - C grades at GCSE, including a B in Geography and at least a B in Mathematics or Numeracy.

Assessment

You will complete five units, two in Year 12 and 3 in Year 13. Four units will be tested through examination with a mixture of knowledge based and problem solving questions, while the final unit is a Non Examined Assessment. Students are encouraged to critically analyse information throughout.

Teaching and Learning Styles

In keeping with the nature of the subject, you will be expected to participate fully in all activities. The principal methods of teaching and learning are:- a) class discussion e) individual note making b) problem solving and decision making exercises f) background reading and research c) structured exercises g) ¬fieldwork techniques d) essay and report writing h) the use of IT where possible.

Transition to A Level

This is helped by developing an inquiring mind and a lively interest in current affairs, and becoming familiar with the use of IT. Relevant books and articles of general interest are available in the school library and in the department. Extra A Level resources can be found on the school website.

Compatible Subjects

Geography combines well with any A Level subject, however with the increased emphasis on ICT in the form of GIS within the syllabus.

Prospects

Geography is a very flexible subject which even at university level can be studied as a Science or Arts degree. Geographers find employment in many areas because of the skills acquired during the course.

Further information is available from Mrs H Jarman.

German

Almaeneg

Aims of the Course

The A Level German course forms a logical continuation of work already completed at GCSE. It will enable you to attain sufficient command of language skills to communicate in and understand spoken and written German from a variety of sources. It will meet the needs of those who wish to pursue their study of German in higher education, and those who will need German in work and leisure. It will foster interest in and develop a knowledge of the culture and civilisation of German speaking nations.

Additional Information

Students considering the course should be good communicators, capable of independent study and willing to take some responsibility for their own learning.

Content (WJEC Examination Board)

As with GCSE, the course is skills-based, namely the four language skills of listening, speaking, reading and writing. Your competence in these skills is developed within a framework of topics relating to aspects of German society and that of other German speaking countries, as well as the study of a film and a German novel. Topics include education and employment, youth trends, film, music and art, migration and discrimination and the making of modern Germany (from 1989 onwards).

Teaching and Learning Styles

The course will place great emphasis on your active use of the German language, in speaking and writing. However, important practical skills involving the use of English to convey meaning and understanding, such as translation, will also be developed. Other activities will include working with multimedia resources and completing topic-based assignments. You will be dealing with a wide range of authentic resource materials, including items from German newspapers and magazines, recordings from the German media, online German news video, German websites and many more. You will be encouraged to get as much first-hand experience of the German language as possible, and various opportunities are offered with this in mind including classes to develop your spoken German. Much greater emphasis is placed on grammatical accuracy at A Level and this aspect of language learning is a major feature of the course.

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including a B in German.

Assessment

You will be assessed at regular intervals throughout the course and given feedback on how you are doing. There are five external assessment modules covering all four skill areas. The two AS modules are as follows: • Unit 1 - Oral examination- two discussions (12% of A Level) • Unit 2 - Listening, Reading, Translation into English, Critical Response in Writing (1 essay based on the film) (28% of A level) The three A2 modules are as follows: • Unit 3 - Oral examination- presentation and discussion (18% of A Level) • Unit 4 - Listening, Reading and Translation into German (30% of A level) • Unit 5 – Critical and Analytical Response in Writing - 1 essay based on the novel (12% of A Level).

Topic Areas Studied

There are four broad topic areas, two for AS and two for A2. Area of interest Theme 1: (AS) Being a young person in German-speaking society • Family structures, traditional and modern values, friendships / relationships • Youth trends, issues and personal identity • Educational and employment opportunities Theme 2: (AS) Understanding the German-speaking world • Regional culture and heritage in Germany, German-speaking countries and communities • Literature, art, film and music in the German speaking world Theme 3: (A level) Diversity and difference • Migration and integration • Cultural identity and marginalisation • Cultural enrichment and celebrating difference • Discrimination and diversity Theme 4: (A level) The Making of Modern Germany: 1989 onwards • Initial and subsequent process of reunification • Social cohesion in present-day Germany • Artistic and political movements • Economic impact of a united Germany

Transition to A Level

The major difference you will experience in moving from GCSE to A Level is in the nature of the topic areas within which you will operate. The course requires students to develop knowledge and understanding of the countries or communities where German is spoken through speaking, listening, reading and writing. Students who are aware of the major issues of contemporary society will find this knowledge useful. Your German teacher can advise you of some useful online newspapers, magazines and German news video websites. Any time spent in a German speaking country will also provide invaluable assistance. Greater emphasis is also placed upon accuracy and you will need to have a thorough understanding of grammar in order to access the higher grades.

Compatible Subjects

German combines well with any subject at A Level, as well as at university.

Prospects

More and more jobs now require competence in a foreign language and for many others language skills are highly desirable and well regarded. Higher Education is changing too. In addition to the traditional, specialist courses in foreign languages, there are many courses involving disciplines such as business studies, scientific and technological studies and humanities, which include a foreign language element and there are numerous opportunities to continue with your language skills and study or work abroad as part of the degree. Here are extracts from an article in the ‘Guardian Education’ “In many companies a foreign language will be the deciding factor when two graduate applicants have similar profiles”. “Evidence indicates that language graduates experience less unemployment than many other graduates”. “International mobility within companies and between countries is now a reality”.

Further information is available from Miss P. Menhenitt.

Health & Social Care and Childcare

Iechyd a Gofal Cymdeithasol a Gofal Plant

Aims of the course

The aims of the course are to encourage you to: • Develop and sustain an interest in health, social care, childcare and education. • Acquire knowledge and understanding of issues affecting the health, social care and childcare sectors. • Develop skills that will enable you to make an effective contribution to the care sector including skills of communication, research, evaluation and problem solving in a work related context. • Apply knowledge, understanding and skills in a health, social care or childcare environment and prepare for further study and training.

AS Level

The AS course is made up of two mandatory units; one internally assessed NEA and one examination. AS Units Unit 1 – Promoting health and well-being (50% of AS Level, 20% of A Level) This unit introduces definitions and concepts of health and well-being and explores how good health and well-being are dependent on a number of factors. It considers trends and patterns in health and the ways in which legislation is used to promote health and well-being. Students will also learn about methods and approaches to health promotion. Written paper: 2 hours Structured questions requiring some extended writing Unit 2 – Supporting health, well-being and resilience in Wales (50% of AS Level, 20% of A Level) In this unit, students will produce a piece of non-exam assessment investigating how care and support is provided in Wales, and how this contrasts with another country in the UK. They will consider service provision for a chosen adult, child or young person with a specific need, and how practitioners from different sectors use their skills in their day-to-day work to help support health, well-being and resilience. Non-exam assessment NEA task Internally assessed and sent to WJEC for moderation

A Level

The A Level course consists of two further mandatory units. We have opted to follow the Childcare pathway through the specification.

A Level Units – Childcare Pathway Unit 3 – Theoretical perspectives of children and young people's development (30% of A Level) In this unit, students will learn about key areas of child development such as cognitive skills and language. They will also look at key psychological perspectives and consider how these can be used to support child development. The unit also covers the importance of play in child development and factors that affect the behaviour of children and young people, as well as how to promote positive behaviour. Written paper: 2 hour 30 minutes Structured questions requiring some extended writing Unit 4 – Supporting the development, health, well-being and resilience of children and young people (30% of A Level) This unit requires learners to produce an information resource for someone planning a future career in the childcare sector. It includes researching the needs of children and young people, life experiences that can affect their development and support that can be provided. They will also gain an appreciation of how social policy and legislation affect childcare and how the care and support needs of children or young people are met in particular care settings. Non-exam assessment: NEA task Internally assessed and sent to WJEC for moderation

Teaching and Learning Styles

You will receive a variety of teaching and learning styles from your teachers but you will have to take responsibility for developing the content further. You will take part in class discussions to develop your skills of justifying a position using evidence rather than opinion. Most of the course is assessed through non-exam assessment and therefore you will be expected to work independently in researching and producing this.

Transition to A Level

Probably the most significant difference between Key Stage 4 and Advanced Level is the amount of personal responsibility you have. This has implications for how you approach your studies and is particularly true in this course given the amount of non-exam assessment involved.

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including a C in an essay based subject (e.g. English/Humanities).

Compatible Subjects

Health and Social Care, and Childcare is compatible with any subject but combines well with sciences, social sciences and humanities.

Prospects

There are over 300 careers associated with this course including; midwifery, nursing, occupational therapy, speech and language therapy, radiographers, specialists for adults and children with additional needs, social work, community services, child care workers and primary school teachers. Active teaching and learning methods are employed which aim to develop teamwork, communication, planning and research skills, all of which are needed in employment.

Further information is available from Mrs K Cox.

History

Hanes

‘Those who cannot remember the past are condemned to repeat it’. ‘The further back you look, the further forward you can see’.

Aims of the course

The aims of the course are to stimulate an interest and fascination in the subject and promote the study of History through: • Establishing an understanding and knowledge of aspects of the past. • The development of key historical skills such as analysis, interpretation and evaluation. • Developing an understanding of historical themes, concepts and skills. • Understanding the factors which cause change and continuity in the past. • Awareness of significant events, individuals and issues. • Understanding the varying interpretations of historical events - how the past has been judged and represented. • Awareness of the nature of historical evidence and methods used by historians.

Students study the WJEC A level Examination in History and the following topics are studied: 1. A period study of Wales and England 1485 – 1603 (Tudor History) 2. An in-depth study of Weimar and its Challenges 1918-33 3. The American Century 1890-1990 4. An in-depth study of Nazi Germany 1933-45 5. Non Examination Assessment - Historical Investigation based on Unit 3 (USA).

AS – Year 12

Unit 1 Aspects of Wales and England 1485 – 1603; politics, government, protest, rebellions. Assessment is through essay style questions. The examination lasts 1hour 30 minutes and contributes to 20% of the A Level. Unit 2 Weimar and its Challenges 1918-33; its establishment, political and economic issues, role of Stresemann, the rise of Hitler 1929-33. Assessment is through source based questions and an interpretation. The examination lasts 1 hour 45 minutes and contributes to 20% of the A Level.

A2 – Year 13

Unit 3 The American Century c.1890-1990. This focuses on two aspects: The Struggle for Civil Rights and The Making of a Superpower (foreign policy). Assessment is through two essay questions. The examination lasts 1hour 45 minutes and contributes to 20% of the A Level.

Unit 4 An in-depth study of Nazi Germany 1933-45; the consolidation of power, the nature of the political system, economic and social policies, World War Two and the Holocaust. Assessment is through source based questions and an essay. The examination lasts 1hour 45 minutes and contributes to 20% of the A Level. Unit 5 Non Examination Assessment - Historical Investigation based on Unit 3 (USA). Assessment is through a Non Examination Assessment. This is an extended essay which needs to be between 3,000 and 4,000 words and it contributes to 20% of the A Level.

The AS examinations take place in the summer of Year 12, and A2 examinations are taken in the summer of Year 13. Regular assessment will take place throughout Years 12 and 13 to focus on the knowledge and skills required in the AS and A2 examinations.

Entry Requirements

In addition to 5 A* - C grades at GCSE, you need to achieve a minimum of a C in History and English Literature or English Language.

Teaching and Learning Styles

The History Department uses a range of teaching strategies, activities and resources. Typed notes are often distributed and you are also encouraged to read and research and share your ideas with other students. The seminar type approach is regularly used with the emphasis on discussion. There is also time allotted for practising source and essay skills. Use is made of ¬films and other support materials. You also receive booklets relevant to the various topics.

Transition to A Level

Studying AS and A Level History requires considerable commitment, enthusiasm and a passion for studying the past. You will be encouraged to read widely, both specialist books linked to the periods of study and more general reading to expand your historical vocabulary and understanding.

Compatible Subjects

History combines both a ‘scientific’ method of investigation with an ‘artistic’ style of impression, so it does sit comfortably in a number of combinations. History is often a popular choice alongside Arts, Humanities and Social Sciences subjects or as a Humanities subject within a mainly science based curriculum.

Prospects

History is an excellent subject in preparation for many careers. It provides possibilities for careers in professions such as journalism, management, personnel, politics, civil service and medicine. It also helps you to prepare for more directly related careers such as law, teaching and research.

Further information is available from Mr Penny

Mathematics and Further Mathematics

Mathemateg a Mathemateg Bellach

Aims of the course

The WJEC GCE AS and A level in Mathematics provides a broad, coherent, satisfying and worthwhile course of study. It encourages learners to develop confidence in, and a positive attitude towards, mathematics and to recognise its importance in their own lives and to society.

The WJEC GCE AS and A level in Mathematics encourages learners to: • develop their understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment; • develop abilities to reason logically and recognise incorrect reasoning, to generalise and to construct mathematical proofs; • extend their range of mathematical skills and techniques and use them in more difficult, unstructured problems; • develop an understanding of coherence and progression in mathematics and of how different areas of mathematics can be connected; • recognise how a situation may be represented mathematically and understand the relationship between ‘real world’ problems and standard and other mathematical models and how these can be refined and improved. For example, predator prey modelling and differential equations; • use mathematics as an effective means of communication; • read and comprehend mathematical arguments and articles concerning applications of mathematics; • acquire the skills needed to use technology such as calculators and computers effectively, recognise when such use may be inappropriate and be aware of limitations; • develop an awareness of the relevance of mathematics to other fields of study, to the world of work and to society in general; • take increasing responsibility for their own learning and the evaluation of their own mathematical development.

Entry Requirements

Mathematics: You must have achieved a minimum of 5 A* - C grades at GCSE, including a B or above in Mathematics at Higher Tier. A qualification in Additional Mathematics is recommended.

Further Mathematics: You must have achieved a minimum of 5 A* - C grades at GCSE, including an A or above in Mathematics at Higher Tier. A pass in Additional Mathematics is also required.

Additional information

Apart from the academic requirements, a good grasp of algebra techniques is essential; especially algebraic fractions, factorising, solving quadratics, indices and rearranging formula. Trigonometry is an essential topic that must be fully understood as it is applied throughout the course.

Content (WJEC Examination Board)

All the Option Choices involve a selection from the following:- 1. Pure Mathematics: this is compulsory for every option. This involves developing theories and rules in topics such as Algebra, Geometry, Trigonometry, Calculus, etc. (Time - 3 lessons per week). 2. Applied Mathematics: this is a combination of Mechanics and Statistics and is compulsory for every option. Mechanics : The study of moving and static objects. Topics include: Newton's Laws, Stretched Strings, Dynamics, Energy, etc. (Time - 1 lesson per week) Statistics: This is the study of Mathematics involving numerical data. Topics are based on probability, prediction and the related Distributions, Expected Outcomes etc. (Time - 1 lesson per week) 4. Further Pure Mathematics : More advanced work than Option 1 above. 5. Further Mechanics More advanced than Option 2 above. (Time – 1 lesson per week) 6. Further Statistics More advanced than Option 2 above. (Time – 1 lesson per week) There are three possible choices available: 1. Mathematics A Level (1 A Level) All students attend Pure and Applied Mathematics in both years. 2. AS Mathematics (40% of an A Level) This course is covered in Year 12. Students need to attend the Pure and Applied Mathematics lessons in the same way as the A Level students. It will be examined in the summer of Year 12. The decision for choosing A Level or AS Level will not need to be made at the start of Year 12 but can be made during the course. 3. Mathematics and Further Mathematics (2 A Levels) This option is only suitable for very able students. In this course you attend the two subject lessons previously mentioned and in addition will need to study Further Pure, Further Mechanics and Further Statistics modules. Arrangements for this may need to be made on an individual basis.

Assessment

Mathematics

A Level Students will take a combination of four modular papers for each full A Level and two module papers for an AS Level. The papers numbered Unit 1 and 2 are the Year 12 course content for Pure and Applied Mathematics; those numbered Units 3 & 4 will be covered in Year 13.

Further Mathematics

A Level Students will take a combination of five modular papers (out of a possible 6) for a full A level and three modular papers for an AS Level. There will be two examination sessions: May (Year 12): Unit 1(Pure A) and Unit 2 (Applied A) for single Mathematicians and Unit 1 (Further Pure A), Unit 2 (Further Stats) and Unit 3 (Further Mechanics) for double Mathematicians. June (Year 13): Unit 3 (Pure B) and Unit 4 (Applied B) for all Mathematicians; Unit 4 (Further Pure B), Unit 5 (Further Stats) or Unit 6 (Further Mechanics) for the double Mathematicians together with any resits.

Teaching and Learning Styles

There will be teacher led instruction, discussion, class practice, some note taking, the memorising of rules/methods and homework. Solving problems and ‘doing’ mathematics is the best way to learn the subject.

Transition to A Level

A recap and revision of the algebraic techniques and straight line geometry covered at GCSE form part of the essential preparation for all Mathematics courses.

Compatible Subjects

Mathematics combines well with all sciences, Economics and Geography, although it broadens the curriculum with any subject.

Prospects

A required A Level for almost all Engineering disciplines, and for certain courses in Business Studies or Economics, relevant to almost any science or social science degree.

Further information is available from Miss F Moryc.

Media Studies

Astudiaethau Cyfryngau

Aims of the course

The media has a profound and all-embracing influence. Whether we use the media for pleasure, information or to widen our interests, it is an inescapable fact that media messages permeate our daily lives. Media Studies A Level offers students an exciting and challenging course, which enables them to engage with interesting modern texts in order to improve their analytical skills and to develop their production skills through the creation of original media artefacts. The aims of the course are to:- (a) Engage critically with the media and to be able to ‘deconstruct’ meanings. (b) Develop a sense of the context in which media artefacts are produced and the institutional processes, which are involved in that production. (c) Understand the nature of audiences, their uses of the media, and the effects that the media has on them. (d) Develop technical skills in order to create original media texts.

Additional Information

To succeed at this level you will need to demonstrate the following personal qualities and skills: • An interest in analysing the media and engaging with the communications systems around us. • An ability to work alone or in a group, and to adopt different study patterns/approaches. • A willingness to carry on work begun in class outside school time. • Commitment to conducting research and meeting deadlines.

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including English Language/English Literature. All types of assessment will require you to be able to write fluently and structure responses effectively. You will need to be able to read and analyse a variety of different and often complex text based resources, both audio-visual and print-based.

Content (WJEC Examination Board)

The AS/A2 Media syllabus offers a range of challenges and study areas, which are assessed through four modules. There is room within them for you to follow your own interests. Two modules are practical in nature, and two represent written examinations. An outline of each one is found below. In addition to summative modules, assessments also take place through formative assignments throughout the course, including oral feedback, simulation work, presentations and essays/reports.

Advanced Subsidiary

AS Unit 1: Investigating the Media Written examination: 2 hours 30 minutes 24% of qualification 100 marks. The exam consists of three sections. Section A: Selling Images – Advertising and Music Video This section assesses knowledge and understanding of media language, representation and audiences in relation to advertising or music video. There is one question based on unseen print or audio-visual resource material. Section B: News in the Online Age. This section assesses knowledge and understanding of media language, representation, media industries and audiences. There is one two-part question requiring reference to the set news products studied. Section C: Film Industries – from Wales to Hollywood This section assesses knowledge and understanding of media language, media industries and audiences. There is one two-part question requiring reference to the set films studied.

AS Unit 2: Creating a Media Production Non-exam assessment 16% of qualification 80 marks • A media production, including individual research and planning, created in response to a choice of briefs set by WJEC, and applying knowledge and understanding of key concepts • An individual reflective analysis of the production.

A level (the above plus a further 2 units)

A2 Unit 3: Media in the Global Age Written examination: 2 hours 30 minutes, 36% of qualification, 90 marks. This unit assesses knowledge and understanding of media language, representation, media industries and audiences. The exam consists of three sections. Section A: Television in the Global Age There is one question from a choice of two based on the set television programmes studied. There is a choice of question in the second part. Section B: Magazines – Mainstream and Alternative Media One two-part question based on both of the magazines studied. There is a choice of question in the second part. Section C: Media in the Digital Age – Video Games One two-part question based on both of the video games studied. There is a choice of question in the second part.

A2 Unit 4: Creating a Cross-Media Production Non-exam assessment 24% of qualification 80 marks • A cross-media production, including individual investigative research and development, created in response to a choice of briefs set by WJEC and applying knowledge and understanding of key concepts and digital convergence • An individual critical analysis of the production.

Teaching and Learning Styles

A varied approach is adopted, incorporating didactic/lecture style teaching, student presentations, written responses to set texts and handouts, group and individual research, discussion and simulation exercises.

Transition to A Level

The course is designed to help you make the transition from GCSE to AS/A Level smoothly. You should understand that you will be expected to use study time to read, view and experiment with equipment. Preparation for the course could include interviewing a family about their viewing habits, experimenting with photography or viewing a variety of films. A list of suggestions is available from the department.

Compatible Subjects

Media Studies combines well with a variety of subjects. Firstly, it enhances the study of other Arts and Humanities subjects through extending and shaping analytical skills, but it will also benefit the creative student who enjoys exploring images and experimenting with practical work. If you intend to specialise in Technology or Sciences you may like to combine your studies with Media with a view to making a career in the industry.

Prospects

Media Studies has a substantial academic content and is an acceptable A Level for higher education. As a discipline it is one of the fastest growing university subjects. While there is a wealth of job opportunities in media industries, studying the subject at A Level does not limit you to a specific media field such as broadcasting, film production, graphic design and marketing. You may also find Media helpful when entering a range of professions including teaching, journalism and librarianship as well as banking, personnel work or management.

Further information is available from Mr I O’Rourke.

Medical Science

Gwyddoniaeth feddygol

Aims of the course

Medical Science is the science of dealing with the maintenance of health and the prevention and treatment of diseases. The Level 3 Diploma in Medical Science is for learners who are interested in careers related to healthcare and medical research. Medical scientists are at the forefront of healthcare services, as they are vital in the diagnosis of disease, determining the effectiveness of treatments and searching for new cures.

Content (WJEC Examination Board)

If you have a strong science background you will find the course intellectually stimulating and enjoyable, compounding learning from the other science subjects you take. A significant proportion of career opportunities in this sector are at degree level. When supported by other appropriate qualifications, the Level 3 Subsidiary Diploma in Medical Science will enable progression to higher education to a range of Applied Science programmes, such as biomedical science, life sciences, and physiology.

Subsidiary Diploma (AS equivalent)

1. Human health & disease external assessed

2. Physiological measurement techniques internally assessed - externally moderated

3. Medical Science research methods internal

Diploma (A Level equivalent)

4. Medicines and treatment of disease internally assessed - externally moderated

5. Clinical laboratory techniques external assessed

6. Medical case study external assessed

Entry Requirements

You must have achieved a minimum of 5 Level 2 passes at GCSE, with at least one C grade or above achieved in Biology, Chemistry or Physics.

Teaching and Learning Styles

The department aims to cater for different learning styles by providing a wide range of teaching activities. Practical work is an essential component of the course and you will be encouraged to improve IT skills and will have the opportunity to participate in visits and lectures to support learning. Due to the large coursework element of the subject, you will need to take responsibility for your own learning and will be encouraged to do so by reading, researching and writing reports independently.

Transition to Level 3

The change from GCSE to Level 3 courses can prove demanding, however as long as you are prepared to spend time on coursework, and have achieved a reasonable grade in GCSE Science, you should have the ability to achieve in this subject.

Compatible Subjects

Students from a range of backgrounds choose to study Medical Sciences, which complements the more theoretical subjects of Biology, Chemistry and Physics. However, it is also relevant for those who wish to have a wider subject base or perhaps want to keep their further study choices open by retaining a more vocational science qualification.

Prospects

The main purpose of the quali¬fication is to provide learners with the knowledge, understanding and skills in key scientifi¬c principles to support progress to higher education or employment in areas of Medical science, such as job roles in physiological sciences or clinical laboratory services. The qualification covers the key topic areas of health, physiology and disease, as well as providing the opportunity to study the areas of pharmacology, physiological measurement, clinical testing, medical research, biochemistry, medical sciences, dental sciences, veterinary nursing, teaching, ophthalmic, forensic science, medicine, microbiology, nursing, psychology, physiotherapy, food science, chemical manufacturing, cosmetics, and scientific management.

Further information is available from Miss J Gaitt.

Music

Cerddoriaeth

Aims of the course

The A Level course in Music allows interested students the opportunity to pursue their interests in greater depth. While many pupils take the subject as it links to their desired career path, or complements their other subjects, it is also offered to those whose ability and enjoyment of the subject is such that they could easily take it as a subject in its own right. The course aims to help you develop in some depth a practical, aural, historical and stylistic awareness of the subject: individual air in performance, composition and individual research is encouraged and supported, and there is plenty of scope for everybody to further develop their personal musical talents, extending skills, knowledge and understanding.

Additional Information

If you are considering this course you should: • Have a genuine interest in all aspects of the subject and a good musical ‘ear’ • Have preferably achieved the GCSE Music qualification at grade B or above • Be aiming to be performing at Associated Board Grade 5 standard (or equivalent) or above, on at least one instrument/voice (Year 12) and Grade 6 (Year 13). (It is not essential to have passed the examination.) • Have a total commitment to extended-curricular activities. Such practical involvement is essential for the development of advanced musicianship skills.

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including : • At least a grade B at GCSE Music • Associated Board Grade 5 practical plus Associated Board Grade 5 theory Content & Assessment (WJEC Examination Board)

AS Summary of Assessment (3 units)

Unit 1 - Performing (12% External Assessment):Solo and/or ensemble performance. • Performance should last between 6 and 8 minutes • One piece should reflect a chosen area of study • Assessed by a visiting examiner

Unit 2 - Composing (12% External Assessment):Two contrasting compositions • Compositions should last between 3 and 6 minutes • One composition demonstrating the musical techniques and conventions associated with the Western Classical Tradition in response to a brief set by the WJEC • One free composition

Unit 3 - Appraising (16% Written Examination):One listening examination lasting approximately 1 hour 30 minutes Two areas of study: Area of study A: The Western Classical Tradition (‘The Symphony’, including one set work – Symphony number 103 by Haydn) and Area of study D: Jazz Questions: 1. Set work analysis with a score 2. Extended responses on wider context 3. Unprepared extracts of music with and without a score 4. Comparison questions

A Level Summary of Assessment (the above plus the following 3 units, please note the different option choices in Units 1 and 2) Either) Unit 1 - Performing (22% External Assessment) OPTION A Solo and/or ensemble performance • Performance should last between 10 and 12 minutes and consist of at least 3 pieces • One piece to reflect the new area of study • One piece to reflect a further area of study • Assessed by visiting examiner Or) Unit 1 - Performing (14% External Assessment) OPTION B Solo and/or ensemble performance • Performance should last between 6 and 8 minutes • One piece should reflect an area of study • Assessed by visiting examiner Either) Unit 2 - Composing (14% External Assessment) OPTION A TWO contrasting compositions • Compositions should last between 3 and 6 minutes • One composition demonstrating the musical techniques and conventions associated with the Western Classical Tradition in response to a brief set by the WJEC • One composition reflecting the new area of study Or) Unit 2 - Composing (22% External Assessment) OPTION B THREE contrasting compositions • Compositions should last between 8 and 10 minutes • One composition demonstrating the musical techniques and conventions associated with the Western Classical Tradition in response to a brief set by the WJEC • One free composition reflecting the new area of study • One additional free composition

Unit 3 – Appraising (24% Written Examination) One listening examination lasting approximately 2 hours 15 minutes Two areas of study: Area of study E: The Western Classical Tradition (‘The Symphony' with a study of Brahms’ Symphony number 1) Area of study F: ‘Impressionism’ and Jazz Legends Questions: 1. Set work analysis with a score 2. Extended responses on wider context 3. Unprepared extracts of music with and without a score 4. Comparison questions

Transition to AS and A Level

Pupils occasionally find the transition between GCSE and A Level demanding. You can prepare for the course by: • Listening to all different types of music, but especially pieces that fall into the Western Classical Tradition; • Undertaking some background reading for history and general awareness; • Keeping a sketch book of composition ideas; melodies, chords and textural. This can be a hard copy or electronic; • Attending extra-curricular ensembles such as Orchestra and Senior Choir; • Keeping up regular practice sessions to maintain standards achieved in performance.

Compatible Subjects

Music is a creative, aural, technological, practical and academic discipline. It combines really well with any subject!

Prospects

Music is fully accepted by all universities as an academic A Level subject, both for matriculation purposes and as a means of meeting the course requirements of a very large number of degree courses, including that of the Russell Group universities. In addition to the traditional degree courses in Music, Music Technology and Joint honours offered by universities and conservatoires, there are more specialist pathways available for which this subject also provides an excellent grounding. These include: • Arts Administration / Arts Management • Arts Journalism • Composition for Film or Gaming • Contemporary Music performance • Music Education • Music Production • Music Therapy • Musical Theatre • Musicology • Radio Production.

Further information is available from Miss S. Ghazi Torbati

Performing Arts Single award (BTEC)

Gwobr Sengl Y Celfyddydau Perfformio (BTEC)

IMPORTANT NOTICE: If you take this qualification, you CAN NOT drop the subject at the end of Year 12. There is not an AS option, so if you drop it before you finish the full qualification you will end up without a qualification. Please only pick BTEC Performing Arts if you are prepared to do the full two-year qualification.

Aims of the Course

The BTEC course in Performing Arts allows students to develop their knowledge and skills in the Performing Arts. It will also give students the opportunity to develop and prepare for a degree or career in this industry. Throughout the course, students will have the opportunity to learn and develop new techniques and partake in productions and workshops. Students will study the BTEC Level 3 National Extended Certificate in Performing Arts – which is regarded as equivalent to one A Level.

Entry Requirements

You must have achieved 5 Level 2 passes at GCSE including a grade C (or equivalent) in Drama, Music or Performing Arts.

Content: The BTEC Level 3 National Extended Certificate in Performing Arts

The 65 unit National Award is a unit-based specialist qualification that focuses on particular aspects of employment within the vocational sector and further develops performance skills. It is graded pass, merit or distinction (P, M, D), which is regarded as equivalent to E, C or A grades at A Level, securing a corresponding score on the UCAS Points Tariff. The qualification can also be graded distinction* (D*) which is regarded as equivalent to an A* grade.

Topics Studied

Mandatory: • Developing skills and Techniques for Live Performance • Group Performance Workshop • Musical Theatre Technique

Optional Units: • Jazz Dance Techniques • Singing Techniques

Teaching and Learning Styles

The course is delivered using a wide range of teaching strategies, activities and resources. You will have the opportunity to learn through rehearsing for showcases and performing, the course has a large range of practical based activity. You will benefit from outside agencies visiting to deliver workshops. In the past, we have had the following agencies deliver workshops – GAMTA, RADA and Just One Theatre Arts Group. You will develop your independent learning skills and have plenty of opportunities to work as part of a group and a class. You will also be encouraged to read, research and present your ideas and findings.

Assessment

There will be a range of assessment: • Written Coursework and Assignments • Practical project work • Public Performance

Transition to AS and A Level

You can prepare for the course by: • Keeping up regular lessons and practice in your chosen discipline. • Undertaking some background reading. • Looking at University courses you may be interested in so you have an idea of what you would like to gain from the course. Here are a few Universities to look at: - RADA (Acting/Directing/Production & Design) - Guildford (Acting/Dance/Music/Sound Recording & Theatre) - Laine Theatre Arts (Musical Theatre & Dance) - LIPA (Acting/Dance/Management/Sound Technology/Theatre and Performance Design) - RWCMD

Compatible Subjects

Performing Arts would be particularly compatible with the following subjects: Drama, English, Music, Media/Film Studies and Business Studies. However, Performing Arts is a creative subject and discipline and will work with any subject you may choose to combine it with.

Prospects

Performing Arts is an excellent subject in preparation for many careers as it develops confidence as well as having a practical understanding of industry and the job market. This qualification needs a high-level of commitment, hard work and organisation and will prepare you fully for any auditions you have and give you the skills to thrive in this industry.

Further information is also available from Miss S Ghazi-Torbati.

Physical Education

Ymarfer corff

Aims of the course

This course has been designed to allow learners to develop an appreciation of Physical Education in a wide range of contexts. It is designed to integrate theory and practice with an emphasis on the application of theoretical knowledge. Learners will develop an understanding of how the various theoretical concepts impact on their own performance, through the integration of theory and practice. Learners will also have the opportunity to develop an awareness of contemporary issues relevant to physical education and sport in Wales.

Additional Information

The course has been designed to provide progression by building on the knowledge, understanding and skills set out in the National Curriculum Key Stage 4.

Content (WJEC Examination Board) Advanced Subsidiary

Unit 1 (60%-AS) Exploring Physical Education (24% of qualification) Written examination: 1 ¾ hours Unit 2 (40%-AS) Improving personal performance in Physical Education (16% of qualification)

Advanced Level Unit 3 (36% of qualification) Evaluating Physical Education Written examination: 2 hours Unit 4: (24% of qualification) Refining personal performance in Physical Education.

Entry Requirements

You need to have achieved a minimum of 5 A* - C grades at GCSE including at least a B in PE. You must also be able to demonstrate that you participate regularly in a sporting activity and to a good standard.

Assessment

Assessment is via two papers (AS unit 1 ¾ hours; A2 unit 2 hours) and through a non-exam assessment via practical.

Teaching and Learning Styles

The theory sections of the course require a rigorous academic discipline so a formal style of teaching is needed for their explanation. However, where possible the theory element will be reinforced in a practical style. You will be expected to take part in all practical lessons regardless of the activity.

Transition to A Level

• Prepare by demonstrating a good subject knowledge in a range of activities. • Be practically of a good standard. • Increase your skill level in a number one sport. • Have a good understanding of the body and how exercise affects it. • Be able to take on the role of a coach or official.

Compatible Subjects

As well as having a good all round practical experience, a good scientific background with an emphasis on Human Biology would be an advantage.

Prospects

Physical Education will offer many opportunities in Higher Education and the ever increasing Sport and Leisure industry.

Further information is available from Mr D Connor.

Physics

Ffiseg

Aims of the course

Physics is the study of the physical world. It is one of the key disciplines of science. The most exciting research is into the far distant past as well as into the future. Elementary particle physicists are trying to describe the instant of the "Big Bang" that started our universe. Nuclear physicists are just beginning to make controlled nuclear fusion a reality, recreating the process of the Sun's energy production which will solve the world's energy problems for many thousands of years into the future. Even before a birth, Physics is at work with ultrasonic scanning machines to picture the unborn child in the womb. Advances in the understanding and use of Physics have transformed the way we process and communicate information via computers, mobile phones, satellite links, optical fiber and laser technology. In the Scientific Age, a scientific background is essential and Physics is a key element in that background. (1) To stimulate interest and enjoyment in the study of Physics. (2) To develop enthusiasm for Physics and where appropriate to pursue this enthusiasm in its further study. (3) To understand, learn and apply subject knowledge and physical principles. (4) To appreciate the importance of Physics in our world today i.e. in its social, technological, environmental and economic impact. (5) To acquire a more general understanding of how scientific disciplines make progress, acquire and interpret evidence, propose and evaluate solutions, communicate ideas and interact with society. (“How Science Works”). (6) To develop abilities and key skills involving communication, IT, application of number, working with others, improving own learning and problem solving. (7) To prepare students with sufficient knowledge, skills and understanding to meet future higher education and career needs.

Additional Information

If you are considering the course, other important qualities are: (i) Communication skills. – Being able to express and explain your ideas clearly and concisely in both oral and written form. (ii) Meeting work deadlines. The ability to organise and plan your work so that it will be properly completed and handed in on time. This may include time needed to discuss problems or difficulties with your teacher, so it cannot be left to the "last minute." (iii) Developing interest in the subject. By wider reading, e.g. magazines such as "New Scientist", "Physics Review", attending lectures, watching relevant TV programmes, and internet research.

It is also highly desirable to study A Level Mathematics alongside Physics.

Entry Requirements

You must have achieved a minimum of 5 GCSE A*-C grades including English Language. In addition, a grade B or above is required in both Physics and Mathematics.

ADVANCED SUBSIDIARY (AS) 40% of qualification

Unit 1 Motion, Energy and Matter and Unit 2 Electricity and Light

ADVANCED LEVEL (A2) 60% of qualification

Unit 3 Oscillations and Nuclei, Unit 4 Fields and Options Unit 5 Practical Examination.

Practical

Students will carry out a series of experimental tasks and investigations throughout the AS and A2 course which will be assessed in the written papers. These will be recorded in a laboratory book. The practical examination forms 10% of the A Level assessment. Unit 5 relates to the development and assessment of experimental, investigative and data analysis skills.

Internal assessment Progress tests - Minimum of two each term Examinations - Year 12 (February), Year 13 (April/May)

External assessment

Assessment Unit tests are carried out in: - May Year 12 Unit 1, Unit 2 March Year 13 Unit 5 June Year 13 Unit 3, Unit 4

Units 1-4 are conventional examinations which will include questions on practical work done throughout the course.

Unit 5 will consist of an experimental task and a data analysis task. Each assessment unit may be retaken. The best result will count towards the final award

Decisions on entry are based on departmental recommendations and school entry policy.

Teaching and Learning Styles

A range of methods is used including demonstrations, formal class teaching, discussion, classwork exercises, internet/ICT activities, student presentations/talks, individual and group practical work.

Transition to A Level

The academic "leap" between GCSE and A Level is considerable. For this reason, it is desirable to do some preparatory reading before the course begins in September. Throughout the course you need to develop self-study skills, putting in a lot of extra effort outside of lesson time.

Compatible Subjects

Mathematics, Chemistry, Biology, Computing, DT, Music, Geography.

Prospects

Higher Education. A Level Physics is a basic requirement for Physics and Engineering courses. It is also highly desirable for Medical and Veterinary courses.

Careers

A Level Physics opens the door to a wide choice of careers including architecture, medicine, dentistry, veterinary science, teaching, metallurgy, ophthalmology, forensic science, geology, information science, meteorology, astronomy, engineering, computer design, scientific civic service and scientific management.

Further information is available from Dr J Thomson.

Politics and Government

Gwleidyddiaeth a Llywodraeth

Aims of the course

The course aims to develop a critical awareness of the nature of politics and government both in the UK and the USA.

Additional Information

No previous experience is required. However, you should be interested in reading about current issues and developments in a rapidly changing political environment.

Content (WJEC Examination Board)

AS

At AS Level you will develop a broad knowledge and understanding of the political system of the UK. The AS specification has 2 units: Unit 1: Government in Wales and the UK Sovereignty, power and accountability (e.g. the British Constitution, the judiciary in the UK) The Government of the UK (e.g. parliament, the Prime Minister) How devolution works in the UK Unit 2: Living and participating in a democracy Citizenship in a democracy. Participation through elections and voting Participation through political parties, pressure groups and political movements

A Level

At A2 you will develop a detailed understanding of the political system in the USA and examine several aspects of political ideologies. Unit 3: Political concepts and theories Unit 4: Government and politics of the USA Fundamental values and ideas Democracy in America (e.g. the US constitution) Liberalism Government of the USA (e.g. Presidency, Congress) Conservatism. The US Supreme Court Socialism and Communism Participation and democracy (e.g. elections, parties) Nationalism

AS and A2 Assessment

AS students sit two external examinations, one per module. Each paper lasts 1 hour 30 minutes and the papers comprise of a mixture of data response questions and essay style questions. Each paper contributes 50% of the total AS score (20% of the total A level marks).

A2 assessment comprises of 2 modules – each paper lasts 2 hrs 30 minutes, contributes to 30% of the A Level grade and the papers comprise of essay style questions.

Entry Requirements

You need to have achieved a minimum of 5 A* - C grades at GCSE, including a B in History (or a similar Humanities subject) and a C in English Language.

Teaching and Learning Styles

Formal teaching is used at times but you are encouraged to read relevant articles. In addition, relevant TV and radio programmes are regularly used.

Transition to A Level

Take an interest now in political issues both here and in the USA. Studying AS and A Level Politics requires considerable commitment, enthusiasm and a passion for studying the past. You will be encouraged to read widely, including both specialist books linked to the areas of study and more general reading to expand your political vocabulary and understanding.

Compatible Subjects

Politics is often favoured by students of History or Sociology, but also combines well with other Arts and Social Science subjects.

Prospects

Politics is an excellent subject in preparation for many careers. It provides possibilities for careers in professions such as journalism, management, personnel, politics and the civil service. Enthusiastic students go on to take a degree in the subject or joint honours with another.

Further information is available from Mr G Penny.

Psychology

Seicoleg

Aims of the course

Would you like to know more about how your mind works? Would you like to understand more about your memory, your thoughts, your feelings and your relationships? These are just a few of the areas explored in Psychology, using research evidence to help answer key questions. • Psychology is scientific in nature and makes a practical contribution to the lives of individuals. It can help us understand human memory, the development of human relationships and why people conform and obey. Further to this Psychology helps us to understand and alleviate mental illnesses including schizophrenia and depression. • Psychology is at a very exciting stage of development. The brain is endlessly fascinating, and it is seen as the last great mystery to be unravelled by science. • What could be more interesting than us? Psychology can deepen your understanding of yourself and give you a new awareness of a range of human behaviours.

Specification Content (WJEC Examination Board)

AS Units Unit 1 – Psychology: Past to Present (50% of AS Level, 20% of A Level) The purpose of this unit is to give a solid grounding in some of the basic core elements of the subject. Students will gain knowledge and understanding of the five main approaches to psychology (biological, psychodynamic, behaviourist, cognitive and positive). In addition, they will study classic research studies associated with each of the 5 approaches and also explore a therapy from each area such as dream analysis, CBT and mindfulness. Written paper: 1 hour 30 minutes - Structured questions requiring some extended writing

Unit 2 – Psychology: Using Psychological Concepts (50% of AS Level, 20% of A Level) Contemporary Debates Students will be required to explore contemporary debates within psychology including: the ethics of neuroscience; the mother as primary care-giver of an infant; using conditioning techniques to control the behaviour of children; reliability of eye-witness testimony and the relevance of positive psychology in today’s society.

Principles of Research

This part of the course introduces students to key concepts of psychological research, from the initial planning stages through to the final stage of analysis and evaluation. It is designed to introduce students to the methodologies used by psychologists in working scientifically. In the exam students will be required to answer questions that involve applying their knowledge to novel scenarios and they will also study two examples of psychological studies that use some of these techniques. Written paper: 1 hour 30 minutes - Structured questions including short answer, stimulus material and some extended writing

A Level Units Unit 3 – Psychology: Implications in the Real World (40% of A Level) Behaviours Having learnt about the various psychological approaches in Unit 1, students then apply this knowledge and understanding to specific behaviours. Students will critically analyse explanations and the treatments of addictive behaviours, criminal behaviours and stress. Controversies in Psychology Students will also explore ¬five debates within psychology: culture bias, ethical costs of research, use of animals, scientific status and sexism. Written paper: 2 hour 30 minutes - Extended essay style answers

Unit 4 – Psychology: Applied Research Methods (20% of A Level)

Personal Investigation

To ensure a true appreciation of the principles of psychological research students are required to gain ¬first-hand experience of research methods in their own investigations. They will then respond to questions concerning these investigations in the exam.

Principles of Research

This part of the unit builds on the knowledge attained at AS Level. Students will need to assess the reliability and validity of research methods in more depth and need to understand the levels of measurement and statistical techniques used to analyse findings. Written paper: 1 hours 30 minutes - Mixture of short and essay style answers.

Teaching and Learning Styles

Lessons are a mix of teacher input, discussion of prepared topics, student presentations, use of video clips and small-scale investigations. You are expected to participate, as class discussions are important in developing the skill of justifying a position using evidence rather than opinion. Transition to A Level

Background reading is important to help develop an understanding of what Psychology is and some of the topics covered in the course. The Psychology department have reference resources which will provide a good introduction, and reports on psychological research also regularly appear in the news and on documentaries.

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including a B in English.

Compatible Subjects

Psychology A Level goes well with the natural science subjects (Chemistry, Physics and Biology) as well as Mathematics, due to its foundations in research and analysis. Equally Psychology also complements arts subjects including English, History and Languages as it involves extended writing and the interpretation of evidence.

Prospects

Leading to specific careers such as Clinical or Forensic Psychologist and supporting many other career routes through Medicine, Business, Industry and Public Services, Psychology is rarely an essential A Level for university entrance but is always an excellent subject to have in your portfolio. Students of Psychology will acquire a wide knowledge and understanding of the subject whilst also developing skills of communication, numeracy, teamwork, critical thinking and independent learning. All of these skills are highly valued by employers and universities.

Further information is available from Mrs K Cox.

Religious Studies (Religion, philosophy and ethics)

Astudiaethau Crefyddol (crefydd, athroniaeth a moeseg)

Aims of the course

How do you live a good life? What does the word ‘good’ even mean? Can you prove and verify whether an action is right or wrong? Where, if anywhere do we go when we die? Does God exist? These are just some of the many fundamental questions we will explore in your two years studying A Level Religion, Philosophy and Ethics. If you are intrigued by these questions and are interested in trying to find an answer to them, then this subject is likely to be perfect for you!

AS/A Level Religion, Philosophy and Ethics encourages you to use an enquiring, critical and empathetic approach to the study of religion, philosophy and ethics. It will appeal to those who enjoy exploring religious beliefs and the relationship between religion and culture. It will also appeal to those who enjoy exploring questions about our existence, and what it means to be alive! This course provides the opportunity for you to develop greater awareness of aspects of human life other than the physical and material, and explores different approaches to moral decisions.

Specification Content (WJEC Examination Board)

AS – Year 12 AS Units Unit 1 – An Introduction to the Study of Religion - Sikhism (40% of AS Level, 15% of A Level) You will explore the life and teaching of key Sikh figures such as Guru Nanak and Guru Gobind Singh, the historical and cultural developments in India as Sikhism developed, Sikh philosophy on the purpose of life, karma and the soul, and key Sikh religious practices and Holy texts concerned with living a moral life. This is an exciting opportunity to learn about an Eastern religion – and one that is very different to Western religious thought and Christianity! Written paper: 1 hour 15 minutes - Extended essay questions focusing on explanation and evaluation

Unit 2 – An Introduction to Ethics & An Introduction to the Philosophy of Religion (60% of AS Level, 25% of A Level) An Introduction to Ethics The core of your ethics study will be exploring different ethical theories. These theories aim to successfully argue how a human being can make a moral decision. Some theories will take the view that murder is always wrong (Natural Moral Law). But, you will also look at other ethical theories which are more flexible (Situation Ethics and Utilitarianism). You then apply the theories you have learnt to the ethical issues of: abortion, euthanasia, homosexual relationships, polyamorous relationships, animal experimentation and the use of nuclear weapons as a deterrent. An Introduction to the Philosophy of Religion There are four themes within this unit: cosmological arguments for the existence of God (if everything has a cause, then what caused our world to exist?); teleological arguments for the existence of God (if things can’t make themselves and need a designer, then what made our world?); the non-existence of God - the problem of evil (if there is evil in the world, surely God does not exist?) and religious experience (are people that claim to have experienced God direct proof of His/Her existence?). Written paper: 1 hour 45 minutes - Extended essay questions focusing on explanation and evaluation

AS – Year 12 is worth 40% of the overall A Level qualification.

A2 - Year 13

Unit 3 – A Study of Sikhism (20% of A Level) You will build upon the knowledge gained in Year 12 and will study sacred texts and religious ¬figures within Sikhism. In addition, you will be invited to investigate the changing roles of men and women within Sikhism, the challenges to Sikhism from science and its response to secularisation, and the origins and development of the Sikh community here in Britain. Written paper: 1 hour 30 minutes - Extended essay questions focusing on explanation and evaluation

Unit 4 – Ethics (20% of A Level) You will learn about ethical language and thought (including the meta-ethical approaches of Naturalism, Intuitionism and Emotivism), the development of Natural Moral Law in modern times, Proportionalism and how both of these ethical theories apply to the ethical issues of immigration and capital punishment; and you will investigate whether or not human beings have free will or whether our actions are predetermined (fixed beyond our control). Written paper: 1 hour 30 minutes - Extended essay questions focusing on explanation and evaluation

Unit 5 – Philosophy of Religion (20% of A Level) You will investigate how religious belief has been influenced and changed by the psychologists Sigmund Freud and Carl Jung, study atheist views for the rejection of religion, study religious language, and build upon the AS topic of religious experience by learning about the reasons for and against miracles being evidence of God’s existence. Written paper: 1 hour 30 minutes - Extended essay questions focusing on explanation and evaluation

Year 13 is worth 60% of the overall A Level qualification.

Entry Requirements

You must have achieved a minimum of 5 A* - C grades at GCSE, including a C in both Religious Studies and English Language.

Teaching and Learning Styles

The Religious Studies department uses a range of teaching strategies, activities and resources designed to develop critical thinking skills including: group work, problem solving tasks, discussions, film clips as stimulus, teacher-led research. You will be provided with typed notes but are encouraged to improve your own learning and performance by reading and researching independently to broaden your knowledge and understanding.

Transition to A Level

The course is designed to help you make the transition to A Level smoothly by including introductory lessons to bridge the gap on areas of study that will be alien to you. You can prepare for the course by taking an interest in news items relating to ethical issues. Background reading is important to help develop knowledge and understanding of some of the topics covered in the course. The school library and the Religious Studies department have reference resources, which will provide a good introduction.

The assessment in this subject is essay based and you will, therefore, need to be able to write fluently and structure responses effectively. But do not fear, we work extensively with you on how to structure essays to help with this. The course also involves extensive wider reading and you will need to be able to read and analyse a variety of different and often complex text based resources. Compatible Subjects

Religious Studies combines well with a wide range of subjects especially other humanities, as well as science subjects for those who wish to consider the ethical aspects of scientific advances. The Russell Group of top universities has made it clear that Religious Studies A Level provides ‘suitable preparation for University generally’. At the heart of Religion, Philosophy and Ethics is the ability to evaluate, justify viewpoints and think both creatively and analytically – all of these skills are deeply transferable and compatible with all other subjects.

Prospects

Problem-solving skills, powers of analysis and a critical mind are essential qualities in exploring religion, and those skills can translate easily to many career fields including: business, law, media, management, medicine, journalism, teaching and the arts, to name but a few. After all, how to act morally, and the purpose of life is at the heart of every single career!

Further information is available from Mrs L Wyatt.

Sociology

Cymdeithaseg

Aims of the course

Sociology is the study of human society and behaviour. Sociology challenges and breaks down common sense assumptions and offers scientific and sociological explanations of human behaviour. The course allows you the opportunity to apply Sociology to an analysis of contemporary societies and to your own experience. Sociology is a subject which can be controversial and is not a subject for the intellectually lazy. Is Britain a classless society? How relevant is Marxism today? Is the family still an important institution? How do sociologists explain the reasons for crime? Is Britain a patriarchal society? Is class the most important factor for educational success? If these are the sort of questions that interest you then Sociology may be the subject to choose.

Students study the WJEC A level Examination in Sociology and the following topics are studied: 1. Acquiring Culture, with a specific focus on Families and Households. 2. Understanding Society, with a specific focus on Education and Sociological Methods. 3. Power and Control with a specific focus on Crime and Deviance. 4. Social Inequality and Applied Methods of Sociological Enquiry.

Advanced Subsidiary (AS) – Year 12

Unit 1: Families and Households Assessment is through compulsory questions and a choice between two essay questions. The examination is 1 hour and 15 minutes and worth 15% of A Level.

Unit 2: Education and Sociological Research Methods Assessment is through compulsory questions and a choice between two essay questions. The examination is 2 hours and worth 25% of A Level. Advanced Level (A2) – Year 13

Unit 3: Crime and Deviance Assessment is through a compulsory section with two questions and a further section with a choice between two essay questions. The examination is 2 hours and worth 25% of A Level.

Unit 4: Social Inequality and Applied Methods of Sociological Enquiry. For sociological enquiry, assessment is through one compulsory section which will require learners to design, justify and evaluate a piece of sociological research. For social inequality, assessment is through a choice of two sections with two questions in each, one of which is an essay. The examination is 2 hours and 15 minutes and is worth 35% of A Level.

Further Information on Content

• Socialisation, Culture and Identity: culture, socialisation, identity, agents of socialisation. • Families and Households: this includes family diversity, the study of gender relationships, power in families, changes in family size and definition, the role of the family in society, social policy, theories on family and demographic changes, marriage, divorce, and cohabitation. • Education: this includes the study of the sociological theories, the role of education and why some children do better than others (class, gender, and ethnicity); role of processes in schools, government policies on education.

Crime and Deviance: this includes the study and explanations of crime, deviance and youth culture, social control and power; corporate, state and green crimes and the impact of globalisation. Also, how class, gender, ethnicity, age and locality affects patterns of crime and deviance. • Social Inequality: this examines the impact of social inequality based on class, gender, ethnicity and age. This part of the course also considers the theories put forward to explain inequality in England and Wales. • Sociological Methods: the methods used by sociologist e.g. questionnaires, observation. The issues facing sociologists doing research i.e. practical, ethical, theoretical.

Entry Requirements

You will need to have achieved a minimum of 5 A* - C grades at GCSE, including a C grade in English Language and a Humanities subject (e.g. History, RE, Geography).

Assessment

Regular assessment will take place throughout Year 12 and 13 on the knowledge and skills required to succeed at AS and A2 level.

Teaching and Learning Styles

The Sociology Department uses a range of teaching strategies, activities and resources. Typed notes are often distributed and you are also encouraged to read and research and share your ideas with other students. The seminar type approach is regularly used with the emphasis on discussion. There is also time allotted for practising examination and essay skills. Use is made of digital resources in addition to textbooks and handouts.

Transition to AS and A Level

The course requires commitment, enthusiasm and a desire to find out about and study Britain today. Sociology is an academic subject where the skills of understanding, interpretation and evaluation of sociological knowledge need to be shown through discussions, written assignments and tests. Background reading would prove beneficial.

Compatible Subjects

All, but especially other social sciences, arts, and humanities subjects e.g. History, English, Politics, Psychology, Geography, Health and Social Care.

Prospects

Sociology as a subject dates back to the 18th century with its own language, concepts and tradition. Studying Sociology will show organisational and communication skills and an ability to understand social behaviour and the world around you. Sociology A Level has universal acceptance as a qualification for entry into higher education and professional careers, and is a springboard to a number of careers including: education, social work, journalism, caring professions, management, police, criminology, law, research and politics.

Further information is available from Mrs Warren.

Travel and Tourism (BTEC)

Teithio a Thwristiaeth (BTEC)

Aims of the course

The aims of this course are to: • Create a vocationally based context to prepare you for employment • Provide a range of assessment methods suitable for your needs • Provide an understanding of the main focus of tourism related businesses; the key growth area in the world economy • Develop skills such as literacy, numeracy and independent learning; important for Higher Education and the world of work • Appreciate the importance of the customer to the travel and tourism industry • Appreciate the importance of host destinations to industry and the importance of sustainable development • Appreciate the positive and negative impacts of the industry on the economy, society and environment • Appreciate the global and dynamic nature of the industry • To understand the importance of ICT to the industry

Additional Information

If you are considering the course, you should have a genuine interest in the diverse and dynamic travel and tourism industry. Content (The BTEC Level 3 National Extended Certificate in Travel and Tourism) The 4-unit National Extended Certificate is a unit-based specialist qualification that focuses on particular aspects of employment within the vocational sector. There are 3 mandatory units and 1 optional. Learners must complete and achieve at Pass grade or above for all these units. Learners must also complete at least 1 optional unit, all of which are internally assessed. The qualification is equivalent in size of on A Level and is designed to support learners who are interested in learning about the travel and tourism industry alongside other fields of study with a view to progression to a wide range of higher education courses, not necessarily in travel and tourism-related subjects. Units are assessed using a grading scale of Distinction (D), Merit (M) and Pass (P).

Topics Studied

The mandatory units are: The World of Travel and Tourism (External) Global Destinations (External) Principles of Marketing in Travel and Tourism Optional units are taken from the following list: Visitor Attractions Events, Conferences and Exhibitions

Entry Requirements

The minimum GCSE grades required for entry onto the BTEC Travel and Tourism course is 5 Level 2 passes or equivalent. You do not have to have done BTEC Level 2 Travel and Tourism to access this course.

Teaching and Learning Styles

This course uses a wide variety of learning styles and is very practical in its nature. The course is student centred and will develop your ability to work both independently and in teams. During the course you will have the opportunity to be involved in a number of day and residential visits. You will be able to use your individual strengths to present portfolio work in the style that allows you to achieve your maximum potential.

Assessment

The new BTEC Nationals use a combination of assessment styles. This gives your learners the opportunity to showcase their skills and apply their knowledge in an appropriate, work-related context, and provides evidence of what they can do when they apply to enter higher education or employment. 1. Assessment set and marked by school and verified by Person (Practical tasks set in work-related scenarios and can be tailored to local industry needs. Learners demonstrate how they apply knowledge and skills to complete a practical project over a period of time, working individually or in groups). 2. Assessment set by and marked by Person (Practical, work-related scenarios taken in realistic, time-based situations. Controlled conditions - some tasks have pre-released information. Learners demonstrate how the apply learning to common workplace or HE scenarios, providing a consistent standard of assessment for all BTEC learners). 3. External exams set and marked by Person (Students draw on essential information to create written answers to practical questions in exam conditions. Learners demonstrate they can apply appropriate knowledge to a work-related challenge in timed conditions).

Transition to A Level

You will benefit from having an interest in tourism and an inquiring mind. IT skills are also important.

Compatible Subjects

Subjects which are particularly compatible are Creative Digital Media, Geography, Media Studies and Business Studies.

Prospects

The BTEC in Travel and Tourism allows you to study for a degree or a BTEC Higher National Certificate or Diploma. You could progress to Modern Apprenticeships in Travel Services or to relevant employment.

Further information is available from Mrs H Jarman.

Welsh

Cymraeg

Aims of the Course

The Welsh Second Language A Level course builds upon the language skills obtained at GCSE. You will develop the ability to communicate more confidently and fluently in Welsh. Literature and extra-curricular opportunities will broaden your experiences of contemporary Welsh culture. The course is excellent preparation for those wishing to continue developing their fluency via further education courses or the workplace.

Entry Requirements

You will need to have achieved a minimum of 5 A* - C grades at GCSE, including a B in Welsh. You are not eligible to sit the Second Language A Level if you have a first language Welsh GCSE.

Content

You will study the Welsh Second Language A Level syllabus from the WJEC.

AS Level

Unit 1 - Film and Oracy. Group Oral Assessment (15%). In small groups, you will discuss the film Patagonia. This is followed by a five minute 1:1 discussion with the examiner, during which time you answer questions about your Unit 2 coursework portfolio.

Unit 2 - Written Coursework. Internal Assessment (10%). You will complete three written tasks (600-800 words each) on a theme of your choice. One of the three tasks is completed in class as a controlled assessment piece.

Unit 3 - The Use of Language and Poetry. 2 hour written exam (15%).Use of Language tests your grammatical understanding and ability to communicate accurately in writing. Tasks focus on real world applications of language skills, e.g. writing a letter of application in response to a job advert or proofreading and correcting errors. In the poetry section, you will analyse one of the five contemporary Welsh poems you have studied. Questions focus on the literary techniques used in the poem, its message and its theme.

A Level

Unit 4 - Drama and Oracy. Group Oral Assessment (25%). Welsh Language in Society tests your knowledge of events in recent history which have affected the status of the language and, in turn, the number of Welsh speakers. When translanguaging, you respond in Welsh to a short text which is written in English. Responding by means of a letter or an article, you must summarise the main ideas of what you have read and discuss your opinions on the topic.

In small groups, you will discuss the play Crash by Sera Moore Williams. In a five minute 1:1 discussion with the examiner you will discuss synoptic and thematic links between the texts studied for Units 1, 3, 4 and 6.

Unit 5 – The Welsh Language in Society and Translanguaging. 2 hour written exam. (15%)

Unit 6 – The Use of Language and the Short Story. 2 hour written exam (20%)

Use of Language tests your grammatical understanding and your ability to adapt language according to the audience and purpose of the task. Similar to Unit 3, tasks focus on real world, practical application of language skills. For the short story section, you will answer questions on one of the four short stories studied as part of the course. Questions focus on characters, literary techniques and synoptic links with the other texts studied as part of the course.

Transition to A Level

The transition from GCSE to A Level is demanding but rewarding. The students who make the most progress with their fluency are those who are prepared to seize all opportunities to use their language skills both within and beyond the classroom. Although the nature of some tasks is not dissimilar to that encountered at GCSE, you must be willing to work hard and participate fully in lessons.

Teaching and Learning Style

Learners are encouraged to study Welsh with interest, enjoyment and enthusiasm. Seizing all opportunities to immerse yourself in the language and the culture will enable you to feel like you can play a full part in a bilingual society. Much greater emphasis is placed on grammatical accuracy at A Level and this aspect of language learning is a major feature of the course. You will be taught how to communicate correctly and fluently within a wide range of situations and contexts. Your written Welsh will be developed by the opportunity to write creatively and factually for a range of purposes. The study of modern prose will further the literature appreciation skills developed within your English literature GCSE. Opportunities to hear and use spoken Welsh are a key feature of all lessons. Trips and extra-curricular opportunities allow you the chance to use your language skills beyond the classroom and develop confidence in your ability to use your language skills for day to day life, not merely as a classroom subject.

Compatible Subjects

Welsh is a recognised academic subject for university entrance and can be combined with any other A Level. It is especially valuable to anybody wishing to pursue a career in a public facing role within Wales, e.g. education and childcare, the civil service, hospitality, social care, nursing, or the police. Prospects Welsh is a living language and an essential an essential skill in modern Wales. As an increasing number of organisations, large and small, within the Principality are now adopting and implementing bilingual policies, a knowledge of the Welsh language is becoming more important. Welsh language skills are increasingly valued by employers. With ever more services being offered bilingually, there is growing demand for people with bilingual skills. The ability to use Welsh is essential if you want to work in the public sector, in education, the health service and also hospitality and catering. All public sector organisations in Wales are legally bound to provide services in both Welsh and English and many private companies do so because it's good for business. This makes Welsh-speaking employees a very attractive asset to companies. “In Wales, being able to communicate in Welsh and English is a significant advantage for graduates looking for work. Over 582,000 people in Wales speak Welsh and research shows that employees with bilingual skills are more likely to earn a salary 8-10% higher than workers without bilingual skills. Having the ability to use Welsh in the workplace can give you an edge over your competitors.” UCAS.com

Further information is available from Mrs E Broome.

Advanced skills Baccalaureate wales

bagaloriaeth sgiliau uwch cymru

Aims of the course

The Advanced Skills Baccalaureate Wales (AdvSBW) is the compulsory element of the sixth form curriculum. The quali¬fication is an exciting new Level 3 quali¬fication that supports students to become effective, responsible and active citizens, ready to take their place in a sustainable global society and in the workplace. It is intended to allow students to build upon the essential and employability skills they have developed at Key Stage 4. These are the skills that employers and next-stage educators value and which learners need for learning, work and life. The integral skills include: • Critical Thinking and Problem Solving • Planning and Organisation • Creativity and Innovation • Personal Effectiveness

Whilst the new course will provide opportunities to develop and apply the embedded skills of: • Literacy • Numeracy • Digital Competence

Requirements

The qualification is primarily designed for learners aged 16-19 who are following a two-year course. It will normally be taken alongside other Level 3 qualifications, such as a combination of A Levels and/or vocational qualifications. Whilst there are no formal entry requirements, it is reasonable to assume that many learners will have achieved qualifications equivalent to Level 2 (GCSEs) and will have developed skills in planning and organisation, critical thinking and problem-solving, creativity and innovation and personal effectiveness to this level. This qualification provides an opportunity to refine and develop these skills to a higher level.

Content (WJEC Examination Board)

The Skills Baccalaureate Wales consists of three projects which are followed by all learners: Global Community Project (25%) Future Destinations Project (25%) Individual Project (50%)

Teaching and Learning Styles

Through completing the Advanced Skills Baccalaureate Wales qualification, learners will experience many different teaching and learning styles: • develop the integral and embedded skills highlighted above but also, develop an appreciation of the importance of skills development as a key aspect of lifelong learning through learner led, group work, debates, presentation tasks. • engage in active, creative, and learner-led opportunities • enquire and think for themselves, plan, make choices and decisions, solve problems, and reflect on and evaluate these • develop initiative, independence, and resilience • work independently, take on responsibilities and work effectively with others.

Assessment

All three projects are assessed internally, moderated within school and then a sample is sent to WJEC for external moderation. The weighting of the three projects are outlined above. There are no examinations in this subject, only 100% course work (NEA). The qualification is graded A*-E. Prospects

The skills and behaviours developed through completion of the Advanced Skills Baccalaureate Wales provides a suitable foundation for the study of a range of higher education courses, progression to the next level of vocational qualifications or employment. More and more higher education courses include this qualification as part of their standard offer, and some institutions accept it as an equivalent like-for-like grade. Some universities have an alternative lower grade offer for any student studying the ASBW qualification.

Further information is available from Mrs R Baker.