the sixth form - caldicot school · pdf file · 2017-03-03the sixth form curriculum...
TRANSCRIPT
Committed to Achievement Calon i Lwyddo
1
Contents
Introduction
Letter to students 2
The Sixth Form Curriculum 3
Entry Requirements 7
Responsibilities and Opportunities 8
Core Curriculum
Advanced Welsh Baccalaureate 11
Level 3 Certificate and Diploma in Financial Studies 14
Curriculum Choices
Provisional Sixth Form Options 2017 18
GCE Advanced Level Courses Art & Design 19
Biology 21
Chemistry 23
Drama & Theatre Studies 28
English Language & Literature 30
French 32
Geography 34
History 36
Information and Communication Technology 38
Mathematics 40
Further Mathematics 41
Media Studies 42
Music 44
Physical Education 46
Physics 49
Psychology 51
Religious Studies (Philosophy & Ethics) 52
Spanish 54
Textiles 56
Welsh 58
Level 3 Vocational Courses Engineering BTEC 59
Food Studies and Nutrition BTEC 61
Health and Social Care Cambridge Technical 63
ICT Cambridge Technical 64
Media Cambridge Technical 66
Music (Performing) BTEC 68
Performing Arts BTEC 69
Sports Studies BTEC National Diploma 70
Committed to Achievement Calon i Lwyddo
2
Dear Year 11 Student
You are at a very exciting and important time in your life. After you have completed Year
11, education will no longer be compulsory but its significance will be no less important.
Competition for training courses, employment and university places is now more fierce
than ever. It is essential, therefore, that you consider carefully your options as the
decisions made now will build the foundation for your future.
There are several choices open to you:
Would you like to continue your studies from GCSE to AS or A Level?
Would you like to follow a vocational BTEC or Cambridge Technical course?
Would you like to combine some of these courses?
Would you like to go to university?
Would you like to enter employment?
These questions may be ones you have not considered before, so research and
discussion with your teachers and family is important. In order to help you, a number of
presentations have been organised with Careers Wales, Coleg Gwent and the Sixth Form
Team. In addition, our Pre-Sixth Form Evening on 2nd February will be open to you
and your parents to research all the subjects we will be offering and to discuss these
with our Subject Leaders.
If you are thinking of returning to the Sixth Form at Caldicot School, be assured that we
have an excellent track record for achievement. You can be confident that we will
provide you with first class educational opportunities. Even if you think you might go to
college or enter employment, give some consideration to what we are offering here at
Caldicot School. We know you, you know us and together we will enjoy brand new
accommodation and excellent facilities in our new school in September.
To enter the Sixth Form, you will need a minimum of 5 GCSEs, or equivalent, including
English Language and Mathematics at Grade C or above. Before deciding on subject
choices, read the information contained in this prospectus and discuss each of your
preferred options with the Subject Leader concerned. Think about which are your best
subjects at GCSE as we strongly recommend B grades or above at GCSE to cope with the
increased demands of AS and A Level courses.
Your choice of subjects may have a direct influence on the range of Higher Education
courses and employment prospects open to you in one or two years’ time. Some
courses and occupations require specific qualifications and specific grades. Minimum
pass grades will not guarantee entry into Higher Education. For Medicine, Chemistry A
Level will be essential; for teaching, a minimum of a B grade in GCSE English Language
and Mathematics will be required in Welsh Universities, irrespective of which subjects
you wish to follow at AS/A Level.
Hard work and study every evening are required now to achieve the GCSEs necessary to
access the Sixth Form, or any other post-16 route you wish to follow. The options
process should be finalised by Easter. Following this, in the summer term Mr Bryant, our
Post-16 Pathway Leader, will issue you with details of the Sixth Form enrolment
procedure. This will also be available on the school website.
In the meantime, I wish you all every success in your examinations. Hard work
now will reap rewards and open more doors to you in the future!
Mr M Sexton BSc(Hons), NPQH Deputy Headteacher
Committed to Achievement Calon i Lwyddo
3
The Sixth Form Curriculum
At the core of our Sixth Form Curriculum for every student is the Welsh Baccalaureate.
The Baccalaureate is a course designed largely by employers and higher education
organisations. The course is therefore designed to develop independent skills vital for
both the workplace and for higher education. The Welsh Baccalaureate motivates
students to pursue personal enthusiasms and interest so that they have the opportunity
to be creative in their learning and the opportunity to develop the essential skills of
literacy, numeracy and ICT.
Maintained schools in Wales are required to “provide religious education for all registered
pupils”. This also applies to post-16 students in schools. At Caldicot School, the Welsh
Baccalaureate has been designed to include the promotion of spiritual, moral, cultural,
mental and physical development of students at the school and in society.
The Advanced Welsh Baccalaureate at Caldicot School has also been designed to prepare
students for the opportunities, responsibilities and experiences of adult life. Financial
knowledge and understanding to cope with the responsibility of managing personal
finance is developed and students receive recognition of this by being entered for London
Institute Business and Finance (LIBF) qualifications. Year 12 students will be entered for
a Level 3 Certificate in Financial Studies and Year 13 students will be entered for the
Level 3 Diploma. Both of these qualifications attract the same number of UCAS points as
A Levels and together with the UCAS points achieved for the Advanced Welsh
Baccalaureate, will improve students’ life skills and chances of entry into Higher
Education.
Year 12 Learning Programmes
Students who successfully enrol into the Sixth Form may follow one of four Learning
Programmes. These are designed to ensure that students achieve the required
qualifications and skills necessary to progress towards Further/Higher Education and/or
Employment/Higher Apprenticeships.
In Year 12, students must follow at least 3 Level 3 courses to be enrolled. This means
that in addition to the Welsh Baccalaureate they must choose at least 2 AS courses to
receive our minimum learning programme:
Core Curriculum Learning Programme
Advanced Welsh Baccalaureate
to include Post-16 Compulsory RE and Level
3 Certificate in Financial Studies
2 AS Level courses
3 AS Level courses
4 AS Level courses
1 Vocational course equivalent to 2 AS courses
For some students a combination of AS/A2 courses alongside vocational courses may be
appropriate.
Committed to Achievement Calon i Lwyddo
4
Year 13 Learning Programmes
By the time students enter Year 13, they must still be following at least 3 Level 3
courses to continue to be enrolled. This means that they must continue with at least two
subjects from AS into A2 and the Welsh Baccalaureate to receive our minimum learning
programme:
Core Curriculum Learning Programme
Advanced Welsh Baccalaureate
to include Post-16 Compulsory RE and Level 3
Certificate in Financial Studies
2 A2 Level courses
3 A2 Level courses
4 A2 Level courses
Vocational course equivalent to 2 A2 courses
The expectation is that most students in Year 12 would begin 3 or 4 AS courses
and the Welsh Baccalaureate, and in Year 13 would complete 3 A2 courses and
the Welsh Baccalaureate.
Types of qualification
Qualifications in Wales, England and Northern Ireland are grouped together in “Levels”.
They range from Entry Level to Level 8. Sixth Forms offer qualifications predominantly
at Level 3 and Higher Education institutions offer qualifications between Levels 4 and 8.
Qualifications in each level place similar demands on learners. The levels help learners
see how one type of qualification can lead on to other, higher levels of qualification:
Level Examples of Qualifications
Entry Awards, Certificates, and Diplomas at Entry Level
1 GCSEs grades D-G
BTEC Awards, Certificates and Diplomas at Level 1
Cambridge National Awards at Level 1
Essential Skills at Level 1
Welsh Baccalaureate (Foundation Diploma)
2 GCSEs grades A*-C
BTEC Awards, Certificates and Diplomas at Level 2
Cambridge National Awards at Level 2
Essential Skills at Level 2
Welsh Baccalaureate (Intermediate Diploma)
3 AS and A Levels
BTEC Nationals, Awards, Certificates and Diplomas at Level 3
Cambridge Technical Awards at Level 3
Essential Skills at Level 3
Welsh Baccalaureate (Advanced Diploma)
Committed to Achievement Calon i Lwyddo
5
The majority of courses offered in the Sixth Form are at Level 3. Since Entry Level,
Level 1 and Level 2 qualifications are taught at Key Stage 4, students wishing to return
to the Sixth Form should already be working towards achieving these qualifications by
the end of Year 11.
Only a limited number of Level 2 courses will be available in the Sixth Form:
Resit GCSE English Language
Resit GCSE Mathematics
GCSE and vocational courses by joining Key Stage 4 classes (dependent upon
places and availability)
AS and A Levels
AS (Advanced Subsidiary) and A (Advanced) Level qualifications focus on traditional
study skills. They are one of the main routes into Higher Education, but they are also
useful for direct entry into employment.
Year one: AS Level
Students may study the AS Level as either a free standing qualification, or they may use
it to contribute towards the full A Level. At the end of the AS year, students can take
the AS level as the final qualification or use it to continue to the second year for the full
A Level.
Year two: the A2
In year two of a full A Level, students take the A2 - this is not a separate qualification,
but the second stage of the A Level. The A2 is designed to deepen the knowledge gained
during the AS Level.
How students are assessed
In most subjects the AS and A2 are each made up of two units, although in some
subjects they are each made up of three. The majority of the assessment is by written
examination in the summer, although in some subjects there is an element of
coursework. There is also assessment of practical skills in subjects like science and art.
One re-sit per module is permitted with the best mark counting toward the overall
grade.
Grades
AS and A Levels are graded A*-E. The results are available in August. Once students
have taken the units for the AS Level, and are happy with their award, they may 'cash' it
in. If students are not happy, they can opt to resit a unit (although there are time
limits).
Committed to Achievement Calon i Lwyddo
6
Level 3 Vocational Qualifications: BTEC and Cambridge Technicals
BTEC and Cambridge Technical qualifications are work-related qualifications students can
choose if they are interested in learning more about a particular sector or industry. They
have been designed in collaboration with industry, so they can equip students with the
skills and knowledge that employers are looking for. They offer a mix of theory and
practice, and can also include an element of work experience.
How students are assessed
Generally, students are assessed by their teacher. Depending on the qualification
chosen, some assessments may also be carried out by external examiners. Students will
complete a range of assignments, case studies and practical activities, as well as a
portfolio of evidence that shows the work completed.
UCAS points
Qualifications at Level 3 earn points on the 'UCAS Tariff' for entry into Higher Education.
For example, a Cambridge Technical with overall two merit grades has 160 UCAS points
(as a comparison, one A Level with an A grade has 120 UCAS points).
Retakes
If students are not happy with how they have done in a particular section of the course
(or 'unit'), there are opportunities to improve performance.
Committed to Achievement Calon i Lwyddo
7
Entry requirements for the Sixth Form
The majority of courses offered in the Sixth Form are Level 3 courses (AS/A Level or
Level 3 vocational courses). For each AS/A level course, knowledge and understanding
of their higher tier GCSE course content is assumed since this is being built upon at AS/A
Level. In addition, a breadth of knowledge and understanding is required for students to
cope with the demands of all Level 3 courses. Students also need to possess the
necessary literacy and numeracy skills that all Level 3 courses require for their content
to be understood and applied.
To enrol on our AS/A Level courses, the following Level 2 qualifications are required:
A minimum of 5 GCSEs, or equivalent, including English Language and either
Mathematics or Mathematics-Numeracy, at Grade C or above
GCSE grades A*, A or B are strongly recommended in the particular subjects
students wish to study at AS/A Level
Some AS/A Level subjects require specific GCSE subjects and grades prior to
enrolment. Details are contained on the relevant subject page.
To enrol on our Vocational courses, the following Level 2 qualifications are required:
A minimum of 5 GCSEs, or equivalent, including English Language and either
Mathematics or Mathematics-Numeracy, at Grade C or above
In exceptional circumstances, students with D grades in GCSE English Language and/or
Mathematics may enrol, depending on their overall GCSE grades, and on condition that
they resit these GCSE subjects to achieve a C grade. This is important for them in order
that they achieve the Advanced Welsh Baccalaureate and for Higher Education entry.
Once in the Sixth Form:
Students with C grades in GCSE English Language and Mathematics are advised
to resit these to achieve B grades or higher. This is to increase students’ chances
of university entry. Most teacher training institutions in Wales require B grades in
GCSE English Language and in either GCSE Mathematics or GCSE Mathematics-
Numeracy, and so do a number of other degree level courses across the United
Kingdom.
Progression from AS to A2 level will normally be permitted if students achieve a D
grade or higher at AS level.
Level 3 Vocational students will normally be permitted to progress from Year 12
to Year 13 once a minimum number of credits are submitted and passed in Year
12. As the size of Level 3 Vocational courses varies, students will be advised in
writing by the Subject Leader prior to starting the course of the minimum number
credits required of them by the end of Year 12.
The grades that students achieve at AS level will normally be used for UCAS
purposes to predict their overall A2 grade for university entry. Students should
therefore endeavour to achieve their highest possible grade at AS level.
Committed to Achievement Calon i Lwyddo
8
Responsibilities and Opportunities
Role models
It is expected that all Sixth Form students will act as role models. Caldicot School
provides the opportunity for Sixth Form students to become Prefects and hold a range of
responsibilities. These include supporting our Key Stage 3 Literacy and Numeracy
programmes by acting as mentors and supporting school events such as Open Evening,
Transition Days and Parents’ Evenings. Our younger students benefit greatly from their
Sixth Form mentors and Sixth Form students benefit immensely from this wider
experience which can be detailed on job applications and UCAS statements.
Prefects have the opportunity to become part of the Senior Prefect team through an
interview process in Year 12. The team is composed of Head Boy, Head Girl and their
Deputies, who attend Governing Body meetings, represent students in the School
Council, Pupil Liaison Group and the New Build project.
Sixth Form Smart Office Wear Dress Code
It is expected that Sixth Form students will also act as role models in their appearance.
In September 2015, a more business like dress code for the Sixth Form was introduced.
This has since been embraced positively by all students:
Male students Female students
A smart business suit – navy, black,
charcoal grey.
A smart matching business suit – navy,
black, charcoal grey. Skirt or trouser suits
are preferable. Skirts should be worn on or
just above the knee.
Smart plain white, blue or grey business
shirt which must be tucked in.
Smart plain white, blue or grey shirt
or blouse. It must have a collar and
sleeves and should be worn tucked in unless
fitted.
Plain dark tie
Jumper, plain, V neck navy, grey or black
(optional) – to be worn underneath suit
jacket not as a substitute.
Jumper, plain, V neck navy, grey or black
(optional) – to be worn underneath suit
jacket not as a substitute.
Shoes must be formal, dark brown or black
in colour and polishable without logos (not
boots, suede shoes or trainers).
Shoes must be formal, dark brown or black
in colour and polishable, flat or with a low
heel, below 5 cms, and in a conventional
style (not stilettos, platforms, sandals,
trainers).
Plain grey, black or navy socks Plain grey, black or navy socks. Tights,
plain grey, black or navy and in good
condition
Committed to Achievement Calon i Lwyddo
9
Other requirements
Belts are to be plain, regular width and designed to hold up trousers or skirts –
not a fashion accessory.
Very short skirts and bare midriffs are not acceptable and girls’ shoulders should
be covered at all times. Clothing that is too revealing or likely to cause
embarrassment must be avoided.
Extreme hairstyles and colour are not permitted. Tram lines or other shaved
shapes in the hair and ‘bar codes’ in eyebrows are not permitted.
No clothing with obscene slogans or messages are permitted.
No head garments (except those worn for religious or cultural reasons).
Jewellery – one small stud earring may be worn in each earlobe. No other facial
or visible body piercings are allowed. ‘Healing time’ for new piercings will not be
a allowed so consideration must be given to the time of year undertaken. A
wristwatch may be worn.
Make-up, nail varnish and false nails must be natural.
Students are also reminded that the wearing of caps, hats, scarves, gloves and
outdoor coats in school (especially to lessons) is also not allowed.
Students should only wear class appropriate clothing for PE practical lessons. At
all other times the correct uniform must be worn.
The following items are therefore NOT acceptable to wear:
Jeans T Shirts Trainers
Sweat pants Strapless tops Flip flops
Leggings Visible underwear Converse
Jeggings Hoodies Pumps
Chinos Polo Shirts Baseball style boots
Hot pants Biker boots
Mini Skirts Doc Marten-style boots
Ugg-style boots
Attendance
Full attendance is expected for
Registration and lessons
Directed visits organised by the school
The booking of driving lessons and holidays should be avoided.
Committed to Achievement Calon i Lwyddo
10
University visits
Throughout Key Stage 5, students will have opportunities to attend presentations in
school from various Universities, employers and Apprenticeship providers. The school
also takes the whole of Year 12 to a UCAS event at the University of the West of England
(UWE) and a Skills day in Cardiff where various national and local employers are
available for careers and recruitment advice. During these two days there are no
timetabled lessons and students are expected to attend.
Bristol University
Caldicot School has a very successful partnership with Bristol University. A number of
our students are part of our Aim Higher group who attend lectures on a Wednesday
afternoon to enhance their knowledge and understanding of their chosen subject.
Successful students are often offered a place to study at Bristol after their Post-16
studies.
Seren Project
This programme was set up by the Welsh Government in September 2015 to increase
the level of successful entries to Oxbridge, Russell Group and Sutton Trust Universities.
In 2015-16, 22 Year 12 students from Caldicot School were successful in gaining entry
to the Seren Project. Caldicot School currently has the highest number of attendees out
of 42 schools and colleges in South East Wales.
Summer Schools
Sixth Form students are given the opportunity to apply for Uniq and Sutton Trust
Summer Schools. Here, students are offered a residential experience at university for
up to a week, where they attend lectures, tutorials and seminars These are provided
free of charge (including accommodation and transport) by various universities including
Edinburgh, Bristol, Southampton and Oxford.
EMA
Students resident and studying in Wales may qualify for EMA (Education Maintenance
Allowance). Currently, up to £30 per week is paid into the student’s bank account. To
receive EMA, household income must be £20,817 or less if the student is the only young
person in the household; or £23,077 or less if there are any additional young people
eligible for child benefit in the household.
To receive this payment students must:
a) attend all lessons and registrations (unless there is a valid reason for absence such
as ill health)
b) attend any skills/employability event, organised by the Key Stage 5 team, that takes
place in lieu of lessons
c) attend review and transition meetings with a member of the Key Stage 5 team
Further information regarding EMA is available on the Student Finance Wales website.
Committed to Achievement Calon i Lwyddo
11
Welsh Baccalaureate
Advanced Level
Subject Leader: Miss R Lawer BA(Hons)
The Welsh Baccalaureate has been developed based on discussions and advice from both
employers and higher education organisations. The specification of the course is
therefore designed to develop skills vital for both the workplace and for higher
education.
The emphasis in the Welsh Baccalaureate is on acquiring and applying a range of
transferable skills through both academic study and engagement in purposeful tasks. It
will provide experiences which will enable you to be better prepared for your future
destination, whether it be university, further training or employment. Through the Welsh
Baccalaureate you will raise your skills levels and confidence, enabling and empowering
you to take your place as a responsible and active citizen. Alongside and through the
development of skills, the Welsh Baccalaureate provides you with the opportunity to
develop your knowledge and understanding of society, the community in which you live
and an awareness of global issues, events and perspectives.
What will you be covering on the course?
The Welsh Baccalaureate is composed of a Skills Challenge Certificate and Supporting
Qualifications:
Skills Challenge Certificate + Supporting Qualifications = Welsh Baccalaureate
The Skills Challenge Certificate
This is worth one A Level and consists of four units:
Individual Project
Enterprise and Employability Challenge
Global Citizenship Challenge
Community Challenge
Supporting Qualifications
To achieve the Advanced Welsh Baccalaureate , the following Supporting Qualifications
are required:
GCSE English Language grade A*-C
GCSE Mathematics grade A*-C. Two A levels (or equivalent) grades A*- E
The requirements of both the Skills Challenge Certificate and Supporting
Qualifications must be met in order to achieve the overarching Welsh Baccalaureate.
Committed to Achievement Calon i Lwyddo
12
The Advanced Skills Challenge Certificate is graded A* - E. It has the same UCAS
points value as an A Level and is included in offers from Universities across the UK.
Assessment
There is no Welsh Baccalaureate examination over and above the examinations for the
supporting qualifications. The Skills Challenge Certificate is assessed through practical
tasks and extended projects completed under controlled conditions. It is studied over
two years alongside your other qualifications.
The Individual Project
The purpose of the Individual Project is to develop learners’ skills, through carrying out a
research activity with an emphasis on future educational or career aspirations. The
Individual Project must be produced and presented either as a written account (3,000 –
5,000 words in length) or an artefact/product supported by written evidence (1,500 –
3,000 words). There is a wide range of possibilities which can be chosen as a focus for
the Individual Project and you will be encouraged to explore a subject with an emphasis
on your future educational or career aspirations.
The Enterprise Challenge
In the Enterprise and Employability Challenge you will have the opportunity to focus on
the preparation for your future career aspirations. At the heart of the Challenge is how
you can best exploit your personal strengths and how to overcome personal weaknesses.
You will experience a simulated business project requiring project management skills and
techniques and will be required to liaise with employers and interact with successful local
entrepreneurs.
Committed to Achievement Calon i Lwyddo
13
The Enterprise and Employability Challenge will involve you in developing a range of
skills and showcasing these in a digital Destination Passport. The Destination Passport
will record activities undertaken including a:
Skills Audit;
development and presentation of an innovative concept/idea;
development of a future destination plan including realistic educational and career
pathways, considering key factors such as lifestyle expectations and personal
finance reflection of the development of skills, attributes and experiences during
the course of the Challenge.
The Global Challenge
The Global Citizenship Challenge will provide you with the opportunity to build
knowledge and understanding of complex global issues from six themes: Health, Food
and Shelter, Population, Transportation, Economy and Natural Environment. You will
analyse and think critically about global issues, involving a full consideration of the
impact of relevant political, economic, social, technological, legal, environmental
(PESTLE) factors and present the research in a ‘personal standpoint’.
The Community Challenge
In this Challenge you will be given the opportunity to make a positive contribution to the
local, regional, national or international community. You will focus on real-life concerns
and needs whilst engaging in activities which aim to make a real difference. You are
expected to undertake 30 hours of volunteer work in a chosen community including:
Social/welfare
Neighbourhood enhancement
Coaching
Employers and universities value this qualification The Welsh Baccalaureate is valued by employers who appreciate that it gives you the
skills you need for work. They understand that it makes students more confident, better
communicators and more able to work with people.
David Rosser, Director of the CBI in Wales said, following a visit to a Welsh
Baccalaureate centre:
“I saw evidence of a number of the employability skills that employers have asked for
being developed through the Welsh Baccalaureate Qualification. Finding time in the
curriculum to provide a wider course of study and develop research and presentation
skills has to be a good thing, and it is right that this is accredited and a qualification
awarded.”
Committed to Achievement Calon i Lwyddo
14
Level 3 Certificate/Diploma in
Financial Studies
Subject Leader: Mrs L Makarek BSc Econ (Hons)
Examination Board: The London Institute of Banking and Finance
Why study Financial Studies?
Students in Further and Higher Education are increasingly having to juggle with the
demands of study, part-time work and a finite budget. The knowledge and skills
developed throughout this course prepare our Sixth Form students for this exciting but
sometimes worrying time ahead of them and for the future as they enter full time
employment.
The qualification will encourage students to:
Analyse financial data and information, financial services and services and make
judgements about suitability for people in different circumstances;
Develop an understanding of the concert of financial sustainability and ethics to
enhance financial literacy;
Analyse, synthesis, evaluate and reflect;
Demonstrate numeracy skills including the ability to manipulate financial and
other numerical data to reflect the conceptual activity of financial maths;
Use appropriate data and information to make arguments;
Structure and communicate ideas logically and coherently; and
Learn independently in preparation for further/higher academic study.
Aims of the course
The aims of Financial Studies at Certificate or Diploma level are to:
prepare students for further study through the development of the core skills of
critical analysis and evaluation, synthesis, verbal communication (through
classroom discussion) and written communication
develop skills in the importance of financial capability in the immediate, short,
medium and long term
develop skills in the impact of external influences at different stages in the
personal life cycle
develop skills in risk and reward in managing personal finances
develop skills in personal and external factors that lead to change
develop skills in maintaining financial sustainability and avoiding long-term debt
develop skills in the financial services system, and financial sustainability
(individual and general).
develop marketing techniques.
Committed to Achievement Calon i Lwyddo
15
Areas of study
Year 12 students will study the certificate course:
Unit1 Financial Capability in the Immediate and Short Term (FCIS)
- Understand the value and purpose of money
- Understand the concept of the personal life cycle and the impact of external
influences
- Understand the features of different types of financial services product
- Understand the role of key stakeholders in financial services provision
- Understand the characteristics of financial products for managing money
- Understand how to manage finances in the short term and the impact of poor
decision-making and unforeseen circumstances
- Understand the impact of legislation and regulations on earnings and the key
features of income tax and National Insurance.
- Understand an individual’s financial needs through the various life stages.
Unit 2 Financial Capability for the Medium and Long Term (FCML)
- Understand the influence of values, needs, wants and aspirations on financial
decision-making
- Understand how to budget for future aspirations and life events
- Understand how to plan for medium- and long-term financial needs
- Understand the features of different types of financial services product
- Understand how to make informed financial choices in the selection of financial
services products.
- Understand when, where and how an individual can get financial help and advice
Successful Year 12 students may proceed to the Diploma course in Year 13 and study:
Unit 3 Sustainability of an Individual’s Finances (SIF) - Understand the importance of financial sustainability for individuals and the measure
in place to support an individual’s sustainability
- Understand the key external financial factors influencing financial performance and
the resulting effect on the consumer
- Understand the need to monitor personal budgets and adapt plans in response to
change in circumstances
- Understand the personal implications of debt and borrowing solutions for individuals
in different circumstances and from different cultures
- Understand the impact of global events, developments and ethical considerations
upon the financial services industry and ultimately the consumer
- Understand the impact on the consumer of changes that have occurred in the
financial services industry in recent years,
Unit 4 Sustainability of the Financial Services System (SFS)
- Understand how financial services providers work and the competitive environment
in which they operate
- Understand the importance of sustainability for financial services providers and
systems
- Understand the influences of external factors upon financial providers and the
impact on the products and services they provide
Committed to Achievement Calon i Lwyddo
16
- Understand the effectiveness of marketing material produced by financial services
providers
- Understand approaches used by financial services providers to attract, retain and
satisfy consumers
- Understand how market segmentation and product development are used to meet
the needs, wants and aspirations of financial consumers
Assessment procedure
The assessment for each Unit will have two components:
a. Part A – 35 multiple-choice questions. This component of the examination is to
be completed in forty five minutes. This component of the examination is worth
35marks.
b. Part B - a pre-release case study essay. Prior to the examination, students will
be given data and information to consider. The examination paper will also
provide additional data and information that related to the pre-release case
study. Students will then be asked questions specifically about the case study
(covering both pre-release and new data and information). This component of
the examination is to be completed in one hour and forty five minutes. There will
also be additional questions which may not be related to the case study to make
sure all learning outcomes within the unit are covered. This component is worth
65 marks. Part B will also assess spelling, punctuation and grammar which will
contribute 5 marks to the overall mark of 65.
c. The examination will be worth a total of 100 marks.
Further studies and career opportunities
This qualification develops knowledge and understanding of the financial services sector
and enhances skills that are valued within that sector, but does not qualify students for
direct entry to a particular occupational role. Students will be in the position to make
informed choices, whether to pursue a career within the financial services sector
immediately or after further study, or whether to apply the financial skills that they have
developed to other careers or study options.
Committed to Achievement Calon i Lwyddo
17
Committed to Achievement Calon i Lwyddo
18
Provisional Sixth Form Options 2017
Courses have been provisionally placed in the following columns based on the recent Year 11 survey. Positions of courses across option columns will be refined during the option process to produce a final option form by May 2017 to reflect the best fit for the majority of student choices. All courses on offer in this final option form will be dependent upon sufficient pupil uptake in September 2017.
Students should select Welsh Baccalaureate and 2, 3 or 4 courses from different option columns
Some vocational courses count as two courses so they cover two option columns
Option 1
Option 2
Option 3
Option 4
Option 5
AS Biology AS Drama AS ICT AS Mathematics AS Media Studies
AS Religious Studies
Welsh Baccalaureate
AS Chemistry AS English AS History AS Mathematics BTEC Music (Performing)
AS Spanish
AS Psychology Welsh Baccalaureate
AS Biology BTEC Engineering AS History Cambridge Technical Media AS Psychology
AS Welsh
Welsh Baccalaureate
AS Chemistry AS English AS Geography Cambridge Technical ICT AS Physical Education
AS Physics
AS Religious Studies Welsh Baccalaureate
AS Art AS Computer Studies BTEC Food Science AS French AS Further Mathematics
AS Music
AS Textiles Welsh Baccalaureate Cambridge Technical Health & Social Care
BTEC National Diploma in Sports Studies
BTEC Performing Arts
Committed to Achievement Calon i Lwyddo
19
Art & Design
Subject Leader: Mrs J Grabner BA (Hons), MA, PGCE Art & Design
Examination Board: WJEC
“Art & Design Education aids students in skills needed in the workplace: flexibility, the
ability to solve problems and communicate, the ability to learn new skills, to be creative
and innovative, and to strive for excellence.”
Joseph M. Calahan, Director of Cooperate Communications, Xerox Corporation
The WJEC specification encourages a broad approach, which allows candidates to
develop a sound grounding in a number of areas such as:
Painting & Drawing
Printmaking
Photography & Film
Graphic Design
Fine Art
Animation
Game Design
Illustration
Sculpture
3D Design
Fashion Textiles
Contextual Studies
Art History
This course is intended for students who wish to pursue, extend and develop their
studies of Art & Design to greater depth than required at GCSE. Students will need to
show dedication, commitment and be resourceful and innovative. They will need to adopt
a mature approach, be capable of problem solving and producing personal and
independent work. Motivation is fundamental to doing well in the subject area as is being
inquisitive, creative and having a prolific approach to work.
This specification is divided into a total of 3 units, 1 AS unit and 2 A2 units.
Weightings noted below are expressed in terms of the full A level qualification.
AS Level AS Unit 1
Personal Creative Enquiry
Non-exam Assessment, 40% of qualification 160 marks
An extended, exploratory project/portfolio and outcome/s based on themes and subject
matter which are personal and meaningful to the learner.
The Personal Creative Enquiry must integrate critical, practical and theoretical work.
This will be assessed holistically, using the assessment objectives. Learners will be
required to select, evaluate and present their work for assessment.
The Personal Creative Enquiry will be determined by the learner and teacher, assessed
by the teacher and externally moderated.
No time limit: duration to be determined by the centre.
To be internally set - assessments to be sent to WJEC by May and externally moderated
in June.
Committed to Achievement Calon i Lwyddo
20
A2 Level
There are two modules of work at A2 Level. To achieve the full A Level, candidates must
take AS Unit 1 and A2 Units 2 and 3.
A2 Unit 2 Personal Investigation
Non-exam Assessment, 36% of qualification 160 marks
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 3000 words minimum, which may
contain images and texts and must clearly relate to practical and
theoretical work using an appropriate working vocabulary and
specialist terminology.
Both the practical/theoretical work and the written element will be assessed together
using the assessment objectives. Learners will be required to select, evaluate and
present their work for assessment.
The Personal Investigation will be determined by the learner and teacher, assessed by
the teacher and externally moderated.
Time limit: duration to be determined by the centre.
A2 Unit 3 Externally Set Assignment
Assessment 24%, of qualification 100 marks
Consists of two parts:
Part 1: Preparatory study period The externally set assignment materials are to be released to learners from 1 February in
the second year of the course and will consist of a series of visual and written stimuli, which are to be presented to the learner at the start of the preparatory study period.
One of the stimuli is to be selected by the learner and used as a starting point from which
to elicit a personal response. Responses are developed during the preparatory study period. They should take the form
of critical, practical and theoretical preparatory work/supporting studies which inform the resolution of ideas in the 15 hours sustained focus study.
Start and finish dates of the preparatory study period are to be determined by the centre, taking into account the May deadline for the submission of internally assessed marks to WJEC.
Part 2: 15 hour period of sustained focus work The resolution of learners’ ideas from the preparatory work must be completed during the
designated 15 hours and they must show how their planning relates to the outcome/s. The period of sustained focus work must be completed under supervised conditions.
Centres determine the scheduling of the supervised sustained focus sessions, taking into account the May deadline for the submission of internally assessed marks to WJEC.
Both the preparatory work and sustained focus work will be assessed together, using the assessment objectives.
Learners will be required to select, evaluate and present their work for assessment. The Externally Set Assignment will be set by WJEC, assessed by the teacher and externally
moderated.
Committed to Achievement Calon i Lwyddo
21
Biology
Subject Leader: Mr P Rogers BSc (Hons)
Examination Board: WJEC
“The natural world is the greatest source of excitement; the greatest source of visual
beauty; the greatest source of intellectual interest. It is the greatest source of so much
in life that makes life worth living.”
David Attenborough
Why study Biology?
Biology is the scientific exploration of the vast and diverse world of living organisms. It is
the scientific extension of the natural human tendency to feel connected with and
curious about the natural world.
Biology is for the adventurous;
it takes us into seas, rainforests, deserts and other environments where a variety
of life is interwoven into complex webs;
it takes us into laboratories to examine more closely how living organisms work;
it takes us into the microscopic and molecular world of cells and the biological
chemicals within them.
By studying Biology at Advanced Level you will be studying Biology at its most exciting
period ever. With fresh approaches and new research methods, Biologists are now
unravelling life’s mysteries and are poised to make an undreamt of contribution to future
generations.
Aims of the course
The aims of Biology at AS and A Level are:
to develop the student’s knowledge and understanding of the concepts of Biology
to develop the student’s skills to use this information in changing situations
to develop the student’s understanding of scientific methods
to develop the student’s recognition of the value and responsibilities of Biologists
to society
to stimulate the student’s awareness and enjoyment of living things and their
habitats
to prepare students for further study in Biology
Biology AS and A Level are demanding courses so it is essential that all students have a
sound basis in Chemistry and Mathematics. Good communication is also necessary for
the preparation of essays and practical reports.
Students wishing to join this course should have a Grade B or better if they studied
GCSE Biology in Years 10 and 11. Students who did not opt to study GCSE Biology at
Key Stage 4 must have Grade B or better for Core and Additional Science and have
achieved grade B or higher in the Biology module papers. A similar standard of
achievement in Chemistry is also highly desirable. All students should have B grades in
Mathematics and English and be prepared to develop their research and computer skills.
Biology lends itself to many of the Key Skills areas, including problem solving, numeracy,
literacy, discussion of ethical matters and IT.
Committed to Achievement Calon i Lwyddo
22
Areas of study
AS Students will study:
Unit 1 Biochemistry; cytology; enzymes and their application; cell membranes;
membrane transport; nucleic acids; cell division and protein synthesis.
Unit 2 Biodiversity and taxonomy; gas exchange; transport; digestion; parasitism.
Practical lessons are an essential part of this course they reinforce the knowledge gained
in theory lessons; questions in both examination units will have practical contexts.
Successful Year 12 students may proceed to the A2 course and study:
Unit 3 Respiration; photosynthesis; microbiology; populations; excretion; environment
and ecological sustainability.
Unit 4 Variation; genetics; evolution; gene technologies; plant reproduction; human
reproduction; and one of the following three options:
immunology and disease
human musculoskeletal system
neurobiology and behaviour.
All three options will be available to students; it is hoped that they will self-select one of
them based on their areas of interest in biology, connections with other A2 subjects or
their chosen degree course/future career.
Practical lessons will again reinforce knowledge gained in A2 theory lessons. A practical
examination (Unit 5) will be set by the examination board and will test an individual
student’s practical skills gained over the two years of study.
Assessment procedure:
Biology students sit theory papers in both years of the course. Year 13 examinations will
have a synoptic element to all papers.
Unit Examination Length Percentage of AS
Qualification
Percentage of A2
Qualification
1 90 minutes 50 20
2 90 minutes 50 20
3 120 minutes 25
4 120 minutes 25
5 120 minutes 10
Further studies and career opportunities
Biology can be used in a wide variety of career paths including: veterinary science,
medicine, dentistry, optics, nursing, pharmacy, radiography, physiotherapy, occupational
therapy, zoology, sports science, forensics, neuroscience, microbiology, horticulture and
agriculture.
Biology forms a good basis for the study of most subjects at university due to its
practical, cyclic and synoptic nature.
Committed to Achievement Calon i Lwyddo
23
Chemistry
Director of Science: Mr A M Brady BSc(Hons)
Examination Board: WJEC
Chemicals are everywhere. From the DNA of cell nuclei to enzymes, fertilisers which
enable us to grow more food, drugs which combat disease, polymers which clothe us and
fuels which keep us warm and transport us.
Chemists have changed our world and transformed almost every aspect of our daily lives
by understanding the properties of chemicals and making millions of new ones.
The word ‘chemical’ has had a bad press as it is associated with pollution and
environmental disasters. However, it is chemists who have the task of understanding
these problems and finding solutions.
Chemistry is all about understanding the properties of chemicals and how they interact.
It is an exciting, demanding and relevant subject to study at AS and A2 level.
To study Chemistry at AS you should have gained a B grade in GCSE Chemistry. If you
did Core and Additional Science, you should have achieved at least a B grade in both
Core and Additional and a B grade or higher in the Chemistry module papers.
The AS Course
This consists of two examination modules, Unit 1 and Unit 2, both examined in June.
There is no practical assessment in year 12, however we carry out twelve specified
practical tasks throughout the year developing practical skills which will be assessed in
year 13.
Unit 1: The language of Chemistry, structure of matter and simple reactions
In this unit we look at atomic structure in more detail than GCSE, learn about the
important concept of ionisation energy. Develop further your understanding of
radioactive decay and the interaction between atoms and light.
Chemical calculations are a major part of this unit. We will develop and expand your
understanding of chemical bonding and structure, why molecules have a particular shape
and why substances have the properties they do. We will investigate trends and
patterns in the groups of the Periodic table, including the reactive alkali metals and the
poisonous halogens. Finally, we develop our understanding of reversible chemical
reactions and acid-base reactions.
Unit 2: Energy, Rate and Chemistry of Carbon Compounds
In the second unit we investigate exothermic and endothermic reactions and do
calculations and practicals involving the energy changes that take place. We further our
understanding of the factors that affect rates of reaction. We look at the environmental
impact of Chemistry and how chemists have responsibility to ensure that chemical
processes are sustainable and environmentally safe. A large part of this unit is in the
study of organic chemistry, chemistry of carbon compounds such as alkanes, alkenes,
alcohols and carboxylic acids.
Committed to Achievement Calon i Lwyddo
24
The A2 course
This consists of two more further examination modules, unit 3 and unit 4, both examined
at the end of Year 13. Unit 5 is the practical assessment module.
Unit 3: Physical and Inorganic Chemistry
In this unit we further develop our understanding of reduction and oxidation reactions
and introduce electrochemistry. We continue to investigate patterns and trends in the
periodic table. We continue with the studies of rates of reactions, energy changes in
reactions and chemical equilibria.
Unit 4: Organic Chemistry and Analysis
In this final unit we complete our study of the chemistry of carbon compounds (organic
chemistry) by looking at isomerism, compounds of benzene, alcohols and phenols,
aldehydes and ketones, acids and their derivatives, amines, amino acids and organic
synthesis and analysis.
Unit 5: Practical
This unit allows students to demonstrate the practical skills they have developed over
the two years of the course. They will do a practical examination and a written
examination which tests students knowledge of the practical methods that have been
covered in the two years of A level Chemistry.
What else could I do?
Other subjects that go well with a study of Chemistry are Biology, Physics and
Mathematics; however, many other combinations are also suitable. You may be
concentrating on arts, humanities or modern language subjects and wish to take
Chemistry to AS to broaden your studies by continuing to take a science subject.
Chemistry is a science subject so practical work is a very important part of the course.
The course provides many opportunities for interesting and relevant practical work and
has a practical element to the assessment.
Where can I go with Chemistry?
With a qualification in Chemistry you could go on to Further or Higher Education,
studying Chemistry or one of the other sciences or related subjects, or work in science-
based industry such as chemical engineering, materials science or biotechnology. It is
essential for the medical field, pharmacy, veterinary science, biochemistry, forensic
science and environmental science. Chemistry is also a well-respected subject in its own
right and suitable for entry into a wide range of professions.
Committed to Achievement Calon i Lwyddo
25
Computer Science
Subject Leader: Mr B Blake BSc(Hons)
Examination Board: WJEC
Why study Computer Science?
Computers are widely used in all aspects of business, industry, government, education, leisure and the home. In this increasingly technological age, a study of computer science, and particularly how computers are used in the solution of
a variety of problems, is not only valuable to the learners but also essential to the future well-being of the country.
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 school environment in the appreciation of the effects of computer science on society and individuals.
The AS and A Level in Computer Science has been designed to give students an in-depth understanding of the fundamental concepts of computer science and
will equip students with all the necessary skills to progress onto Further or Higher Education and provide career opportunities in the following fields:
o Business analyst o Search engine optimization specialist
o Database administrator
o Systems analyst
o Games developer
o Systems developer
o Information systems manager
o User experience analyst
o IT consultant
o Web designer
o Multimedia programmer
o Web developer
Prior learning and progression
Pupils should have achieved qualifications equivalent to a B grade at GCSE. Skills in Mathematics, English and Information Communication Technology will
provide a good basis for progression to this qualification. Some learners will have already gained knowledge, understanding and skills through their study of Computer Science at GCSE.
Committed to Achievement Calon i Lwyddo
26
Computer science uses mathematics to express its computational laws and processes. The mathematical topics covered in this qualification will include:
Boolean algebra
Comparison of complexity of algorithms
Number representations and bases
Course aims The AS and A Level Computer Science qualification encourages learners to
develop:
an understanding of, and the ability to apply, the fundamental principles
and concepts of computer science, including abstraction, decomposition, logic, algorithms and data representation
the ability to analyse problems in computational terms through practical
experience of solving such problems, including writing programs to do so
the capacity for thinking creatively, innovatively, analytically, logically and
critically the capacity to see relationships between different aspects of computer
science
mathematical skills
the ability to articulate the individual (moral), social (ethical), legal and
cultural opportunities and risks of digital technology.
Summary of Assessment
AS (2 units)
AS Unit 1: Fundamentals of Computer Science
Written examination: 2 hours 25% of qualification
100 marks
This unit investigates computer architecture, communication, data representation, data structures, software applications, programs, algorithms,
logic, programming methodologies and the impact of computer science on society.
AS Unit 2: Practical Programming to Solve Problems On-screen examination: 2 hours
15% of qualification
60 marks
This unit consists of a series of set tasks completed on-screen by candidates.
These tasks will assess the practical application of knowledge and understanding and will require the use of Visual Basic.NET, Python or Java as a programming language.
Committed to Achievement Calon i Lwyddo
27
A2 (3 units)
A2 Unit 3: Programming and System Development
Written examination: 2 hours 20% of qualification
100 marks
This unit investigates programs, data structures, algorithms, logic, programming methodologies and the impact of computer science on society.
A2 Unit 4 Computer Architecture, Data, Communication and Applications Written examination: 2 hours
20% of qualification
100 marks
This unit investigates computer architecture, communication, data
representation, organisation and structure of data, programs, algorithms and software applications.
A2 Unit 5 Programmed Solution to a Problem
Non-exam assessment 20% of qualification
100 marks
Candidates discuss, investigate, design, prototype, refine and implement, test and evaluate a computerised solution to a problem chosen by the candidate which must be solved using original code (programming).
This is a substantial piece of work, undertaken over an extended period of time.
Committed to Achievement Calon i Lwyddo
28
Drama & Theatre Studies Subject Leader: Miss C Ashton BA(Hons)
Examination Board: WJEC
AS Level (2 units)
Unit 1: 24% of qualification Practical Project Examination
Theatre Workshop
Learners will be assessed on either acting or design.
Learners participate in the creation, development and performance of a piece of theatre
based on a reinterpretation of an extract from a text chosen from a list supplied by
WJEC. The piece must be developed using the techniques and working methods of either
an influential theatre practitioner or a recognised theatre company.
Learners must also produce a realisation of the performance or design, a creative log
and an evaluation.
Unit 2: 16% of qualification Written Examination (1 hour 30minutes)
Text in Theatre
Open book: Clean copies (no annotation) of the complete texts chosen must be taken
into the examination.
Pupils are given a series of questions based on one performance text from the following
list:
Medea, Euripides
Comedy of Errors, Shakespeare
An Enemy of the People, Ibsen
Ubu Roi, Jarry
A View from the Bridge, Miller.
A2 Level (2 units) A2 Unit 3: 36% of qualification practical examination (1 hour 30 minutes)
Text in Action
Learners will be assessed on either acting or design. Learners will participate in the
creation, development and performance of two pieces of theatre based on a stimulus
supplied by WJEC:
1. A devised piece using theatre practitioner or a recognised theatre company (a
different theatre or company to that chosen for Unit 1)
2. An extract from a text in a contrasting style chosen by the learner
Learners must realise their performance live for the visiting examiner. Learners
choosing design must also give a 5-10 minute presentation of their design for the
examiner.
A2 Unit 4: 24% of qualification Written Examination (2hours)
Text in Performance
Sections A and B
Open book: Clean copies (no annotation) of the two complete texts chosen must be
taken into the examination. Two questions based on two different texts from the
following list:
A Day in the Death of Joe Egg, Nichols
Sweeney Todd, Sondheim
The Absence of War, Hare
Mametz, Sheers
The Radicalisation of Bradley Manning, Price
Un Nos Ola Leuad, adapted by Bara Caws.
One of the two questions will always be an essay. Learners have a choice of which text
on which to answer each question.
Committed to Achievement Calon i Lwyddo
29
Both AS and A Level candidates should develop:
o The ability to form judgements about live theatre on their understanding of
drama and theatre
o The ability to use subject-specific terminology in a range of contexts
o Performance and / or production skills appropriate to the creation and realisation
of drama and theatre
o The ability to work creatively and collaboratively to achieve shared dramatic
intentions
o The ability to respond to plays imaginatively conveying ideas clearly and
coherently
o A more advanced level of performance and /or production skills
o The ability to think independently, make judgements and refine their work in the
light of research
o The ability to analyse the ways in which different performance and production
employ dramatic technique and theory.
Students will need to demonstrate a high level of commitment to the subject; reliability
and a willingness to sacrifice out of lesson time will be necessary when undertaking the
practical aspects of the course.
It is essential that students experience as much live theatre as possible
throughout the course in order to inform them more fully on aspects of
theatrical history, styles and genres.
Opportunities through Drama and Theatre Studies
Students who choose to follow either the AS or A Level course will experience a broad
range of practical activities and exercises which explore acting, directing, technical and
devising techniques. They will explore the development of theatre history through text
study and practical workshops, and apply these skills to their own creation of
contemporary live theatre. Students will have an opportunity to develop both their own
individual skills, (be it acting, costume design, mask making or set construction), and to
work as part of a theatre production team. Pupils have also historically been given the
opportunity to work with visiting professional artists and Year 12 students are able to
work as Directors in the Young Playwrights’ Festival. The latter is one of many extra-
curricular projects that the Sixth Form are able to participate in.
Drama and Theatre Studies has accreditation as an A Level subject for entry to Higher
Education courses. It is an ideal area of study for those wishing to pursue a career in
acting, stage management, television, education or journalism. It is also an ideal
training for any field of work that involves dealing with people and functioning as a team
member or requires innovation, initiative, creativity and independent thought.
Committed to Achievement Calon i Lwyddo
30
English Language and Literature
Director of English: Ms J Hopkins BA(Hons)
Examination Board: WJEC
This course requires learners to show knowledge and understanding of a range of spoken
and written texts from different times including three substantial texts at AS and a
further three at A level drawn from pre-1914 poetry, Shakespeare, prose, modern drama
and non-literary texts. As this specification is designed for learners in Wales, choices
include texts by Welsh writers writing in English. Learners will also begin to study the
historical development of English language.
Learners are required to show knowledge of some of these different language levels:
Phonetics, phonology, prosody
Lexis and semantics
Grammar
Pragmatics (including morphology at A level)
Discourse
Learners will become confident in using a wide range of linguistic terminology to support
precise articulation of their perceptions about literary and non-literary texts, including
recognising attitudes and values. They will show appreciation of and skill in effective
writing for a wide range of audiences and purposes. Learners will be able to
demonstrate understanding of:
How language choices shape meaning in texts
Ways in which individual texts are interpreted by different readers or listeners
How linguistic and literary approaches can inform interpretations of texts
Ways in which texts relate to each other and the contexts in which they are
produced and received
The significance of contextual factors in the production and reception of texts
Learners beginning the study of English Language and Literature must be independent,
confident and critical readers in order to analyse and evaluate a wide range of spoken
and written texts and be able to support observations with evidence and to relate texts
to the contexts in which they were produced.
In addition, learners will develop their own writing skills to produce texts for a variety of
audiences and purposes: e.g. spoken transcriptions, advertisements, autobiographies,
biographies, travel writing, journalism, information texts, instructional texts, letters,
reports, speeches, specialist publications. Learners beginning the study of English
Language and Literature must therefore already be competent in all the basic language
skills, having achieved at least B grades in both English Language and English Literature
at GCSE.
Committed to Achievement Calon i Lwyddo
31
English Language and Literature Summary of Assessment:
AS
Unit
1
Comparative Analysis and Creative Writing
Section A: Comparative analysis of poetry and
unseen text
One question requiring a comparative analysis of one
poem from the WJEC poetry anthology of Pre-1914
poetry and an unseen text
Section B: Creative writing and commentary
One question presented in three parts comprising two
writing tasks and a comparative commentary
20%
Exam
2 hours
Closed
book
AS
Unit
2
Drama and Non-literary Text Study (open book,
clean copy)
Section A: Post-1900 drama
One two-part question based on the reading of one play from a prescribed list
Section B: Non-literary text study
One question based on the reading of non-literary text from a prescribed list
20%
Exam
2 hours
Open
book
A2
Unit
3
Shakespeare
Section A: Extract
One question based on extract from Shakespeare play
from a prescribed list
Section B: Essay
One question based on the reading of one Shakespeare
play from a prescribed list
20%
Exam
1.5 hrs
Closed
book
A2
Unit
4
Unseen Texts and Prose Study
Section A: Unseen texts
One question requiring comparative analysis of three unseen texts, one of which will be spoken language
Section B: Prose Study
One question based on the reading of one prose text
from a prescribed list
20%
Exam
2 hours
Open
book,
clean
copy
A2
Unit
5
Critical and Creative Genre Study
Section A: Genre Study
A critical and sustained study of a prose genre selected
from a wide range
Section B: Related creative writing
One original writing assignment linked to the genre
studied for Section A
20%
Non-
exam
2500-
3000
words
The study of English Language and Literature would be suitable for learners who read
widely and relish the opportunity to discuss and write about poetry, Shakespeare and
drama, prose fiction and non-fiction. As writers, learners would need to write accurately
and with flair and imagination. They would need to be able to study independently and
manage deadlines.
Committed to Achievement Calon i Lwyddo
32
French
Subject Leader: Mrs F Page BA(Hons)
Examination Board: WJEC
AS/A level French appeals to those who enjoy communicating and are interested in other
languages and cultures. Studying a foreign language helps students develop confident,
effective communication skills and involves a high level of problem solving; skills which
are highly desirable by employers. Learning languages successfully involves a mixture of
logic and creativity.
French AS/A level combines well with most other subjects. Those who are interested in
literature may choose to study French alongside English and other languages. On the
other hand, increasing numbers of students want to use French for professional purposes
and often decide to study it alongside Business Studies or Media Studies.
A command of a second language is an advantage in any field and is one of the most
popular Modern Foreign Languages. The AS/A level combines language skills with the
study of the language within a broad topic range. The WJEC course offers students the
opportunity to explore a wide range of topics through the language, discussing often
sensitive topics and formulating opinions.
This course enables students to develop their speaking, writing, reading and listening skills
through a variety of activities and resources. The ability to offer one or more foreign
languages is now a requirement of an increasing number of jobs. Whilst languages on
their own can lead to careers in teaching, interpreting and translating, colleges and
universities nowadays reflect the needs of business and industry by offering courses which
combine languages with a variety of other studies – science, accountancy, business, law,
marketing, tourism.
AS Units
The AS course is centred around two key concepts:
Being a young person in a
French speaking society
Family structures, traditional and
modern values, friendships / relationships
Youth trends, issues and personal
identity
Educational and employment
opportunities
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
Unit 1
Assessment
15 minute speaking examination (12% of full A level: 48
marks)
Plus additional 15 minutes preparation time.
Unit 2
Assessment
Listening, reading and translation and critical response in
writing paper (2 hour 30 mins)
(28% of full A level: 84 marks)
Critical response in writing is related to a chosen French film.
Committed to Achievement Calon i Lwyddo
33
A2 Units The A2 course is centred around 2 main concepts:
Diversity and difference
Migration and integration
Cultural identity and marginalisation
Cultural enrichment and celebrating
difference
Discrimination and diversity
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
Unit 3
Assessment
11-12 minute speaking examination (18% of full A level: 72
marks)
This involves:
2 minute presentation on an independent research project.
Discussion on the presentation for 9-10 minutes.
Unit 4
Assessment
Listening, reading and translation paper (1 hour 45 mins)
(30% of full A level: 100 marks)
Unit 5
Assessment
Critical and analytical response in writing (1 hour 30 mins)
- An essay on a prescribed French book
(12% of full A level: 40 marks)
Committed to Achievement Calon i Lwyddo
34
Geography
Subject Leader: Miss S Fowler BSc(Hons)
Examination Board: WJEC
Geography is highly regarded by both Universities and employers. It is considered to be
one of the traditional academic A level subjects which develops a wide breadth and
depth of skills.
Geography deals with real issues promoting an understanding of our ever changing
and complex world. It is relevant to those people who seek the full story behind
many of today's news headlines.
Geography promotes the ability to communicate clearly, to evaluate evidence, to
handle numbers and statistics, to observe and display graphical data.
Field work promotes the value of teamwork and team leadership - vital in so many
walks of life. It promotes independent thought and encourages critical thinking.
Geography links the Arts subjects with the Science subjects studying both areas
within the curriculum. It sees the connections between these other subjects at a
global scale e.g. historical, political and economic Geography alongside
Biogeography, climate and tectonics. For this reason Geography is considered
compatible with most other A level options.
Geography is accepted by universities as both an Arts and a Science Subject.
Geography is a very employable degree.
What is required for Sixth Form Geography?
A real interest in the subject as shown by willingness to read articles and watch
documentaries for their geographical content.
Self-discipline and a mature approach to study.
A willingness to communicate with both staff and other geographers.
A willingness to take part in field work.
If you feel that Geography is part of your future please speak to any member of the
department. We are all interested in helping you make the right choice. Remember:
"Many people look, but they do not see". If you know the difference between "looking"
and "seeing" then Geography is for you!
AS Geography
Unit 1- Changing landscapes (Physical Geography)
Section A-Coastal landscapes
Section B- Tectonic hazards
2 hour written examination 24% of qualification
Unit 2- Changing places (Human Geography)
Section A- Changing Places
Section B-Fieldwork investigation in physical and human Geography
1 hour 30 minute written examination 16% of qualification
Committed to Achievement Calon i Lwyddo
35
A2 Geography
A2 unit 3-Global systems and global governance
Section A- Global systems water and carbon cycle
Section B- Global governance: change and challenge- Processes and patterns of global
migration and governance of the Earth’s oceans
Section C- 21st century challenges- drawing on issues from unit 1, 2 &3
2 hour written examination 24% of qualification
A2 unit 4 -Contemporary themes in Geography
Section A- Tectonic hazards
Section B – Contemporary themes in Geography
Two optional themes from:
Ecosystems
Economic growth and challenge China, India or African development.
Energy challenges and dilemmas
Weather and climate
2 hour written examination 16% of qualification
A2 unit 5-Independent investigation
3000-4000 words 20% of qualification
Committed to Achievement Calon i Lwyddo
36
History
Subject Leader: Mrs R O’Callaghan BA(Hons)
Examination Board: WJEC
Why study History?
Not only do those who study History enter a wide variety of careers, many rise to the
top! This is because studying History develops the essential skills that universities and
employers look for, including:
Communication - debates, presentations and discussions.
Application of Number - using graphs, population figures and statistics.
ICT - internet research and evaluation of websites.
Problem Solving - timelines, discussions and investigations.
Working with Others - pair work, group work and class discussions.
Improving Own Learning and Performance - peer assessment and marking and
target setting.
Universities particularly value the non-examined assessment module (NEA) that History
A2 Level offers. Feedback from universities suggest that it prepares learners well for the
more independent style of studying that is required at this level
Success studying History could lead to a great variety of career opportunities, including
law, accountancy, journalism, intelligence services, policing, business management,
politics, writing novels, TV, costume and set designing for films, news reading, acting,
archaeology, the civil service and many more.
History is not a thing of the past … it could be the route to your future!
What are AS and A2 History lessons like?
Students undertake a variety of learning techniques such as using visual stimulus,
studying and evaluating a range of primary and secondary resources,
individual/pair/group work, debates and research tasks. There is also a focus on
examination technique. Students have access to a range of resources such as
comprehensive class notes, documentary footage, historical films and audio CDs.
What topics are studied at AS Level?
Unit Information Weighting Assessment
1 Europe in an Age of Conflict and Co-
operation c. 1890-1991. This includes the
study of developments in international
relations 1890 to 1990, the rise and fall of
Fascism in Italy and Germany and developments in Russia 1905-1945.
50% of AS Level
20% of A2 Level
Examination
Year 12
2 Britain - Radicalism and the fight for
Parliamentary Reform c. 1783-1832. This
includes a focus on popular protest such as
the March of the Blanketeers and the Cato
St conspiracy, the Corn Laws, crime and
punishment, and the 1832 Great Reform
Act.
50% of AS Level
20% of A2 Level
Examination
Year 12
Committed to Achievement Calon i Lwyddo
37
What topics are studied at A2 Level?
Unit Information Weighting Assessment
3 The American Century c. 1890-1990. This
involves the study of the struggle for Civil
Rights for example the impact of the KKK,
the Montgomery bus boycott, Martin Luther
King, the emergence of black power and
de-segregation to 1990. This unit also
involves the study of the USA’s involvement
in world affairs such as the entry into the
First World War, isolationism in the 1920s,
the USA in the Second World War, the Cold
War (including the Vietnam war), détente
and the end of the Cold War.
20% of A2 Level Examination
Year 13
4 Protest and Campaigns for Social Reform in
England and Wales c. 1832-1848. This
includes the role of individuals such as Sir
Robert Peel, reforming government Acts,
the Rebecca Riots and the 1848 Public
Health Act.
20% of A2 Level Examination
Year 13
5 This is a non-examination assessment
(NEA). It involves individual and
independent research into a historical
debate, culminating in an essay which is
based on discussion of historical
interpretations and contemporary sources.
20% of A2 Level Essay submitted
by March Year 13
Committed to Achievement Calon i Lwyddo
38
Information and Communication Technology
Subject Leader: Mr B Blake BSc(Hons)
Examination Board: WJEC
Why choose a course in Information and Communication Technology?
The course promotes progression from AS to A Level and provides a suitable foundation
for the study of ICT, or a related area of study, at further or higher education and/or
preparation for future employment and the world of work.
Candidates who do not wish to pursue a career in Information Technology can also
benefit from the many transferable skills inherent in the study of ICT.
The course integrates well with other subjects across the curriculum and is relevant to
students following mainly Arts or mainly Science subjects to AS or A Level.
The course builds upon the knowledge, understanding and skills established by the
National Curriculum and GCSE.
The course provides candidates with an opportunity to develop their Key Skills,
particularly those in problem solving, use of IT and communication.
Subjects that go well with ICT include Mathematics, Physics and Business Studies.
Course Content
The course allows candidates to identify and solve problems by developing ICT systems
in a wide range of contexts. It aims to develop candidates’ interdisciplinary skills, all six
Key Skills and their capacity for imaginative, innovative thinking, creativity and
independence. The course provides opportunities for candidates to gain a broad
understanding of the skills, understanding and knowledge inherent in ICT. Candidates are
also encouraged to develop their critical thinking, to see the relationships between
systems designer and user and to perceive ICT within the world in which we live.
AS Level ICT
Summary of Assessment
Unit Description
IT 1
Examination Paper: Information Systems
(30%) 2¼ hours
Candidates will be required to prepare a spreadsheet on a specific topic, defined
by WJEC, in advance of the written paper. Hard copies of the spreadsheet are
taken into the examination and used to answer questions in Section B. This
spreadsheet is submitted with the completed examination paper.
IT 2
Coursework Project
(20%) approximately 50 hours.
Candidates undertake DTP and multimedia tasks, presenting the outcome for
internal assessment and moderation by WJEC.
Committed to Achievement Calon i Lwyddo
39
A2 Level ICT
Summary of Assessment
Unit Description
IT 3
Examination Paper Use and Impact of ICT (30%) 2 ½ hours
A written paper of two sections, A and B, presented as a question paper
requiring a separate answer booklet. Candidates answer all questions in
Section A and one from two in Section B. Quality of Written Communication is
assessed in two questions.
IT 4
Coursework Project : Relational Database Project
(20%) approximately 50 hours.
Candidates analyse, design, implement, test and evaluate a solution to a
problem of their choice requiring the use of a relational database. This is a
substantial piece of work, undertaken over an extended period of time. It is
internally assessed and moderated by WJEC.
All AS and A2 examination dates and coursework deadlines will be in May/June of the respective
year
Committed to Achievement Calon i Lwyddo
40
Mathematics Director of Mathematics: Mr K Williams BEng(Hons)
Examination Board: WJEC
Mathematics is a very popular subject in the Sixth Form and most students choose it
because they enjoy mathematics and wish to continue to gain satisfaction from it by
studying it in more depth. In addition to developing students’ numerical skills,
mathematics develops their ability to analyse and solve problems in a logical way,
explaining their reasoning using symbols with precision. Although students mix
mathematics with all kinds of subjects (history, art, English etc.) it provides particular
support for those with some underlying mathematical content, such as biology,
chemistry, physics, business studies, geography and psychology. Mathematics is
normally required for higher education study of physics and engineering, and it is valued
by many university departments.
Minimum Entry Requirements:
B grade in Mathematics at the Higher Tier.
AS course The new specification for AS Mathematics will include one pure mathematics unit and
one applied mathematics unit. The applied mathematics unit will contain a combination
of statistics and mechanics. The topics covered will include proof, functions and their
graphs, trigonometry, co-ordinate geometry, calculus, displacements, velocities and
accelerations, forces, Newton’s Laws of Motion, probability theory and analysis of large
data sets.
Unit 1: Pure Mathematics A (AS Level 62.5% / A Level 25%)
Unit 2: Applied Mathematics A (AS Level 37.5% / A Level 15%)
A2 course In addition to the units studied at AS level, there will be an additional unit in both pure
and applied mathematics. The topics include further trigonometry, more advanced
calculus and trigonometry, numerical methods, statistical hypothesis testing, statistical
distributions, differential equations, projectiles and more advanced uses of Newton’s
Laws.
Unit 3: Pure Mathematics B (A Level 35%)
Unit 4: Applied Mathematics B (A Level 25%)
Career Opportunities
The following is a list of some of the employment areas in which advanced
mathematical skills are highly valued: accountancy, aerospace, automotive, defence,
business support services, chemicals, construction, consultancy, engineering,
environment, financial services, local and national government, healthcare, insurance,
management, information systems, manufacturing, metals and minerals,
pharmaceuticals, scientific research, social policy research, telecommunications,
transport, and utilities.
Committed to Achievement Calon i Lwyddo
41
Further Mathematics
Director: Mr K Williams BEng(Hons)
Examination Board: WJEC
Further Mathematics AS or A2 can only be taken if Mathematics is already being studied.
The course is designed for the most able mathematicians who would like to develop
greater knowledge and understanding than the normal A level provides. By adding both
breadth and depth to students’ experience of Mathematics, the Further Mathematics
course gives them insight into the elegance of the subject, and often inspires further
study. Further Mathematics is desirable for the study of mathematics, economics,
physics, engineering and other sciences at university, especially those in the research
intensive universities. For some of the most selective universities, it is a requirement.
Minimum Entry Requirement:
A* grade in GCSE Mathematics and a distinction in Additional Mathematics.
AS course
Pupils must study all three AS units. There is a mixture of pure and applied topics
including further calculus, matrices, random variables, linear regression, the Chi-squared
distribution, circular motion and Hooke’s Law.
Unit 1: Further Pure Mathematics A (AS Level 33⅓% / A Level 13⅓%)
Unit 2: Further Statistics A (AS Level 33⅓% / A Level 13⅓%)
Unit 3: Further Mechanics A (AS Level 33⅓% / A Level 13⅓%)
A2 course Pupils must study unit 4 and one of unit 5 or unit 6. Students continue to deepen their
knowledge of pure and applied mathematics. Topics include hyperbolic functions, further
matrices, polar co-ordinates, non-parametric tests, confidence intervals, modelling using
differential equations and simple harmonic motion.
Unit 4: Further Pure Mathematics B (A Level 35%)
Unit 5: Further Statistics B (A Level 25%)
Unit 6: Further Mechanics B (A Level 25%)
Career Opportunities:
The following is a list of some of the employment areas in which advanced
mathematical skills are highly valued: accountancy, aerospace, automotive, defence,
business support services, chemicals, construction, consultancy, engineering,
environment, financial services, local and national government, healthcare, information
systems, insurance, management, manufacturing, metals and minerals,
pharmaceuticals, scientific research, social policy research, telecommunications,
transport, and utilities.
Committed to Achievement Calon i Lwyddo
42
Media Studies
Subject Leader: Mr R Page BA(Hons)
Examination Board: WJEC
The AS and A Level courses are designed to allow media students to draw on their
existing experience of the media and to develop their abilities to respond critically to the
media. They enable students to explore a wide variety of media, including digital media
technologies, drawing on the fundamental concepts informing the study of the media:
texts, industry and audiences.
The course also encourages creative work to enable students to gain a greater
understanding and appreciation of the media through their own production work and to
develop their own production skills. At A2 in particular, students are given the
opportunity to research a topic which will then form the basis for their production, thus
encouraging them to create productions informed by an awareness of contemporary
media issues.
Behind every screen, speaker, writer and singer, there are social, economic and political
forces, which play a major part in determining not only our entertainment but also our
knowledge of the world and ourselves. AS and A Level Media Studies encourage
students to critically examine the media within a theoretical and conceptual framework.
AS Level AS Unit 1: Investigating the Media
This unit assesses knowledge and understanding of media language, representation, media industries and audiences. The exam consists of three sections. Section A: Selling Images - Advertising and Marketing One stepped question based on unseen print and audio-visual resource material and requiring reference to the advertising and marketing products studied. Section B: News in the Online Age One two-part question requiring reference to the news products studied. There is a choice of question in the second part. Section C: Film Industries – from Wales to Hollywood One two-part question requiring reference to the films studied. There is a choice of question in the second part.
Written
examination:
2 hours 15
minutes
24% of
qualification
AS UNIT 2: CREATING A MEDIA PRODUCTION
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.
NON-EXAM
ASSESSMENT
16% OF
QUALIFICATION
Committed to Achievement Calon i Lwyddo
43
A2 Level A2 Unit 3: Media in the Global Age
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 One two-part question based on both of 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.
Written
examination:
2 hours 30
minutes
36% of
qualification
A2 Unit 4: Creating a Cross-Media Production
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.
Non-exam
assessment
24% of
qualification
What can the course lead on to?
Media Studies has accreditation as an A Level subject for entry to Higher Education
courses generally. It is an ideal platform for qualifications and careers in:
Advertising Animation
Broadcast Journalism Education
Film Making Journalism
Leisure & Tourism Local Government
Marketing Printing
Public Relations Publicity
Publishing Radio Broadcasting
Television Broadcasting
Web Design and many more
Media Studies encourages the acquisition of a number of very valuable skills:
Independent research and enquiry;
By analysing media texts, a heightened visual awareness and an ability to be critical
and to question;
Academic essay writing skills;
Use of multi-media technology;
Perhaps, more importantly, an improved awareness of the world around you.
Committed to Achievement Calon i Lwyddo
44
Music
Director of Music: Mrs S Humber BA(Hons)
Examination Board: WJEC
The AS and A2 courses build upon the three areas of listening, composing and
performing studied at GCSE. They are enjoyable courses, which help to develop a range
of transferable skills, as well as preparing for future musical study. As well as achieving
at least a B grade at GCSE, you would normally be expected to demonstrate at least
Grade 4 Music Performance and Music Theory skills to embark upon this course.
AS Level The following three modules are studied:
AS Unit 1: Performing 12% External Assessment
Solo Performance:
Performance should last between 6 and 10 minutes.
One piece should reflect a chosen area of study
(Western Classical Tradition, Musical Theatre)
Assessed by visiting examiner.
AS 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.
Externally assessed by WJEC.
AS Unit 3: Appraising 16% External Assessment
1 hour 30 minutes listening examination.
Two areas of study:
The Symphony 1760-1830 including one set work, Symphony No. 103 Drumroll,
movements 1 and 2 (Haydn).
Musical Theatre – Rodgers, Sondheim, Schonberg and Lloyd-Webber.
Committed to Achievement Calon i Lwyddo
45
A Level For the full A Level, the following three modules are also studied:
A2 Unit 4: Performing 22% External Assessment
Solo Performance.
Performance should last between 11 and 15 minutes, and contain at least 3
pieces.
One piece should reflect one area of study.
One piece to reflect a further area of study.
Assessed by visiting examiner.
A2 Unit 5: Composing 14% 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, and in response to a brief set by
the WJEC.
One free composition.
Externally assessed by the WJEC.
A2 Unit 6: Appraising 24% External Assessment
One written examination (2 hours)
Two areas of study.
The Symphony 1830-1910 including the set work The Symphony 1830-1910
including the set work Symphony No.1, Movement 1(Brahms).
Two further areas of study based on 20th and 21st century music.
Pupils are expected to be involved in extra-curricular activities for their instrument,
school choir and theory club. There will be regular performance opportunities during the
course.
Committed to Achievement Calon i Lwyddo
46
Physical Education
Subject Leader: Mr S Reed BEd(Hons)
Examination Board: WJEC
AS and A2 WJEC
New WJEC Course Proposed Subject Content
Theory Component
Applied Anatomy and Physiology
The skeletal and muscular systems
Motion and movement
The cardiovascular and respiratory systems in relation to the performance of
physical activity.
Neuromuscular
Energy Systems
Skill Acquisition
skills continuums and transfer of skills
principles and theories of learning and performance
how skill classification impacts on how practice is structured for learning
use of guidance and feedback
memory models
Sport psychology
AS and A level specifications must require students to develop knowledge and
understanding of the role sport psychology has in optimising performance in physical
activity and sport:
• factors (personality, attitudes, arousal, anxiety, aggression, motivation and social
facilitation) that can influence an individual in physical activities
• dynamics of a group/team and how they can influence the performance of an
individual and/or team
• importance of goal setting
• attribution theory
• self-efficacy
• leadership
• confidence
• stress management
Committed to Achievement Calon i Lwyddo
47
Sport and society
AS and A level specifications must require students to develop knowledge and
understanding of the interaction between, and the evolution of, sport and society:
• the factors leading to the emergence of modern sport through to the globalisation
of sport in the 21st century
• the impact of sport on society and of society on sport
• the impact of ethics on sport and sporting ethics on society, including dev iance in
sport
• development routes from talent identification through to elite performance
• the impact of commercialisation on physical activity and sport
• the relationship between sport and the media
The role of technology in physical activity and sport
AS and A level specifications must require students to develop knowledge and
understanding of the technological developments in physical activity and sport:
• the use of technology to analyse physical activity and sport
• the development of equipment and facilities in physical activity and sport
• the role of technology in sport, for the performer and the audience
Skills
GCE AS and A level specifications in physical education will require students to
demonstrate their ability to:
• apply knowledge and understanding from the different areas outlined in the subject
content above to physical activity and sport
• use theories, concepts, principles and models to analyse and evaluate physical
activity and performance
• discuss, make judgements, present arguments and draw conclusions about aspects
of physical activity and sport
• interpret and analyse a range of data, graphical representations and diagrams in
the context of physical activity and performance
• use critically and constructively a range of source material related to physical
activity and performance
• perform a range of skills and techniques in physical activity and sport
• make decisions, implement strategies, tactics and/or compositional ideas, and apply
knowledge and understanding of rules and regulations while performing physical
activity and/or sport
• apply knowledge and understanding of theories, concepts, principles and methods
to physical activity and performance
• evaluate physical activity and performance, applying relevant knowledge and
understanding
Committed to Achievement Calon i Lwyddo
48
Quantitative skills in AS and A level physical education
In order to be able to develop their skills, knowledge and understanding in physical
education, students need to have acquired quantitative skills that are relevant to the
subject content, including:
Applied anatomy and exercise physiology
• interpretation of data and graphs relating to:
• changes within musculo-skeletal, cardio-respiratory and neuro-muscular systems
during different types of physical activity and sport
• quantitative methods for planning, monitoring and evaluating physical training and
performance
Biomechanics
• knowledge and use of definitions, equations, formulae and units of measurement
• ability to plot, label and interpret graphs and diagrams
Sport psychology and skill acquisition
• understanding and interpretation of graphical representations associated with sport
psychology theories
Sport and society
• interpretation and analysis of data and graphs relating to participation in physical
activity and sport
Sport technology
• understanding of types of and use of data analysis to optimise performance
Exercise physiology
• diet and nutrition and their effect on physical activity and performance
• preparation and training methods in relation to maintaining and improving physical
activity and performance
• injury prevention and the rehabilitation of injury
Biomechanical movement
• biomechanical principles (newton’s laws, force, centre of mass)
• levers (components, classes and mechanical advantage)
• analysis of movement in physical activities
• linear motion
• angular motion
• projectile motion
• fluid mechanics
Assessment
The course will be assessed by a combination of examined and non-exam
assessment. It is proposed that the examinations will contribute to a total of 60-70%
of the AS and A level specifications.
Committed to Achievement Calon i Lwyddo
49
Physics
Subject Leader: Mr R Scott BEng(Hons)
Examination Board: WJEC
Physics is a demanding subject at A Level, requiring good mathematical ability as well as
an interest in understanding some of the fundamental workings of science. It is
regarded as a very suitable subject to lead on to further study in Pure Sciences,
Engineering of various types, as well as Medicine, Architecture and even Law.
Those studying physics are likely to be individuals with an enquiring mind, who
constantly ask questions about the world around them, how it came into being, what
governs it and enjoy discovering how things work and why.
GCSE Requirements :
At least a Grade B in Separate Physics, (possibly BB in Core/Additional Science) and at
least Grade B in Mathematics.
Those intending to complete the A2 should preferably be continuing with Mathematics in
Years 12/13.
Both the AS & the A2 courses consist of 2 modules with examinations taken in June of
both years with an additional practical module in A2
AS Level The AS modules with provisional dates are :
Unit 1: Motion, Energy & Matter
This part of the course examines motion of objects and forces experienced by objects.
There is some overlap with the mechanics aspect of maths so is helpful to those taking
both physics and maths. Energy also appears in this course and builds on what has been
learned at GCSE. The final part of the course is entitled matter where learning is centred
around the different types of materials, how they behave and their suitability for certain
applications. Particle physics is introduced at this stage studying quarks and leptons.
Unit 2: Waves and Electricity
The broad topic of properties of waves is investigated and how these properties apply to
different types of wave. This topic also covers emission and absorption of parts of the
Electromagnetic Spectrum and how this leads into photoelectric emission and the
workings of a Laser.
At this stage the Electricity topic covers conduction of electricity (including
Superconductivity) and basic D.C. circuits.
There is an emphasis on practical work, which pupils must undertake. There is no
separate examination in year 12 although questions may probe understanding of
practical techniques on either the unit 1 or unit 2 exam.
Committed to Achievement Calon i Lwyddo
50
A2 Level The aim of the whole A Level course is to provide a rigorous preparation for further study
and also to bring together knowledge of ways in which different areas of Physics relate to
each other and to study how scientific models develop.
The A2 modules with provisional dates are :
Unit 3: Oscillations and Nuclei
This topic covers Angular Motion, Oscillations including Simple Harmonic Motion and
factors such as resonance and damping. Study of the Gas laws and Thermodynamics are
also included. The Nuclei aspect deals with radioactivity and applications of nuclear
power including applications of the famous equation E=mc2.
Unit 4: Fields & Options
The title of Fields includes a wide variety of different topics including Capacitance,
Electrostatic and Gravitational fields (including Orbits and study of the wider Universe),
Magnetic fields and Electromagnetic Induction.
There are four options of which only one needs to be answered in the paper although it
is likely that more than one will be covered given sufficient time. Options are A.C.
circuits, Medical physics, Physics of Sport and Energy and the environment.
Unit 5: Experimental Physics
This is studied over the two years as part of each unit. Skills necessary for this exam will
be built up through a number of practical sessions and specified practicals conducted
within these sessions.
Where next?
Successful candidates will have a wide variety of careers available to them. Some may
choose the university route to study physics or its related subjects such as engineering.
Others may choose to go into employment and physics is widely regarded amongst
employers especially if you wish to take up an apprenticeship.
However, if you take physics just for the enjoyment of the subject but don’t wish to
pursue it further it is held in high esteem amongst universities for any subject and
employers in all walks of life.
Committed to Achievement Calon i Lwyddo
51
Psychology Subject Leader: Mr N Webb BA(Hons)
Examination Board: WJEC
The word Psychology is derived from the Greek ‘psyche’ (mind, soul or spirit) and ‘logos’
(discourse or study). Literally, then, Psychology is ‘the study of the mind’.
Psychology is likely to be very different to anything that you have ever studied before.
It is a science, however, it is not as exact as the sciences that you have already
encountered. You will be examining the complexity and diversity of human behaviour
and will discover that the explanations for our actions are equally diverse. It is this fact
that makes the study of Psychology so fascinating.
Entry requirements: Due to the high literacy and numeracy demands of the course,
and due to the fact that it is not offered at GCSE, students wishing to join the course
should have a Grade B or better in both English Language and Mathematics.
AS (2 units) Unit 1 (50% of AS qualification; 20% of full A Level qualification)
Psychology: Past to Present
Written examination: 1 hour 30 minutes
Compulsory questions relating to five psychological approaches.
Unit 2 (50% of AS qualification; 20% of full A Level qualification)
Psychology: Exploring Behaviour
Written examination: 1 hour 30 minutes
Section A: Theory of Research
Compulsory questions on the theory of psychological research.
Section B: Personal Investigation
One compulsory question based on an investigative activity.
Section C: Contemporary Debate
One question from a choice of two linked to the given debates.
A Level Composed of the 2 AS units and a further 2 A2 units:
Unit 3 (40% of qualification)
Psychology: Implications in the Real World
Written examination: 2 hours 30 minutes
Section A: The Study of Behaviours
Three structured essays from a choice of six.
Section B: Controversies
One question from a choice of two requiring a synoptic exploration of controversies.
Unit 4 (20% of qualification)
Psychology: Applied Research Methods
Written examination: 1 hour 30 minutes
Section A: Personal Investigation
One compulsory question based on an investigative activity carried out prior to the
assessment.
Section B: Novel Scenarios
Compulsory questions requiring a response to a piece of research.
Committed to Achievement Calon i Lwyddo
52
Religious Studies (Philosophy and Ethics) 14 – 18 Coordinator: Mr A Jones BA(Hons), MA
Examination Board: WJEC
Philosophy of Religion and Religious Ethics gives students the opportunity to study some
of the fundamental questions which people have always asked about life: Why are we
here, how should we behave, does God exist and what happens to us when we die? This
course is available to people of any religious belief, or none. A student does not have to
be religious to succeed in Religious Studies. The course develops the student’s
evaluation and analytic skills.
The Russell Group of top universities has made it clear that RS A level provides ‘suitable
preparation for University generally’. Furthermore, both Oxford and Cambridge
University include Religious Studies in the top level list of ‘generally suitable Arts A
levels’.
AS Modules AS Unit 1: An Introduction to the Study of Religion
Written examination: 75 minutes (15% of qualification)
This will involve the study of a specific religion. There will be four themes:
Religious figures and sacred texts
Religious concepts
Religious life
Religious practices
Learners will be expected to answer two questions from a choice of five in this unit.
AS Unit 2: An Introduction to Philosophy of Religion / Religion and Ethics
Written examination: 105 minutes (25% of qualification)
Section A: An Introduction to Philosophy of Religion
There will be four themes within this unit:
Cosmological and Teleological arguments for the existence of God
Ontological arguments for the existence of God
Challenges to religious belief - the problem of evil and suffering
Religious experience
Learners will be expected to answer one question from a choice of two in this section.
Section B: An Introduction to Religion and Ethics
There will be four themes within this unit (including applied ethics in themes two to four):
Ethical thought
Aquinas' Natural Law
Fletcher's Situation Ethics
Utilitarianism
Learners will be expected to answer one question from a choice of two in this section.
Committed to Achievement Calon i Lwyddo
53
A2 Modules
A2 Unit 1: Study of a Religion
Written examination: 90 minutes
20% of qualification
One knowledge-based question and two analytical questions taken from four
themes:
Religious figures and sacred texts
Significant historical development in religious thought
Significant social development in religious thought
Religious practices that shape religious identity
A2 Unit 2: Philosophy of Religion
Written examination: 90 minutes
20% of qualification
One knowledge-based question and two analytical questions taken from four
themes:
Challenges to religious belief
Religious experience
Religious language (two themes)
A2 Unit 3: Religion and Ethics
Written examination: 90 minutes
20% of qualification
One knowledge-based question and two analytical questions taken from four
themes:
Ethical thought
Deontological Ethics
Determinism
Freewill
Committed to Achievement Calon i Lwyddo
54
Spanish
Subject Leader: Mrs F Page BA(Hons)
Examination Board: WJEC
AS/A level Spanish appeals to those who enjoy communicating and are interested in
other languages and cultures. Spanish AS/A level combines well with most other
subjects. Those who are interested in literature may choose to study Spanish alongside
English and other languages. On the other hand, increasing numbers of students want to
use Spanish for professional purposes and often decide to study it alongside Business
Studies or Media Studies.
A command of a second language is an advantage in any field and given that Spanish is
a fast growing language it is becoming a popular choice.
The AS/A level combines language skills with the study of the language within a broad
topic range. The WJEC course offers students the opportunity to explore a wide range of
topics through the language, discussing often sensitive topics and formulating opinions.
This course enables students to develop their speaking, writing, reading and listening skills
through a variety of activities and resources. The ability to offer one or more foreign
languages is now a requirement of an increasing number of jobs. Whilst languages on
their own can lead to careers in teaching, interpreting and translating, colleges and
universities nowadays reflect the needs of business and industry by offering courses which
combine languages with a variety of other studies – science, accountancy, business, law,
marketing, tourism.
AS Units
The AS course is centred around two key concepts:
Being a young person in
Spanish-speaking society
modern values, friendships / relationships
identity
opportunities
Understanding the Spanish-speaking
world
Spanish-speaking countries and
communities
Spanish speaking world
Unit 1
Assessment
15 minute speaking examination (12% of full A level: 48
marks)
Plus additional 15 minutes preparation time.
Unit 2
Assessment
Listening, reading and translation and critical response in
writing paper (2 hour 30 mins)
(28% of full A level: 84 marks)
Critical response in writing is related to a chosen Spanish film.
Committed to Achievement Calon i Lwyddo
55
A2 Units The A2 course is centred around 2 main concepts:
Diversity and difference
difference
The Two Spains : 1936 onwards
– origins, development
and consequences
-Civil War Spain – historical and
political repercussions
to democracy (represented in the arts,
cinema, literature, art and photography)
– coming to terms with the past?
"Recuperación de la memoria histórica"
Unit 3
Assessment
11-12 minute speaking examination (18% of full A level: 72
marks)
This involves:
2 minute presentation on an independent research project.
Discussion on the presentation for 9-10 minutes.
Unit 4
Assessment
Listening, reading and translation paper (1 hour 45 mins)
(30% of full A level: 100 marks)
Unit 5
Assessment
Critical and analytical response in writing (1 hour 30 mins)
- An essay on a prescribed Spanish book
(12% of full A level: 40 marks)
Committed to Achievement Calon i Lwyddo
56
Textiles and Fashion
Textiles Co-ordinator: Mrs C Downs, BA(Hons)
Examination Board: WJEC
Aims and objectives The WJEC GCE in Design and Technology offers a unique opportunity in the curriculum
for learners to identify and solve real problems by designing and making products or
systems in the Fashion and Textiles endorsed area.
Design and technology is an inspiring, rigorous and practical subject. This specification
encourages learners to use creativity and imagination when applying iterative design
processes to develop and modify designs, and to design and make prototypes that solve
real world problems, considering their own and others’ needs, wants, aspirations and
values.
The specification enables learners to identify market needs and opportunities for new
products, initiate and develop design solutions, and make and test prototypes. Learners
should acquire subject knowledge in design and technology, including how a product can
be developed through the stages of prototyping, realisation and commercial
manufacture.
This specification enables learners to work creatively when designing and making and
apply technical and practical expertise, in order to:
be open to taking design risks, showing innovation and enterprise whilst
considering their role as responsible designers and citizens, develop intellectual
curiosity about the design and manufacture of products and systems, and their
impact on daily life and the wider world
work collaboratively to develop and refine their ideas, responding to feedback
from users, peers and expert practitioners
gain an insight into the creative, engineering and/or manufacturing industries;
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.
Committed to Achievement Calon i Lwyddo
57
AS Level Components This specification is divided into a total of 4 assessment units, 2 AS units and 2
A2 units. Weightings noted below are expressed in terms of the full A level qualification.
AS Unit 1: Written paper 1
AS Unit 2: Design and make task
Written Exam, 2 hours.
20% of qualification 80 marks.
Learners take an examination in fashion and textiles. The examination includes a mix of structured and extended writing questions assessing learners' knowledge and understanding of:
technical principles designing and making principles
along with their ability to:
analyse and evaluate design decisions and wider issues in design and technology.
Non-exam assessment: approximately 40 hours.
20% of qualification 80 marks A design and make task, based on a brief developed by the candidate, assessing the candidate's ability to:
identify, investigate and outline design
possibilities design and make prototypes analyse and evaluate design decisions and
wider issues in design and technology.
A Level Components (the above plus a further 2 units)
A2 Unit 3: Written paper 2
A2 Unit 4: Design and make project
Written examination: 2 hours 30 minutes
30% of qualification 100 marks
Learners take a single examination in one of the following endorsed areas:
engineering design
fashion and textiles product design.
The examination includes a mix of structured and extended writing questions assessing learners'
knowledge and understanding of: technical principles designing and making principles
along with their ability to:
analyse and evaluate design decisions and wider issues in design and technology.
Non-exam assessment: approximately 60 hours
30% of qualification 100 marks
A sustained design and make project, based on a brief developed by the candidate, assessing the candidate's ability to:
identify, investigate and outline design possibilities
design and make prototypes analyse and evaluate design decisions and
wider issues in design and technology.
Prior Learning Learners will have achieved qualifications equivalent to Level 2 at key stage 4. Skills in
numeracy / mathematics, literacy / English and ICT will provide a good basis for
progression to this Level 3 qualification. Learners will need to have studied GCSE Design
& Technology: Fashion & Textiles prior to this course as this specification builds on the
knowledge, understanding and skills established at GCSE.
Committed to Achievement Calon i Lwyddo
58
Welsh Subject Leader: Miss A Davies BA(Hons), MPhil
Examination Board: WJEC
Why Welsh?
Improve your employability. Bilingual skills are useful for any job but especially
those involving communicating with people – education and child care, social care
and health, business and information technology, tourism and leisure, media and
performing arts, agriculture.
Welsh students have a wealth of things to include in their personal statements.
Be part of other extracurricular activities, e.g. Swansea University summer
school; come along as “swogs” (helpers) on the Year 7 Llangrannog visit.
Access two cultures. Become bilingual and access Welsh culture. With a
language come idioms and sayings, history and tales, literature and music, both
traditional and contemporary.
What will I study? AS Level
1. Unit 1 (15%).
The film Patagonia and general oracy skills
2. Unit 2 (10%).
The written coursework allows you to choose any topic of personal interest which
relates to Wales or Welsh issues.
3. Unit 3 (15%).
Language and grammar, and 5 poems (one of which will be examined).
A Level 1. Unit 4 (25%).
The play Crash and further development of day to day oracy skills
2. Unit 5 (15%).
Welsh in society (e.g. key historical events, Welsh Government policies) and
trawsieithu (the use of English text as a basis for producing written work in
Welsh).
3. Unit 6 (20%).
Language and grammar, and four short stories (one of which will be examined).
How will I be assessed? Units 1 and 4 are oral examinations, assessed in April/May.
Unit 2 is to be completed by the end of the Easter term in Year 12. One piece of
coursework must be completed under teacher supervision. The remainder can be
completed at home or in school.
Units 3, 5 and 6 are terminal written examinations lasting 2 hours each
Two languages: twice the skills, twice the choice.
Committed to Achievement Calon i Lwyddo
59
BTEC National Certificate
Engineering
Subject Leader: Mr S Davidson BA(Hons)
Examination Board: Edexcel
Why study Engineering?
The UK is considered a world leader in many aspects of Engineering for the future. A
wide range of opportunities are available for employment at all levels. Engineering and
fabrication specialists are returning to the UK recognising the quality in personnel and
technology available. In addition a large proportion of the related workforce is due to
retire in the next ten years and a projected 2.5 million jobs will become available
between now and 2020, 400,000 of them at technician level. It has far reaching
applications for those also interested in Information Technology and its practical
applications, business, electronics, and the more artistic student keen to keep up with
design technologies and techniques.
Course content
The BTEC National Certificate is aimed to help learners become occupationally ready to
take up employment in the engineering sector. Learners will build on their Level 2 skills
in studying the engineering environment and regulations sought after by employers, also
providing elements of sector specialism in studying more in-depth units.
This 30-credit certificate (1 year course), broadly equivalent to an AS level, is an applied
general qualification. It has been designed in collaboration with industry, appropriate for
those with an interest in progressing to a vocational career in industry or engineering
related fields and also supports entry into a variety of related Higher Education and
University courses in this sector and beyond.
What subjects will I study?
The course is made up of three units - one mandatory unit plus two specialist units.
Mandatory Unit:
Health and Safety in the Engineering workplace
Additional specialist units:
1. Engineering drawing for Technicians
2. Engineering Primary Forming processes
Committed to Achievement Calon i Lwyddo
60
What could the course lead to?
Successful completion offers candidates a range of options including:
Progression onto a BTEC Subsidiary Diploma in Engineering (A2 equivalent).
A solid foundation for employment or apprenticeship in manufacture, electronic,
fabrication, computer-aided design (CAD/CAM) and other engineering related
trades and industries.
Progression to Higher Education, in Higher Nationals, HND, and Degree Level
courses being highly relevant to Engineering, Manufacturing Systems, Electronic
Technologies, Military Engineering, IT, Maths, Physics and Design and Product
design related courses and careers.
Many employment opportunities can lead to jobs abroad in both developed and
developing countries as trainers of local workforces and as consultants on larger
projects and installations.
Assessment:
Health and safety in Engineering:
The mandatory segment of the course comprises three assignments. These
consist of: Producing reports and studies of health and safety regulations and
legislation, accident and incident reporting and to produce an in-depth risk
assessment with control measures of a working environment.
Engineering Drawing for technicians:
This unit is assessed through six small assignments and will enable learners to
build on level 2 skills to produce industry standard engineering drawings of
components, assemblies and circuits using a variety of sketching, drafting and
computer-aided drawing techniques. Students will produce portfolios of 3D and
orthographic sketches, component assembly drawings, demonstrate CAD based
design skills, plus written reports on industry standardisation and evaluation of
drawing techniques and CAD systems.
Engineering Primary Forming processes:
This unit is assessed through four assignments exploring the primary forming
processes found in engineering. To complete the assignments, learners will
investigate moulding techniques for metals, ceramics and polymers, deformation
processes for metals and polymers, and shaping assembly of composites.
For each technique and process, learners will form an appreciation of the
fundamental process requirements and the working techniques used. They must
understand the relevant health and safety and related legislation which affect
each process.
Final Selection of additional units will be at the discretion of the course tutor.
Assessments are graded form Pass, through Merit to Distinction and in addition the
qualification carries UCAS points.
Committed to Achievement Calon i Lwyddo
61
BTEC Food Science and Nutrition
Subject Leader: Mr S Davidson BA(Hons)
Why study Food Science and Nutrition?
An understanding of food science and nutrition is relevant to many industries and job
roles. Care providers and nutritionists in hospitals use this knowledge, as do sports
coaches and fitness instructors, hotels and restaurants, food manufacturers and
government that support healthy eating initiatives. Many employment opportunities
within the field of food science and nutrition are available to graduates.
This is an Applied General qualification. This means it is designed primarily to support
learners progressing to university. It is mainly designed for those wanting to pursue
careers or learning in related areas such as sports development, health and care and
social policy. The range of units available would support learners’ progression from study
at Level 2, but in particular GCSEs in Biology, Physical Education and Humanities.
Course content
This is an exciting new course which will allow learners to gain a wealth of knowledge
about Food Science and Nutrition. They will have the opportunity to learn about the
relationship between the human body and food, as well as developing practical skills
linked to experimental work and the cooking and preparation of food. Learners will be
able to consider employment in a range of different industries including the food and
drink sectors of hospitality, catering, food production and food retail.
What could the course lead to?
Together with other relevant qualifications at Level 3, such as A levels in Biology, and
Physical Education, or Level 3 vocational qualifications in Sport Studies and Health and
Social Care, learners will gain the required knowledge to be able to use the qualification
to support entry to higher education courses such as:
• BSc Food and Nutrition
• BSc Human Nutrition
• BSc (Hons) Public Health Nutrition
• BSc (Hons) Food Science and Technology
Committed to Achievement Calon i Lwyddo
62
What will I study?
The course is made up of three units - two mandatory units plus one optional unit.
Mandatory Units:
1. Meeting Nutritional Needs of Specific Groups
This unit will enable learners to demonstrate an understanding of the science of
food safety, nutrition and nutritional needs in a wide range of contexts, and
through on–going practical sessions, to gain practical skills to produce quality
food items to meet the needs of individuals.
2. Ensuring Food is Safe to Eat
The second mandatory unit will allow learners to develop their understanding of
the science of food safety and hygiene; essential knowledge for anyone involved
in food production in the home or wishing to work in the food industry. Again
practical sessions will support the gaining of theoretical knowledge and ensure
learning is a tactile experience.
Optional Units:
3. Experimenting to Solve Food Production Problems
4. Current Issues in Food Science and Nutrition
Studying one of the two optional units will allow learners the opportunity to study
subjects of particular interest or relevance to them, building on previous learning and
experiences. Selection of optional units will be at the discretion of the course tutor.
Assessment:
Each unit has an applied purpose which acts as a focus for the learning. The applied
purpose demands authentic work related learning in each of the available units. It also
requires learners to consider how the use and application of their learning impacts on
themselves, other individuals, employers, society and the environment. The applied
purpose will also enable learners to learn in such a way that they develop:
• skills required for independent learning and development
• skills to ensure their own dietary health and well being
• a range of generic and transferable skills
• the ability to solve problems
• the skills of project based research, development and presentation
• the ability to apply mathematical and ICT skills
• the ability to work alongside other professionals, in a professional environment
• the ability to apply learning in vocational contexts
Assessments are graded form Pass, through Merit to Distinction.
Committed to Achievement Calon i Lwyddo
63
OCR Cambridge Technical Health and Social Care
Subject Leader: Miss L Frost
The course is aimed for students interested in direct entry into employment within a
Care Setting and for students interested in progression to Higher Education. The
following separate qualifications are offered:
To take these qualifications learners don’t need any specific knowledge or skills related
to the qualification.
Level 3 Cambridge Technical Certificate in Health and Social Care
For this qualification learners must achieve the three mandatory units.
• Building positive relationships in health and social care - Internally assessment
• Equality, diversity and rights in health and social care - External assessment
• Health, safety and security in health and social care - External assessment
Internally assessed units are graded as Pass, Merit or Distinction and aim to:
develop students’ knowledge and understanding of the health and social care
sector and the chosen specialist pathway selected
develop students’ skills, knowledge and understanding in contexts that are
directly relevant to employment situation
develop students’ ability to work autonomously and effectively in a health and
social care context
enable students to develop knowledge and understanding in specialist areas of
health, social care and early years care and education, and demonstrate the skills
needed to participate in the operation and development of real health and social care settings
encourage progression by assisting in the development of skills, knowledge and
understanding that students will need to access further or higher education programmes or occupational training on a full-time or part-time basis
encourage progression by assisting in the development of skills, knowledge and
understanding that students will need to enter employment or enhance their
current employment status
promote interaction between employers, centres and students by relating
teaching and assessment to real settings.
Assessment
The course is assessed through a continuous programme of assignments, externally
assessed units, class activities, presentations, written reports and work experience.
Students who fail to reach assessment objectives may be able to resubmit their
assignment at a later date.
To take these qualification learners do not need any specific knowledge or skills related
to the qualification.
Committed to Achievement Calon i Lwyddo
64
Cambridge Technical Level 3 in ICT
Subject Leader: Mr B Blake BSc(Hons)
Why choose IT?
The Cambridge Technical in IT consists of a wide range of units such as creating a
website, computer animation and e-commerce. It is an ideal foundation for students
entering the workplace, providing them with a theoretical background reinforced with
practical skills that transfer into the modern workplace.
A qualification in Information Technology opens up an incredible world of opportunities
for work, not only within the technology industry but also in supporting roles within other
industries. These could include roles within the games design industry, web and
animation development.
Units available
Communication and employability skills for IT (core)
This unit will equip students to use a variety of communication skills, and provide them
with an understanding of the skills an employer wants and how to adapt the message to
their audience.
Information systems (core)
This unit demonstrates the types of information held in the workplace, how it can be
used to gain a competitive edge and how it must comply with legislation.
Website production
A website can make or break a business; students will design, create and test a
functioning website, including understanding architecture, design and security issues.
Computer animation
Students will learn about different types of animation and how they can be used in
different media; they will also create their own animation.
Spreadsheet modelling
Spreadsheets are an important tool in business; students will learn how to create a
complex spreadsheet and use it to highlight information and solve problems.
Database design
This unit will provide students with the skills they need to design, create, test and
evaluate a relational database.
Digital graphics
Students will create, modify and manipulate images after learning about the hardware
and software available for working on graphic images and the file formats that exist.
Committed to Achievement Calon i Lwyddo
65
Progression to employment and further qualifications
These qualifications are designed to enable learners to enter employment.
For example, a learner achieving an OCR Level 3 Cambridge Technical Certificate in IT
may: enter employment; enter employment and undertake a related qualification at a
level appropriate to the job role; enter employment and undertake other related
occupational qualifications.
These qualifications have been designed to develop the skills, knowledge and
understanding required to enable progression to further education/higher education in
the same or related areas in the Qualifications and Credit Framework (QCF) and from the
National Qualifications Framework (NQF).
Assessment
All units are centre-assessed and externally moderated by a visiting Moderator. All units
are graded: Pass, Merit and Distinction.
Committed to Achievement Calon i Lwyddo
66
Cambridge Technical Level 3 in Media
Subject Leader: Mr R Page BA(Hons)
Why Media?
The creative industries are an important growth area in the UK, bringing significant
cultural and economic benefits. The Level 3 Cambridge Technicals in Media offers a wide
range of units to reflect the range of opportunities available within the Media sector. It
is an ideal foundation for students, providing an understanding of Media through
engagement with media products, production process and technologies. This leads to
the application of practical and creative skills that transfer easily into the workplace.
Students study a range of media products, including films, advertising campaigns and
magazines. They will learn about the institutions (such as the BBC, Sky and Warners)
that produce media products. They will look in detail at how audiences are targeted by
media producers and how audiences relate to films, magazines, TV programmes and the
internet.
In the first year the initial focus is on building the essential practical skills in media
production, such as photography (including editing using Photoshop) and graphic design
(sometimes using Illustrator.) Alongside this, students will find out about the research
process involved in creating a media product and prepare to produce some individual
products of their own.
In the second year, students will explore the world of video production and create short
pieces based on research into different areas such as advertising, television and film.
Sample units that may be offered
Analysing media products and audiences
The aim of this unit is to enable students to understand media institutions, how they
work and the products they produce. Students will consider production process, target
audiences, distribution and marketing through the analysis of media products.
Producing a print-based media product
The focus of this unit is to produce pre-production materials, and carry out relevant
recces and risk assessments to make sure students can work safely in production
stages. Students will identify and resolve any relevant legal and/or ethical issues
associated with the print media product they are producing. They will also produce
materials that they can use and edit to create a final print media product.
Print-based advertising media
By completing this unit, students will learn about advertising campaigns and how print-
based advertising media is used within them. They will understand how to plan an
advertising campaign for a product, and how to produce print-based advertisements for
this product. They will also present their ideas for a print-based advertisement, having
the opportunity to make refinements to it from the feedback they receive.
Committed to Achievement Calon i Lwyddo
67
Producing an audio-visual media product
This unit sees students producing pre-production materials, and carrying out relevant
recces and risk assessments to make sure they can work safely in production stages.
They will identify and resolve any relevant legal and/or ethical issues associated with the
audio-visual media product they are producing. They will produce materials that they
can use and edit to create a final audio-visual media product.
Photography for media products
This unit explores the use of professional photographs in media products. Students will
understand how to plan for a photographic shoot, and take and edit a range of
photographs for a specific media product.
Assessment There is no examination. Students must produce coursework. All units are centre-
assessed and externally moderated. All units are graded: Pass, Merit, Distinction.
Committed to Achievement Calon i Lwyddo
68
BTEC Subsidiary Diploma in Music (Performing)
Director of Music: Mrs S Humber BA(Hons)
This is a practical qualification where you will learn about music performance and the
areas that support it. The course is composed of 6 units and it is equivalent to one A
Level:
Performance Techniques
Students learn to develop as a performer, where they have a task on how to practise, a
solo performance and an ensemble performance.
Solo Performance
This is a 20 minute recital where students take the lead and demonstrate their
instrumental abilities.
Ensemble Performance
Students are required to form a band or other group and perform. Students also study
other ensembles and bands and how they work.
Music Project
Students put on their own concert. They organise acts, lighting, sound, publicity and
ticket sales.
The Sound and Music Industry
Students learn how the music industry works. It gives students an in depth knowledge
of how a concert runs, how artists work and the job roles that are involved.
Aural
This helps students develop their musical ear and how to play musical items by listening
to them.
Assessment
All units are centre-assessed and externally moderated by a visiting Moderator. All units
are graded: Pass, Merit and Distinction.
Committed to Achievement Calon i Lwyddo
69
BTEC Level 3 in Performing Arts
Subject Leader: Miss C Ashton, BA(Hons)
BTEC Level 3 Certificate (Year 12) This is a one year course giving the learner the equivalent of one AS Level.
The BTEC Level 3 Certificate offers a specialist qualification that focuses on particular
aspects of employment within the appropriate vocational sector. It is a qualification
which can extend a learner’s programme of study and give vocational emphasis.
The Course is a 30-credit and 180-guided-learning-hour (GLH) qualification that consists
of one mandatory unit plus optional units that provide for a combined total of 30 credits.
BTEC Level 3 Subsidiary Diploma (Year 13) If candidates are successful in Year 12 they may be given the option to go on to study
for a second year where they would complete a further 30 Credits in order to achieve the
60-credit BTEC Level 3 Subsidiary Diploma. This offers greater flexibility and a choice of
emphasis through the optional units. It is broadly equivalent to one A Level. The Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts is a 60-credit and 360-
guided-learning hour (GLH) qualification that consists of one Mandatory unit plus
Optional units that provide for a combined total of 60 credits (where at least 45 credits
must be at Level 3 or above).
3
3
Mandatory Unit
Performing to an Audience 10 3
Optional Units
Devising Plays 10 3
Theatre in Education 10 3
Classical Theatre Performance 10 3
Contemporary Theatre Performance 10 3
Musical Theatre Performance 10 3
Developing Voice for the Actor 10 3
Principles of Acting 10 3
Applying Acting Styles 10 3
Drama Improvisation 10 3
Developing Physical Theatre 10 3
Developing Movement Skills 10 3
The final selection of Units will be determined by the discretion of the Course Tutors.
Committed to Achievement Calon i Lwyddo
70
BTEC National Diploma
Sports Studies
Subject Leader: Mr S Reed BEd(Hons)
Examination Board: Edexcel
Course Outline
The BTEC National Diploma provides for a highly specialist work-related qualification.
You learn by completing projects and assignments that are based on realistic workplace
situations, activities and demands. As well as learning about the employment area you
have chosen, you develop the skills you need to start a career.
Assessment
The new course now has a 1.5 hour examination linked to Unit 1 Anatomy and
Physiology. This can be taken in January and June as set time periods. Unit 2 is also
externally assessed by a 2 hour Controlled Assessment Task under supervised conditions
on Fitness, Training and Programming for Health, Sport and Well-being.
The course will be assessed through a continuous programme of assignments, class
activities, practical tasks, discussions, presentations, written reports, work experience,
organising events and coaching. Each assessment will be graded against performance
criteria and each unit will be awarded a Pass, Merit or Distinction.
If a student fails a module they will need to resubmit their work until they achieve at
least a Pass. Students cannot progress to the next module until a Pass has been
achieved in each module.
Students will receive two submission deadlines for all units except practical sport. The
first deadline is for draft work and will be an opportunity to receive specific feedback on
how to improve work in order to attain higher grades. This is often conducted in a 1:1
environment.
The second submission is the final submission where the final unit grade is awarded.
If a student fails to meet the draft deadline then they will sacrifice the opportunity to
receive extra feedback.
Students who fail to meet the final submission date will not receive a grade for the unit.
A student who receives an upgraded mark for two units will be unable to achieve the full
qualification.
The 90-credit BTEC National Diploma is broadly equivalent to 1.5 A levels which means
when you have finished the course you can choose whether to get a job straightaway or
go into higher education.
The course is made up of 7 units – 4 mandatory units and 3 externally assessed units.
What subjects will I study?
4 mandatory units:
1. Anatomy & Physiology
2. Fitness, Training and Programming for Health, Sport and Well-being.
3. Professional Development in the Sports Industry
4. Sports Leadership
Committed to Achievement Calon i Lwyddo
71
Students also take 3 specialist units from:
5. Application of Fitness Testing
6. Sports Psychology
7. Practical Spots Performance
8. Coaching For Performance
9. Research Methods in Sport
10. Sports Event Organising
11. Research Project in Sport
What could the course lead to?
Successful completion of the National Foundation Diploma in Sport offers candidates
several routes of progression:
Direct entry into training courses or employment within the Sport and Leisure
industry in a variety of roles such as in fitness centres, leisure centres and
outdoor pursuit centres.
Progression to Higher Education to study Higher Nationals or Degrees in Sport
and Leisure Management, Sports Studies or Physical Education.
Committed to Achievement Calon i Lwyddo
72