3D Design

Course Duration

2 Years

Entry Criteria

GCSE Maths and English at Grade 4 or above.
GCSE Grade 5 or above in DT Related Subject.

Qualification Aims and Objectives

Students will be introduced to a variety of experiences that explore a range of three-dimensional media, processes and techniques. They should be made aware of both traditional and new media.

Students will explore the use of drawing for different purposes, using a variety of methods and media on a variety of scales. Students may use sketchbooks/workbooks/journals to underpin their work, where appropriate.

Students will explore relevant images, artefacts and resources relating to a range of art, craft and design, from the past and from recent times, including European and non-European examples. This should be integral to the investigating and making process. Students’ responses to these examples must be shown through practical and critical activities that demonstrate their understanding of different styles, genres and traditions.

Students will be aware of the four assessment objectives to be demonstrated in the context of the content and skills presented. They should be aware of the importance of process as well as product.

Career Opportunities and Future Study

  • Graphic Design
  • Advertising and Marketing
  • Education
  • Web Design
  • Product Design

Assessment

Component 1: Portfolio

  • 96 marks
  • 60% of AS

The emphasis of this component will be on the development of understanding and skills using an appropriate range of materials, processes and techniques. Students should produce a collection of materials that exemplifies work carried out during the AS course.

Each student must include in their portfolio:

  • A selection of thoughtfully presented work that demonstrates the breadth and depth of the course of study
  • At least one extended collection of work or project, based on an idea, concept, theme or issue. This should demonstrate the student’s ability to sustain work from an initial starting point to a realisation.

It should include evidence of their ability to research and develop ideas and link their work in a meaningful way to relevant critical/contextual materials

Component 2: Externally set assignment

  • Preparatory period + 10 hours supervised time
  • 96 marks
  • 40% of AS

Separate question papers will be provided for each title. These will consist of a choice of five questions to be used as starting points. Students are required to select one. Students will be provided with examination papers on 1 February, or as soon as possible after that date.

Biology

Entry Criteria

GCSE Combined science grade 66 or above or two of GCSE Biology, GCSE Chemistry, GCSE Physics at grade 6 or above.
GCSE Mathematics at Grade 6 or above
GCSE English = Grade 5 or above

Qualification Aims and Objectives

A-level Biology is a stepping stone to future study, which is why we also consulted universities to ensure these specifications allow students to develop the skills that they want to see.

This approach has led to specifications that will support you to inspire students, nurture a passion for Biology and lay the groundwork for further study in courses like biological sciences and medicine.

Like you, we believe that Biology is fundamentally an experimental subject. This specification provides numerous opportunities to use practical experiences to link theory to reality, and equip students with the essential practical skills they need.

Career Opportunities and Future Study

  • Forensic Scientist
  • Research Scientist
  • Doctor
  • Pharmacologist
  • Nutritionist
  • Biochemical Engineer
  • Ecologist
  • Paramedic

Assessment

100% Examination for a grade

  • Paper 1 – 30%
  • Paper 2 – 30%
  • Paper 3 – 40%

Practical Endorsement – They must be passed to be accepted by universities.

Chemistry

Course Duration

2 Years

Entry Criteria

GCSE Combined science grade 66 or above or two of GCSE Biology, GCSE Chemistry, GCSE Physics at grade 6 or above.
GCSE Mathematics at Grade 6 or above.

Qualification Aims and Objectives

Students to develop:

  • essential knowledge and understanding of different areas of the subject and how they relate to each other
  • a deep appreciation of the skills, knowledge and understanding of scientific methods
  • competence and confidence in a variety of practical, mathematical and problem-solving skills
  • their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject
  • an understanding of how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.

Possible Careers

Why should I study A Level Chemistry?

All that questioning and experimentation can be really handy when it comes to building a whole range of skills for work.

Chemistry helps you to develop research, problem solving and analytical skills. It helps to you challenge ideas and show how you worked things out through logic and step-by-step reasoning. Chemistry often requires teamwork and communication skills too, which is great for project management.

Chemistry will help you get ahead in most STEM (science, technology, engineering and maths) careers and more besides.

Chemistry is an important subject for careers in: medicine, environmental science, engineering, toxicology, developing consumer products, metallurgy (studying how metals behave), space exploration, developing perfumes and cosmetics, pharmaceuticals, energy, teaching, science writing, software development and research.

  • Analytical chemist
  • Chemical engineer
  • Healthcare scientist, clinical biochemistry
  • Forensic scientist
  • Pharmacologist
  • Research scientist
  • Toxicologist
  • Vet
  • Surgeon

Assessment

  • Paper 1: Fundamentals of Chemistry
  • Paper 2: Scientific Literacy in Chemistry
  • Paper 3: Practical skills in Chemistry

Science Practical Endorsement

English Literature

Entry Criteria

GCSE English Language 6 or above
GCSE English Literature 6 or above

Qualification Aims and Objectives

The specification encourages the exploration of texts in a number of different ways:

  • The study of a literary theme over time.
  • The study of literature through engaging with two of the main historicist perspectives, the diachronic (reading texts written across widely different time periods that explore the same theme) and synchronic (reading texts written within a narrower and clearly defined time period)
  • The study of various texts, both singly and comparatively, chosen from a list of core set texts and a list of chosen comparative set texts. Writing about texts in a number of different ways.

Career Opportunities and Future Study

  • Primary/Secondary school teacher
  • Lecturer
  • Writer
  • Editorial assistant
  • Newspaper/magazine journalist
  • Advertising account executive
  • Public Relations officer
  • Social media manager
  • Marketing executive

Assessment

  • Paper 1: Love Through the Ages
  • Paper 2: Texts in shared contexts
  • Non-exam Assessment
Fine Art

Course Duration

2 Years

Entry Criteria

GCSE Art at a Grade 6 or above

Qualification Aims and Objectives

Students will be introduced to a variety of experiences that explore a wide range of Fine Art materials, techniques and processes. They will be made aware of both traditional and contemporary methods, incorporating Art History theories.

Students should use sketchbooks/workbooks/journals to underpin their work where appropriate. They may wish to develop their drawing skills in order to produce storyboards, thumbnail sketches and/or diagrams, where appropriate.

Students will be made aware of the four assessment objectives to be demonstrated in the context of the content and skills presented and of the importance of process as well as product.

Students are required to work in one or more area(s) of Fine Art, such as those listed below. They may explore overlapping areas and combinations of areas.

  • painting and drawing
  • mixed media, including collage and assemblage
  • sculpture
  • land art
  • installation
  • printmaking: relief, intaglio, screen processes and lithography
  • film, television, animation, video, photography: lens-based and/or light-based media and new media.

Possible Careers

There are many careers using Fine Art. Most of these require further study at an art School, Further Education College or University. At present most students wishing to take art, Craft or design beyond 6th Form will go on to do a one year ‘Foundation’ course at an Art College or University before applying to degree courses in specialist areas of art and Design.

In recent years increasing numbers of students have gained direct entry onto

Degree courses. This could lead to careers in such fields as teaching, curating, illustration, art criticism, art historian and the media.

Assessment

Component 1: Portfolio:

  • 96 marks
  • 60% of AS

The emphasis of this component will be on the development of understanding and skills using an appropriate range of materials, processes and techniques. Students should produce a collection of materials that exemplifies work carried out during the AS course.

Each student must include in their portfolio:

  • A selection of thoughtfully presented work that demonstrates the breadth and depth of the course of study
  • At least one extended collection of work or project, based on an idea, concept, theme or issue. This should demonstrate the student’s ability to sustain work from an initial starting point to a realisation.

It should include evidence of their ability to research and develop ideas and link their work in a meaningful way to relevant critical/contextual materials.

Component 2: Externally set assignment:

  • Preparatory period + 10 hours supervised time
  • 96 marks
  • 40% of AS

Separate question papers will be provided for each title. These will consist of a choice of five questions to be used as starting points. Students are required to select one. Students will be provided with examination papers on 1 February, or as soon as possible after that date.

History

Course Duration

2 Years

Entry Criteria

GCSE History = Grade 5/6 or above
With GCSE English = Grade 5 or above
GCSE Maths = Grade 4 or above

Qualification Aims and Objectives

Knowledge about a Worldwide and British study of history

An understanding of the significance of historical events, the role of individuals in history and the nature of change over time

Competence in analysis and evaluation of historical factors

Their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject

Career Opportunities and Future Study

  • Heritage Manager
  • Historic buildings inspector or conservation officer
  • Museum education officer
  • Museum or gallery curator
  • Secondary school teacher
  • Academic librarian
  • Archaeologist
  • Archivist
  • Broadcast journalist
  • Civil Service administrator
  • Editorial assistant
  • Solicitor

Assessment

  • Paper 1: Communist Russia, 1855–196
  • Paper 2: The Wars of the Roses, 1450–1499
  • Paper 3: Historical investigation (Personal study).
Media Studies

Course Duration

2 Years

Entry Criteria

GCSE English at Grade 5 or above.
GCSE Media Studies at Grade 5 or above If studied

Qualification aims and objectives

Students to develop:

  • Essential knowledge and understanding of contemporary media theory
  • The ability to identify and access a wide range of media genres
  • Analytical skills which will allow for the identification of media conventions and the deconstruction texts
  • The ability to evaluate the effectiveness of directorial decisions in media
  • The ability to produce a wide range of media texts to an industry standard

 Why should I study A Level Media?

Have you ever been interested in Media? Have you ever considered a future career in Media but don’t know where to begin? If so, an A-Level in Media Studies might be for you.

A-level Media provides a taste of all the major media forms, from Film to Video Games, from Advertising to Propaganda. You will learn not only what the major characteristics are of each of these genres, but by the end of the course will be able to evaluate their effectiveness.

Media will provide you a pathway if you do decide to pursue a future career. You will learn the contemporary theories which currently govern the industry, and the elite which rule over it. You will not only be able to analyse and deconstruct texts, but you will learn how to use the tools to produce them yourselves.  Most of all though, you will become a more confident and careful consumer of media, as media companies often try to manipulate in order to make profit. These wide range of skills will be learned through both watching and creating, which is ideal for students who want hands on experience when learning a subject.

Possible careers

  • Graphic Design
  • News Reporter
  • Web Design
  • Advertising and Marketing
  • Editor
  • Director
  • Political Science
Maths

Course Duration

2 Years

Entry Criteria

GCSE  Mathematics= Grade 7 or above

Qualification aims and objectives

Students to develop:
This course builds on some of the topics students have already met at GCSE and take them to greater depth. Students will have the chance to study three different branches of Mathematics:

  • PURE: You may have already met some of the topics studied, e.g. trigonometry, functions and graphs, algebraic equations, series and calculus. All of these and more are included, extended, and taken to a higher level.
  • STATISTICS: In Statistics we look at the gathering, representation and analysis of data. We study probability in order to see how reliable our results are. For example, how large a sample of people do you need to take for an opinion poll in order to predict with a given degree of accuracy the outcome of an election? How should this sample be selected? What is the probability of being selected for such a sample? And how do we analyse the results and draw accurate conclusions?
  • MECHANICS: You may have met some aspects of Mechanics as part of a GCSE Science course. It involves looking at moving bodies (Dynamics) and stationary bodies (Statics) in a given situation. We attempt to represent the situations by algebraic equations and solve them using Pure Mathematics techniques. For example, using Principles of Mechanics and modelling the Police can investigate whether or not motorists involved in an accident were breaking the speed limit.

Why should I study A Level Media?

If you enjoy Maths and feel confident with the work you have met so far at GCSE, then you should seriously consider Maths AS or A Level. It is a demanding and challenging subject but it can be an extremely rewarding one if you are prepared to put in time and effort.

Maths has wide applications in industry, business, finance, science, technology and many other areas. Maths qualifications can help you towards a future career in these areas. It is also a useful support for many University courses which increasingly can involve statistics and programming elements.

Possible careers

  • Actuarial analyst
  • Actuary
  • Chartered accountant
  • Chartered certified accountant
  • Data analyst
  • Data scientist
  • Investment analyst
  • Research scientist (maths)
  • Secondary school teacher
  • Statistician
  • Systems developer
  • Civil Service fast streamer
  • Financial manager
  • Financial trader
  • Insurance underwriter
  • Meteorologist
  • Operational researcher
  • Quantity surveyor
  • Software tester

Assessment

Paper 1: 2 Hours 33.3%
Proof, Algebra and functions, Coordinate geometry, Sequences and series, Trigonometry, Exponentials and logarithms, Differentiation, Integration, Numerical methods

Paper 2: 2 hours 33.3%
Any content from Paper 1 and content from Vectors, Quantities and units in mechanics, Kinematics, Forces and Newton’s laws, Moments

Paper 3: 2 hours 33.3%
Any content from Paper 1 and content from Statistical sampling, Data presentation and Interpretation, Probability, Statistical distributions, Statistical hypothesis testing.

Photography

Course Duration

2 Years

Entry Criteria

GCSE in a DT subject at Grade 5 or above
GCSE English = Grade 4 or above
Maths grade 4 or above

Qualification Aims and Objectives

Students will be introduced to a variety of experiences that explore a range of photographic media, techniques and processes. They should be made aware of both traditional and new technologies.

Students should use sketchbooks, workbooks, journals to underpin their work where appropriate. They may wish to develop their drawing skills in order to produce storyboards, thumbnail sketches and/or diagrams, where appropriate.

Students are required to work in one or more area(s) of photography, such as those listed below. They may explore overlapping areas and combinations of areas:

  • Portraiture
  • Landscape photography (working from the urban, rural and/or coastal environment
  • Still life photography (working from objects or from the natural world)
  • Documentary photography, photojournalism
  • Fashion photography
  • Experimental imagery
  • Multimedia
  • Photographic installation
  • Moving image (video, film, animation).

Career Opportunities and Future Study

There are many careers using photography. Most of these require further study at an art School, Further Education College or university. At present most students wishing to take art, craft or design beyond 6th Form will go on to do a one year ‘Foundation’ course at an Art College or University before applying to degree courses in specialist areas of art and Design.

In recent years increasing numbers of students have gained direct entry onto degree courses. This could lead to careers in such fields as advertising, marketing, design, publishing and the media. The study of Art can also help you develop transferable skills in which you can take into any career or job.

Assessment

Component 1: Portfolio

  • 96 marks
  • 60% of AS

The emphasis of this component will be on the development of understanding and skills using an appropriate range of materials, processes and techniques. Students should produce a collection of materials that exemplifies work carried out during the AS course.

Each student must include in their portfolio:

  • A selection of thoughtfully presented work that demonstrates the breadth and depth of the course of study
  • At least one extended collection of work or project, based on an idea, concept, theme or issue. This should demonstrate the student’s ability to sustain work from an initial starting point to a realisation.

It should include evidence of their ability to research and develop ideas and link their work in a meaningful way to relevant critical/contextual materials.

Component 2: Externally set assignment

  • Preparatory period + 10 hours supervised time
  • 96 marks
  • 40% of AS
Physics

Course Duration

2 Years

Entry Criteria

GCSE Combined science grade 66 or above or two of GCSE Biology, GCSE Chemistry, GCSE Physics at grade 6 or above.
With GCSE Mathematics at Grade 6 or above.

Qualification Aims and Objectives

Physics aim to answer (or at the very least try to) the very big questions in life; such as:

  • What will happen to universe in the future?
  • Where did we come from?
  • What are we made of?
  • How and why things interact the way they do?

The physics course offers a glimpse of the beauty and order from which the world around us made. The course is up to date and is presented in such a way to convey the excitement of the subject.

Physics is a challenging subject that will definitely makes you think. It requires higher order critical thinking a step up from GCSE in terms of the level of working as well as mathematical skills.

Career Opportunities and Future Study

Physics is one of the most highly regarded A – level by employers and universities and, as such the course supports students in a diverse range of destinations post sixth form

At university level, Physics opens the door towards Science, Maths and Engineering courses as well as supporting students who may wish to progress to a humanities based subject.

Employers also recognise the importance of A – level Physics and actively seek to recruit students who have completed physics as a result of the way that students are trained and encouraged to think in a logical manner.

Assessment

Component 01 assesses content from modules 1, 2, 3, and 5
Component 02 assesses content from modules 1, 2, 4 and 6
Component 03 assesses content from all modules (1 to 6)

Politics

Course Duration

2 Years

Entry Criteria

5 in GCSE English
5 or above in Humanities Subject (Geography/History)

Qualification Aims and Objectives

AQA describe the course as:

Lively, relevant, controversial… there are many ways to describe A-level Politics. There’s no denying that it’s one of the most interesting and engaging qualifications you can choose. Covering news and current affairs from the UK and US, it helps you understand how the UK country is run and develops research, written communication and debate skills. It also helps grow your confidence. It’s ideal if you’re considering studying politics, sociology, ethics, advertising or journalism at university and is highly regarded by employers in industries including politics, international organisations, the media, government and the civil service.

Possible Careers

Highly regarded by employers in industries including politics, international organisations, the media, government and the civil service.

Assessment

3 x 2 hr exams at the end of the second year. These are all equally weighted.

  • Paper 1: Government and Politics in the UK
  • Paper 2: The government and politics of the USA and Comparative politics
  • Paper 3: Political ideas

There is also an option to sit a 3 hour AS paper at the end of the first year.

Government and Politics in the UK 100% of AS (Not yet confirmed)

Sociology

Course Duration

2 Years

Entry Criteria

GCSE English = Grade 5
GCSE Maths = Grade 4 or above

Qualification Aims and Objectives

Sociology is the study of human social relationships and institutions. Sociology’s subject matter is diverse, ranging from crime to religion, from the family to the state, from the divisions of race and social class to the shared beliefs of a common culture, and from social stability to radical change in whole societies. Unifying the study of these diverse subjects of study is sociology’s purpose of understanding how human action and consciousness both shape and are shaped by surrounding cultural and social structures.

The particular topics studied at Strood Academy are; Education, Health, The Media and Crime and Deviance.

This course has been designed with the clear objective of encouraging students to:

  • Acquire knowledge and a critical understanding of contemporary social processes and social changes
  • Appreciate the significance of theoretical and conceptual issues in sociological debate
  • Understand and evaluate sociological methodology and a range of research methods through active involvement in the research process
  • Develop skills that enable individuals to focus on their personal identity, roles and responsibilities within society
  • Develop a lifelong interest in social issues

 Career Opportunities and Future Study

  • Social work and counselling
  • Education
  • Public Services
  • Law
  • Politics
  • Journalism
  • Medicine

Assessment

Three exams at the end of the course.

Please note: You will need to pick TWO BTEC Level 3 courses alongside TWO IBCP subjects.

Geography

Course Duration

2 Years

Qualification Aims and Objectives

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and physical processes in both time and space. It seeks to identify trends and patterns in these interactions. It also investigates the way in which people adapt and respond to change, and evaluates actual and possible management strategies associated with such change. Geography describes and helps to explain the similarities and differences between different places. These may be defined on a variety of scales and from the perspectives of a different range of actors, with varying powers over decision-making processes.

Within individuals and societies subjects, geography is distinctive in its spatial dimension and occupies a middle ground between social or human sciences and natural sciences. The Diploma Programme geography course integrates physical, environmental and human geography, and ensures that students acquire elements of both socio-economic and scientific methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop life skills and have an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

The world is an ever-changing , ever-evolving, complex system of inter-relationships; whether this is the physical world impinging upon our lives, or our human quest for wealth, power, knowledge, and an improving quality of life having an impact on the natural world. Geographers seek to discover the patterns, processes, motivations,  and develop a deep understanding which can be applied to a variety careers. As Geographers, we learn about the world of today and apply the lessons of the past, to  guide others along a path of understanding leading toward a better future for all.

According to Times Higher Education* Geographers are amongst the least likely to be unemployed at the completion of their course.  They are seen as employable due to their combination of transferable skills including problem-solving and critical thinking.

Assessment

  1. Paper 1: Urban Environments, Geophysical Hazards,  Oceans and Coastal Margins
  2. Paper 2: Global Climate Change,  Population, Resource Consumption
  3. Paper 3: Global Risks, Development and Diversity,  Power and Places
  4. Non exam assessment: Independent Investigation

Career Opportunities and Future Study

  • Cartographer.
  • Commercial/residential surveyor.
  • Environmental consultant.
  • Geographical information systems officer.
  • Planning and development surveyor.
  • Secondary school teacher.
  • Town planner.
  • International aid/development worker
  • Landscape architect
  • Logistics and distribution manager
  • Market researcher
  • Nature conservation officer
  • Sustainability consultant
  • Tourism officer
  • Transport planner
Applied Maths

Course Duration

2 Years

Entry Criteria

GCSE Maths at Grade 6 or above.

Qualification Aims and Objectives

The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way.  Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context.

The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

Career Opportunities and Future Study

  • Accounting
  • Teaching
  • Banking
  • Investment
  • Traders

Assessment

Pupils are assessed on the following topics, including:

  • Topic 1: Number & algebra
  • Topic 2: Descriptive statistics
  • Topic 3: Logic, sets & probability
  • Topic 4: Statistical applications
  • Topic 5: Geometry & trigonometry
  • Topic 6: Mathematical models
  • Topic 7: Introduction to differential calculus
  • Project: An individual piece of work involving the collection of information or the generation of measurements, and subsequent analysis and evaluation.
Psychology

Course Duration

2 Years

Entry Criteria

GCSE Maths and English at Grade 5 or above.

Qualification Aims and Objectives

This course looks at Approaches to Psychology in year 12 including: The Cognitive, and Biological Approaches and Sociocultural.

In year 13 the course looks at Applications of Psychology including abnormal psychology and pupils are also required to design and conduct their own study. Psychology is a science subject, and the course requires students to understand concepts such as objectivity, subjectivity, validity and reliability.  Students will learn how to design and conduct scientific investigations.

You should study Psychology if you have an interest in the human mind and behaviour.  Psychology combines well with Science, Sociology and Health and Social Care.  Psychology is a well-recognised Science subject and provides a sound basis for further study at University.

Career Opportunities and Future Study

IB Psychology teaches students to question the world around them, to think analytically, and to base their views on evidence.

There are a wide variety of careers open to psychology graduates.  These include:

  • Clinical Psychology
  • Educational Psychology
  • Counselling
  • Criminal Psychology

Assessment

Assessment at a glance

Paper 1: Question response and an essay
Paper 2: Answer 2 of 15 questions in essay form
Paper 3: Answer three questions

Internal Study report – A report of a simple experimental study conducted by the students.

The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses, which are to provide students with:

  • A broad and balanced, yet academically demanding, programme of study
  • The development of critical-thinking and reflective skills
  • The development of research skills
  • The development of independent learning skills
  • The development of intercultural understanding
  • A globally recognized university entrance qualification
Social and Cultural Anthropology

Course Duration

2 Years

Entry Criteria

GCSE English at Grade 5 or above.

Qualification Aims and Objectives

Anthropology is about finding out about the thousand other lives you could have lived if you had been born in a different time or place. It is about “making sense of other people’s worlds, translating their experiences and explaining what they are up to, how their societies work and why they believe in whatever it is that they believe in” (Eriksen, 2006: ix). Anthropology seeks to unravel the complexities of what makes us human by exploring what makes people as social beings in different cultures different from each other.

The aims of the Social and Cultural Anthropology course at SL and HL are to enable students to:

  • Explore the characteristics and complexities of social and cultural life.
  • Develop new ways of thinking about the world that demonstrate the interconnectedness of local, regional and global processes and issues.
  • Foster an awareness of how cultural and social contexts inform the production of anthropological knowledge.
  • Develop as critical thinkers who are open-minded, reflective and ethically sensitive.
  • Apply anthropological understanding in order to reflect on their own lives and experiences, as well as those of others, transforming their actions in the world.

 Career Opportunities and Future Study

  • Community development worker
  • International aid/ development worker
  • Local government officer
  • Market and Social Researcher Social Worker

Assessment

This course is assessed through a mixture of externally and internally assessed work:

External Assessment:

  • Paper 1: 2 Hour exam paper separated into two sections worth 30% of your overall grade.
  • Paper 2: 2 and a half Hour exam paper separated into two sections, worth 45% of your overall grade.

Internal Assessment:

Worth 25% of your overall grade. This will see you conduct fieldwork, critical reflection and a written report of your findings. This should take 60 hours.

Please Note: The double CANNOT be done without the single.

Applied Law

 Course Duration

2 Years

Entry Criteria

GCSE Maths = Grade 4 or above
GCSE English = Grade 5 in GCSE English and 5 or above
GCSE Humanities Subject (History/Geography/Citizenship) = Grade 5 or above  if studied

Qualification Aims and Objectives

Pearson: Studying Law gives students an understanding of the role of Law today and raises your awareness of the rights and responsibilities of individuals. By learning about legal rules and how and why they apply to real life, students will develop their analytical ability, decision making, critical thinking and problem-solving skills. All these skills are highly sought after by higher education and employers.

Possible Careers (depending on other subject options)

Students could pursue a career in law such as studying to become a Solicitor or Barrister, Legal Secretary or use the UCAS points to support an application to a future degree course at university.

Assessment

There are four units in this course. Two are examined and two are coursework based.

  • Unit 1: Dispute Solving in Civil Law (90 GLH) Examined
  • Unit 3: Applying the Law (120GLH) Examined
  • Unit 2: Investigating Aspects of Criminal Law and the Legal System (90 GLH) Coursework
  • The final unit is a choice of 4 possible units (60 GLH) Coursework:
  • Unit 4: Aspects of Family Law
  • Unit 5: Consumer Law
  • Unit 6: Contract Law
  • Unit 7: Tort Law
Business (Single)

 Course Duration

2 Years

Entry Criteria

GCSE English = Grade 4 or above.
GCSE Maths = Grade 4 or above.
If studying GCSE Business = Grade 4/5 or above
If studying BTEC in any subject = Grade M or above

Qualification Aims and Objectives

Students to develop:

An overarching appreciation of the central role that businesses play in modern society and an appreciation of the main internal functions of marketing, finance, human resources and operations.

Confidence in research methods and their application in the real world. A deep understanding of interdependence between business, individuals and government Intrapersonal skills of communication, working collaboratively, negotiation and self-presentation Cognitive and problem-solving skills – use critical thinking and creative skills to solve problems..

Career Opportunities and Future Study

  • Marketing
  • Administration
  • Finance
  • Events Management
  • Human Resources
  • Junior management positions in most industries

Assessment

  • Unit 1: Exploring Business (internally assessed)
  • Unit 2: Developing a Marketing Campaign (externally assessed)
  • Unit 3: Personal and Business Finance (externally assessed)
  • Unit 14: Investigating Customer Service (internally assessed)
Criminology

 Course Duration

2 Years

Entry Criteria

GCSE Maths = Grade 4 or above
GCSE English = Grade 6 in GCSE English and 5+ in GCSE Humanities Subject (History/Geography/Citizenship) = Grade 5 or above

Qualification Aims and Objectives

WJEC: An understanding of criminology is relevant to many job roles within the criminal justice sector, social and probation work and sociology and psychology. WJEC Level 3 Applied Diploma in Criminology is a qualification with elements of psychology, law and sociology that complements studies in humanities. The course has been designed to offer exciting and interesting experiences for learners through applying their knowledge and understanding to purposeful contexts linked to the criminal justice system.

Possible Careers (depending on other subject options)

The main purpose of the WJEC Level 3 Applied Diploma in Criminology is mainly to use the qualification to support access to higher education degree courses, such as:

  • BSc Criminology
  • BA Criminology
  • BA Criminology and Criminal Justice
  • BSc (Hons) Criminology and Psychology
  • LLB (Hons) Law with Criminology
  • BA (Hons) Criminology and Sociology
  • BA (Hons) Criminology
  • BSc (Hons) Psychology and Sociology
  • BSc Criminology with Law

Alternatively, the qualification allows learners to gain the required understanding and skills to be able to consider employment within some aspects of the criminal justice system, e.g. the National Probation Service, the Courts and Tribunals Service the National Offender Management Service or the emergency services.

Assessment

There are four units in this course. Two are examined and two are coursework based.

  • Unit 1 Changing Awareness of Crime
  • Unit 2 Criminological Theories
  • Unit 3 Crime Scene to Courtroom
  • Unit 4 Crime and Punishment
Dance (Single)

 Course Duration

2 Years

Entry Criteria

GCSE Dance = Grade 4 or above or Merit at BTEC Level 2 Dance
GCSE Maths and English = Grade 4 or above
Any additional dance qualifications ISTD/RAD/BBO would be an advantage.

Qualification Aims and Objectives

This is an exciting BTEC course that develops your performance skills, technical skills, choreographic abilities and analysis of your own process and the work of professional practitioners.  Each unit requires learners to research, analyse and evaluate the work of various artists and apply this knowledge to their own practice through practical exploration. Units can be adapted to suit individual specialisms.

Students will develop the following skills over the two years:

  • Essential knowledge and understanding of different dance practitioners
  • A deep appreciation of the physical, expressive and technical skills required for effective dance performance
  • Competence and confidence in a variety of performance skills
  • Their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject.

Career Opportunities and Future Study

  • Performer
  • Choreographer
  • Dance Admin Assistant/Manager
  • Educational Dance Artist
  • Teacher
  • Dance Therapist
  • Dance Critic
  • Theatre Company
  • Musical Theatre dancer

Assessment

Unit 1 – Investigating Practitioners’ Work (Externally Assessed)
Understanding our modern choreographers, who they are, how they work, their style, influences, how they choreograph. Watching live performances of their work will be essential for this unit.

Unit 2 – Developing Skills for Live Performance Understanding your role as a dancer and becoming a professional dancer through the recreation of existing material.

Unit 3 – Group Performance Workshop (Externally Assessed)
Explore and integrate creative, physical and expressive skills whilst expanding on techniques working collaboratively to create a performance in response to a given stimulus.

Unit 12 – Contemporary Dance Technique
Through a thorough, nurturing and creative environment you will have a rigorous rehearsal schedule where you will explore a variety of dance styles, practitioners and genres. This will result in numerous live performances in and out of school. You will develop your own choreographic style understanding the importance of your choreography in the world today. Your life skills will improve tenfold as you become a confident, creative, responsible, physical, communicator who can lead large groups and at other times become the team player who is attentive, resilient and extremely hard working.

Dance (Double)

 Course Duration

2 Years

Entry Criteria

GCSE Maths and English = Grade 4 or above
BTEC/GCSE Dance = Pass Level (L2P)/Grade 4 or above
Any additional dance qualifications ISTD/RAD/BBO would be an advantage.

Qualification Aims and Objectives

This is an exciting BTEC course that develops your performance skills, technical skills, choreographic abilities and analysis of your own process and the work of professional practitioners.  Each unit requires learners to research, analyse and evaluate the work of various artists and apply this knowledge to their own practice through practical exploration. Units can be adapted to suit individual specialisms.

Students will develop the following skills over the two years:

  • Essential knowledge and understanding of different dance practitioners
  • A deep appreciation of the physical, expressive and technical skills required for effective dance performance
  • Competence and confidence in a variety of performance skills
  • Their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject.

Career Opportunities and Future Study

  • Performer
  • Choreographer
  • Dance Admin Assistant/Manager
  • Educational Dance Artist
  • Teacher
  • Lecturer
  • Dance Therapist
  • Dance Critic
  • Theatre Company
  • Musical Theatre dancer
  • West End performer

Assessment

Unit 1 – Investigating Practitioners’ Work
Understanding our modern choreographers, who they are, how they work, their style, influences, how they choreograph. Watching live performances of their work will be essential for this unit.

Unit 2 – Developing Skills for Live Performance Understanding your role as a dancer and becoming a professional dancer through the recreation of existing material.

Unit 3 – Group Performance Workshop
Explore and integrate creative, physical and expressive skills whilst expanding on techniques working collaboratively to create a performance in response to a given stimulus.

Unit 4 — Performing Arts in the Community
Learners develop their knowledge and understanding of performing in the community, applying specialist skills and techniques to a community performance project.

Unit 5 — Individual Performance Commission

Understand the nature and purpose of commission work, responding individually to a specific commission brief by applying their performance skills.

Unit 6 — Final Live Performance to an Audience
This unit covers the practical exploration and application of specialist skills and techniques through the development and rehearsal of a final live performance to an audience. In this unit, you will gain understanding and experience of rehearsal methods and techniques.

Unit 12 – Contemporary Dance Technique
Through a thorough, nurturing and creative environment you will have a rigorous rehearsal schedule where you will explore a variety of  dance styles, practitioners and genres.

Unit 14 — Choreography for Live Performance
A development of knowledge, skills and techniques in choreography through practical exploration, workshops and performance. Knowing how to select and work with dancers, structuring live performance and selecting the appropriate accompaniment.

Financial Studies LIBF

Entry Criteria

Five or more GCSE Grades 9-4, including GCSE Maths and GCSE English at Grade 4 or above.

Certificate in Financial Studies London Institute of Banking & Finance

Qualification Aims and Objectives

The course encourages students to become responsible borrowers and sensible savers, and to appreciate the need for financial planning throughout their life. It prepares them for further study by developing the core skills of critical analysis and evaluation, verbal communication (through classroom discussion) and written communication.

Students to Develop:

  • An appreciation of why money is important
  • A healthy attitude towards saving and borrowing
  • A detailed understanding of the different types of saving and borrowing appropriate at different life stages.Discussion skills around the moral and ethical issues surrounding borrowing and lending

Career Opportunities and Future Study

Transferable skills are valuable for further study in unrelated disciplines.  The course supports students in making informed decisions about the value of personal, employment and study options.  The course is highly valued by HE institutions. Learners commonly go on to study or work in accounting, finance and banking.

Assessment

  • Unit 1: Financial Capability for the Immediate and Short Term
    Part A:  Multiple choice (online or paper-based)
    Part B: Paper based examination
  • Unit 2: Financial Capability for the Medium and Long Term
    Part A: Multiple choice (online or paper-based)
    Part B: Paper based examination

Units are equally weighted

Health and Social Care (Single)

Entry Criteria

Merit at BTEC Level 2 HSc
GCSE Maths = Grade 5 or above
GCSE English = Grade 5 or above and GCSE
GCSE Combined Science Grade 44 or above two of: GCSE Biology, GCSE Chemistry, GCSE Physics a Grade 4

Qualification Aims and Objectives

The content of this qualification has been designed to ensure it supports progression towards higher study. In addition, employers and professional bodies have been involved in order to confirm that the content is also appropriate for those interested in working in the sector.  The extended certificate is a broad basis of study for the health and social care sector. This qualification is designed to support progression into employment, or higher education.

Career Opportunities and Future Study

  • Exercise physiologist.
  • Fitness centre manager.
  • Secondary school teacher.
  • Sports administrator.
  • Sports therapist.
  • Gym Instructor
  • Personal trainer
  • Strength and conditioning coach
  • Physiotherapist
  • Occupational therapist

Assessment

  • Unit 1:Human Lifespan Development – examination
  • Unit 2:Working in Health and Social Care – examination
  • Unit 5:Meeting Individual Care and Support Needs – coursework plus an additional one optional unit to complete as well, which is chosen with students and the teacher from the list below:
    • Unit 10: Sociological Perspectives
    • Unit  11: Psychological Perspectives
    • Unit  12: Supporting Individuals with Additional Needs
    • Unit  14: Physiological Disorders and their Care

Possible Careers and Further Study

  • This qualification is generally taken alongside other qualifications as part of a 2-year programme of learning.
  • This will enable learners to progress to a degree programme chosen from a range of programmes in the health and social care sector.
  • The qualification is intended to carry UCAS points and is recognised by higher education institutions as contributing to meeting admission requirements to many relevant courses.
    It can be taken alongside, for example:
  • an A Level in Biology, which could lead to a BSc (Hons) in Nursing or Midwifery
  • a BTEC Certificate in Sport, which could lead to a BSc (Hons) in Physiotherapy
Information Technology

Course Duration

2 Years

Entry Criteria

GCSE English = Grade 4 or above.
GCSE Maths = Grade 4 or above.
If studying GCSE IT / Computer Science = Level 4 or above.
If studying BTEC in any subject = Grade M or above

Qualification Aims and Objectives

Students to develop:

The aims of the course are to:

  • To develop students’ IT skills to an advanced level
  • To develop a wider understanding of technology and how it can be used as a tool in a wide variety of contexts.
  • To prepare students for a world of work by teaching within a subject area applicable to all employment sectors.

To provide a framework for students to develop wider skills that will further assist them in their chosen careers.

Information Technology (IT) involves the use of computers in industry, commerce, the arts and elsewhere. IT includes aspects of IT systems architecture, human factors, project management and the general ability to use computers. Increasingly businesses are implementing IT strategies to manage and process data both to support many business processes and to deliver new opportunities.

Career Opportunities and Future Study

Progression to higher education

  • Software developer
  • Systems analyst.
  • Business analyst
  • IT support analyst
  • Network engineer
  • T consultant
  • Technical sales representative
  • Project manager

Assessment

Mandatory

  • Unit 1: Information Technology Systems (external exam)
  • Unit 2: Creating Systems to Manage Information (external assessment)
  • Unit 3: Using Social Media in Business (internally assessed)

Optional (one unit)

  • Unit 5: Data Modelling (internally assessed)
  • Unit 6: Website Development (internally assessed)
Sports (Single)

Entry Criteria

GCSE PE = Grade 4 or above OR BTEC Level 2 at Merit or above
With GCSE Maths and English = Grade 4 or above

Qualification Aims and Objectives

Students to develop:

Cognitive and problem-solving skills: use critical thinking, approach non-routine problems applying expert and creative solutions, use systems and technology

Intrapersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation

Interpersonal skills: self-management, adaptability and resilience, self-monitoring and development.

Career Opportunities and Future Study

  • Exercise physiologist.
  • Fitness centre manager.
  • Secondary school teacher.
  • Sports administrator.
  • Sports therapist.
  • Gym Instructor
  • Personal trainer
  • Strength and conditioning coach
  • Physiotherapist
  • Occupational therapist

Assessment

  • Unit 1 – Anatomy and Physiology
  • Unit 2 – Fitness Training and Programming for Health, Sport and Well-being