Post-16 Curriculum Overview 2021 2022 - British School ...
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BSM | Post-16 Curriculum Overview 2021 – 2022 Post-16 Curriculum Overview 2021 – 2022
BSM | Post-16 Curriculum Overview 2021 – 2022
Table of Contents
Welcome from the Head of 6th form 2
Why join our Sixth Form? 3
Who can join the Sixth Form? 3
Choosing A Levels 3
What if you do not like a subject? 3
What you should know about the A Levels 4
What about students who want to sit an AS exam at the end of Year 12? 4
Choosing the Right Courses 8
Sixth Form Extra Curricular Activities 8
AS & A Level COURSES 9
Results and Higher Education 9
Examination Boards 9
ENTRY FOR A LEVEL COURSES 10
A Guide for Students and Parents 10
Minimum requirement for entry into Year 12 10
Entry requirements for progression from Year 12 into Year 13 12
Repeating Year 12 12
ARABIC 13
ART & DESIGN 13
BIOLOGY 16
BUSINESS 18
CHEMISTRY 20
COMPUTER SCIENCE 22
CREATIVE MEDIA (Level 3 BTEC Subsidiary Diploma) 24
DANCE 26
DESIGN & TECHNOLOGY – PRODUCT DESIGN 31
DRAMA 33
ENGLISH LITERATURE 35
EXTENDED PROJECT QUALIFICATION 37
MODERN FOREIGN LANGUAGES: 37
FRENCH 40
GERMAN 44
SPANISH 48
GEOGRAPHY 50
HISTORY 51
MATHEMATICS 56
MEDIA STUDIES 56
MUSIC (Level 3 BTEC Subsidiary Diploma) 58
PHYSICS 60
SPORT (Level 3 BTEC Subsidiary Diploma) 62
1BSM | Post-16 Curriculum Overview 2021 – 2022
Welcome from the Head of 6th Form
Dear Student,
Welcome to the Sixth Form at British School Muscat (BSM). The Sixth Form at BSM is a key part of the life
of the school.
In September 2017, we were delighted to officially open a brand new Sixth Form Centre which boasts a
brand new Common Room with superb facilities and two spacious study areas. We are extremely proud of
our new facilities and it is the perfect place for our students to study and to thrive.
The Sixth Form at BSM provides a stimulating and friendly environment in which students can continue their
education beyond GCSE examinations. The school offers a real breadth of choice with a wide range of A
Levels available and a truly enviable programme of extracurricular opportunities.
As a school, we have a fantastic record of helping students achieve high grades and gain entry into their
first choice university. We offer a combination of excellent teaching, academic challenge, and a Sixth Form
support team skilled in key areas such as UCAS applications and student attainment monitoring.
We also offer sound advice and supportive pastoral care and guidance to ensure that Sixth Form students
make a smooth transition to adulthood and have every opportunity to develop their potential to the full and
skills which will enable them to become world class citizens.
The Sixth Form is very much a staging post between the directed learning of the GCSE years and the
independent learning that will be undertaken at university. Within a context where appropriate direction is
available, Sixth Formers can develop the attitudes, attributes and skills to enable them to learn on their own
and to become high-performing learners.
It is absolutely essential that students in the Sixth Form enjoy their academic work for its own sake. Sixth
Form study provides a passport to university or the foundations for entry into the world of work. That
passport will carry far greater weight if it is imprinted with a genuine desire to learn. Academic work will
be the priority in the Sixth Form. However, we recognise that the world of work demands much more than
a good set of A Levels.
The Sixth Form years allow the development and broadening of many other abilities besides the academic:
the ability to work in a team; the ability to communicate in a variety of circumstances; the ability to network;
the ability to lead others; the ability to have fun and enjoy life appropriately; the ability to accept responsibility
and use it effectively. All of these are encouraged by our wide Enrichment Programme.
In today's rapidly changing world, creativity, flexibility, adaptability and resilience are essential
characteristics of successful individuals. The Sixth Form at BSM fosters and values these qualities.
Our aim is that those who leave our Sixth Form should be self-confident young men and women who will
find fulfilment and happiness in their future lives. It is something that we remain passionate about. We look
forward to supporting you in the next stage of your education.
Kindest regards
Zoe Atkinson-Goffe
Head of Sixth Form
2BSM | Post-16 Curriculum Overview 2021 – 2022
Why join our Sixth Form?
Our students can expect to enjoy and thrive in our outstanding facilities and be extremely well
supported by caring and enthusiastic teachers.
The Sixth Form at BSM offers a good variety of A Level courses and three BTECs in Film & Television,
Music and Sport, all taught in small classes. The subject areas are well-resourced and taught by highly-
qualified staff. Each student is allocated to a tutor group for pastoral purposes.
Academic results are of high importance but so too is the overall development of the student as they
prepare for their next stage of their lives. The Sixth Form offers opportunities to hold positions of
responsibility within the school. This reinforces their increasingly mature role within the school.
Opportunities to contribute to the School and the wider community are encouraged and expected of
our students.
Who can join the Sixth Form?
All students wishing to enter the Sixth Form must meet our entry requirements of five passes in their
GCSEs at grades 4 and above, or A* to C (including grade 4 (or equivalent) in Mathematics and in
English Language). Additionally, each A Level subject has an individual entry requirement.
Clearly, taking a responsible attitude towards one’s studies is a characteristic of being a Sixth Former.
Consequently, a strong commitment is required from students. To obtain good grades, increase
background knowledge and depth of understanding, Sixth Formers are expected to spend between two
and three hours per night developing their work and reading around their subjects. Being actively
involved in the life of the school, taking responsibility and maximising opportunities for personal
development are also important aspects of being a Sixth Former.
Choosing options
Students usually choose three A Levels or a combination of A Levels and BTECs. Some students may
choose to study four post-16 courses. Universities do not ask for more than 3 A Levels / BTECs as
minimum entry requirements for their courses.
Do not choose a subject because you think it will be easy. Post-16 courses are not easy; they are
designed to be challenging. You will only find a subject easy if you have a lot of interest in it, and if you
do a lot of extra work and preparation for the exams.
What if you do not like a subject?
If you do not like a subject or you find it difficult, then you will be allowed to drop that particular subject
and possibly take up another subject in its place. You will have until the end of September to make a
decision.
Do not just drop a subject because you would like more free time. If you find it difficult, speak to your
subject teacher who may talk to you about what the rest of the course involves, just in case the particular
module you are studying at that time is particularly difficult in comparison to the rest of the course.
3BSM | Post-16 Curriculum Overview 2021 – 2022
What you should know about the A Levels
Since September 2015, a range of changes have been made to A Levels. The A Levels offered at BSM
are, for the most part, the new, revised A Level format. This means that the qualification is linear i.e.
external assessments taken at the end of two years define the grade. The new A Levels have the
following new features:
1. The syllabi are broken down into themes
2. Each exam covers more content/subject knowledge – broader and deeper understanding
3. It includes a minimum 20% quantitative skills content (Applied Mathematics) in subjects where
this applies e.g. Geography
4. All A Level assessment is at the end of the 2 years with no possibility of re-sit (except for the
Science subjects, Media Studies and Geography)
5. AS and A Levels have been ‘de-coupled’: The AS qualification is now disconnected from the
full A Level, meaning that exams sat at the end of Year 12 have no bearing on the outcome of
the full A Level at the end of Year 13. Any points or grades will not count towards the A Level
Please note that Chemistry, Biology, and Physics are unaffected as we will continue for the foreseeable future
with International A Levels (IAL) (with exam sessions in January and May/June).
Film and Television Studies, Music and Sport offer a BTEC. This is a Level 3 qualification like A Level, and
is widely offered in the UK. The course is practical and production based, with considerable academic
rigour. Assessment is solely through coursework with no external examination.
What about students who want to sit an AS exam at the end of Year 12?
This may be possible, but only if the exam board offer it.
4BSM | Post-16 Curriculum Overview 2021 – 2022
What do you need to progress into Year 13?
Students need at least a D grade at the end of Year 12 to be able to progress into Year 13. For subjects
where AS examination results are still available (e.g. Science) this policy remains in place. For subjects
where formal AS results are not available, we will use evidence from:
1. Academic Monitoring
2. Report data
3. Most Likely Outcome must be at least a D grade
4. Effort data
5. Internal assessments data
6. Mock examinations in January, May/June
7. Meetings with parents
8. Parents’ evenings
9. Attendance data
10. Attitude to learning
Which higher education establishments have previous Sixth Form students gone to and what did
they study?
Degree Course University
Maths & Physics Warwick
Arabic & Spanish Oxford
Chemical Eng Newcastle
Music UCLan
Business Management Nottingham Trent
Management Toronto
Sport Science Elmira College New York
Economics & Politics Aberdeen
Biomedical Sciences Sheffield
Classics Cambridge
Economics Warwick
5BSM | Post-16 Curriculum Overview 2021 – 2022
English & Media Liverpool John Moores
Criminology & Psychology Swansea
Primary Education Aberdeen
Modern Languages Durham
Media & Communication Goldsmith
Computer UCLA Berkeley
Science
Biomedical Engineering Imperial College
Liberal Arts Rotterdam
Business Loughborough
Film Bournemouth
Graphic Design UCA
PPE LSE
Engineering UBC
Business Administration Auckland University of Technology
Physics Warwick
Criminology Liverpool
Russian Bristol
Biomedical Science Dalhousie University
Biomedical Science Warwick
Mechanical Engineering UBC
Visual Effects & Motion Graphics South Wales
6BSM | Post-16 Curriculum Overview 2021 – 2022
Genetics Manchester
Medicine Manchester
Management & Marketing Essex
Computer Imperial
Science
Film Westminster
Economics Glasgow
7BSM | Post-16 Curriculum Overview 2021 – 2022
Choosing the Right Courses
Choosing the right combination of subjects for your post-16 course is very important. These notes will help,
but it is important that parents and teachers are also involved in the process. Further information can be
obtained from the Head of Sixth Form, Heads of Departments, subject staff, the Deputy Head teachers and,
last but not least, by talking to our present Sixth Formers who are already taking the subjects.
Some UK university degrees can be taken without studying any particular A Level or BTEC subjects.
However, if you are thinking of studying a course at university that is commonly available at post-16,
it is usual to take that course as one of your subjects. If you have a particular degree course in mind,
we would strongly recommend that you check university entry requirements at http://www.ucas.co.uk.
Below are a few examples:
● Biological Sciences generally require Chemistry as well as Biology
● Engineering courses generally require Mathematics and Physics
● Medicine requires Chemistry and two of Physics, Biology or Mathematics
● Veterinary science requires Biology and Chemistry
● Agriculture requires Chemistry
Competition for many courses is high. Consequently, students should ensure that they are choosing
the right subject for their interests, which enables them to achieve their best possible grade. The
following questions are always worth asking:
● Do I need to choose this subject to qualify for my likely path?
● If I am not sure what I would like to do in the future, have I chosen subjects that will keep my
options open?
● Am I capable of being successful in this subject?
● Am I really interested in studying this subject?
It is recommended that 3 subjects are chosen. However, some students may be advised to study 3
subjects as well as an EPQ (Extended Project Qualification) or BTEC. The choice of subjects should
be made on the basis of ability and interest in the subject. We stress again that interest is vital because
of the narrow concentration on three subjects and the depth to which each is studied.
More information about sixth form and university applications can be found here:
https://www.britishschoolmuscat.com/teaching-learning/senior-school/sixth-form-age-16-18-
Sixth Form Extra Curricular Activities
All of our Sixth Form students are encouraged to fully immerse themselves in the school and its community.
It is vital that students use their time to develop themselves both academically and personally. This supports
the students’ progression to a career and higher education applications. Engagement with the ECA
programme is an expectation for all students from the beginning of Year 12.
8BSM | Post-16 Curriculum Overview 2021 – 2022
POST-16 COURSES
Results and Higher Education
At A Level, grade results are from A* and AS results are from A to E. Students studying the BTEC
subsidiary diploma can be awarded a Distinction, Merit or Pass. All of these grades are considered passes.
Grade U is a failing grade. Universities in many countries will admit you on your grades to date plus your
predicted grades. Universities in the United Kingdom will use predicted grades to identify potential students
but usually offer you a conditional place based upon you achieving certain grades at A Level and/or AS
Level. Some universities will express their offer with the grades that you must achieve, while others will use
the UCAS tariff table calculator below:
https://www.ucas.com/ucas/tariff-calculator
Entry requirements into Higher Education can vary greatly depending upon the course, institution and
country. Some countries will ask for a wide range of evidence of your ability, including essays, SAT,
IELTS or TOEFL scores, report grades and predicted grades.
Courses in high demand can require very high grades (Law, Medicine, and Veterinary Science, for
example). It is important to note that the grades asked for are an indication of the popularity of that
course and institution, not always the difficulty of the course itself. Courses can be found in the UK (or
other countries) that accept almost any set of A Level and AS grades but the higher the grades you can
achieve (and therefore the number of points on the UCAS Tariff) the wider the choice available to you.
Examination Boards
The A Level examination courses that are on offer at British School Muscat are examined through the
British Examination Boards of:
AQA Assessment & Qualifications Alliance is a unitary awarding body for
Northern Examination and Assessment Board (NEAB).
PEARSON Edexcel Foundation is a unitary awarding body for The Edexcel
(EDEXCEL) University of London Examinations and Assessment Council
CAIE Cambridge Assessment International Education
9BSM | Post-16 Curriculum Overview 2021 – 2022
ENTRY FOR A LEVEL COURSES
A Guide for Students and Parents
Minimum requirement for entry into Year 12
5 GCSE subjects grades 9-4 or A* to C. These subjects must include GCSE Grade 4 (or above) or C (or
above) in English Language and Mathematics. In addition, each post-16 subject has its own minimum entry
requirement for entry into that particular subject course.
Subject Minimum GCSE (or equivalent) Grade
Required for Entry into Year 12
Art and Design Art and Design: 6 or above (5 accepted under exceptional circumstances)
including evidence of a portfolio of work.
Arabic As external candidates there are no official entry requirements. It is advisable
that students are native or near native speakers.
Biology 7 in GCSE/iGCSE Dual Award Science or in Biology and a good grade in
English Language.
Business B in iGCSE English AND
6 in GCSE Mathematics
Or Exceptional Circumstances.
Chemistry 7 in GCSE/iGCSE Dual Award Science or in Chemistry.
Computer Science 7 in Maths OR
7 in GCSE Computer Science or other GCSE-level Computing specification
Or Exceptional Circumstances.
Creative Media C at GCSE Media Studies or interview with Mr Moul.
Production
Dance 5 or above in GCSE Dance and English, or prior experience as discussed
with the Head of Department.
Design & 6 in GCSE Mathematics and 7 in DT (6 under exceptional
Technology circumstances).
Drama & Theatre Studies 6 for Drama or/and B in English plus interview with the Head of
Department.
10BSM | Post-16 Curriculum Overview 2021 – 2022
English Literature English Literature B, English Language B.
French Usually a 6. 5 under exceptional circumstances.
Geography B
C under exceptional circumstances.
German Usually a 6.
5 under exceptional circumstances.
Spanish Usually a 6.
5 under exceptional circumstances.
History 6 at GCSE
If the student has not previously read History a 6 in GCSE English Literature
and Language.
Mathematics 7 for GCSE Mathematics to be accepted onto the Regular Mathematics
course (RM).
The Extended Mathematics course (EM) is for students who achieved a grade
6 for GCSE Mathematics.
Media Studies C in GCSE Media Studies or an interview with Mr Moul.
Music BTEC 6 at GCSE and/or ABRSM Grade 5 level or equivalent on an
instrument/voice plus an interview with Mr Clifford and Mr Anthony.
Physics 7 in GCSE/iGCSE Dual Award Science or in Physics. A good grade in
Mathematics is also required.
Sport BTEC 4 at GCSE PE. If a student has no PE GCSE they may be admitted if they
have grades 7 in the sciences & grade B in English or interview with Mr Myhill.
11BSM | Post-16 Curriculum Overview 2021 – 2022
Entry requirements for progression from Year 12 into Year 13
It is expected that students will continue with three subjects into Year 13. Students who have met the entry
requirements are automatically offered a place in Year 13 to continue their studies. Students are expected to
pass the Year 12 with at least a D grade (or the equivalent in internal examinations) before continuing onto
the A Level course.
However, in the case of grades D in any subject, a meeting with the student and parents will be arranged at
the start of Year 13 and certain measures will be put in place in order to optimise the student’s chances of
achieving a pass in their post-16 subjects.
Students who achieved E or U grades will not be permitted to continue with that subject in Year 13. Students
who do not meet the entry requirement into Year 13 will be given guidance by the Sixth Form team about
a change of pathway.
Repeating Year 12
If students do not meet the minimum entry requirements, they will not be able to progress into Year 13;
successful appeals will be offered places in Year 12 provided there are places available. However, in the case
of oversubscription in any category, priority will be given to Year 11 students.
12BSM | Post-16 Curriculum Overview 2021 – 2022
Arabic
EXAMINATION BOARD Edexcel
EXAMINATIONS OFFERED A Level (9AA0)
Please note that the AS examination is no longer offered. A Level is a 2 year course and students can enter
as external candidates. This means that native Arabic speakers are able to study the language independently,
whilst accessing guidance from an Arabic specialist. This support will take the form of a fortnightly one hour
session.
Brief description of course:
The Pearson Edexcel Level 3 Advanced GCE in Arabic (listening, reading and writing) consists of three
externally-examined papers that assess listening, reading and writing skills. These assessments will be set
and marked by Pearson. Students must complete all assessments in May/June in any single year.
Assessment overview:
Paper 1: Translation into English, reading comprehension and writing (research question) in Arabic.
Written examination: 2 hours 30 minutes
40% of the qualification
80 marks
Paper 2: Translation into Arabic and written response to works.
Written examination: 2 hours and 40 minutes
30% of the qualification
110 marks
Paper 3: Listening, reading and writing in Arabic.
Written examination: 2 hours and 15 minutes
30% of the qualification
60 marks
Themes, sub-themes and research subjects:
Papers 1, 2 and 3 will be based on content from the following four themes.
Theme 1 is set in the context of the Arabic-speaking world. This theme covers society past and present. If
the research subject is chosen from this theme, it must focus on one Arabic-speaking country.
Theme 2 is set in the context of the Arabic-speaking world. This theme covers artistic culture past and
present. If the research subject is chosen from this theme, it must focus on one Arabic-speaking country.
Theme 3 is set in the context of the Arabic-speaking world. This theme covers society past and present. If
the research subject is chosen from this theme, it must focus on one Arabic-speaking country.
Theme 4 is set in the context of the Arabic-speaking world. This theme covers political culture past and
present. If the research subject is chosen from this theme, it must focus on one Arabic-speaking country.
Entry requirements:
As external candidates there are no official entry requirements. It is advisable that students are native or
near native speakers.
13BSM | Post-16 Curriculum Overview 2021 – 2022
ART & DESIGN
EXAMINATION BOARD Pearson
EXAMINATIONS OFFERED Year 13 – A Level in Fine Art 9FA0/ 9PY0
Brief description of course:
The Advanced (A Level) GCE specification requires students to develop practical and
theoretical knowledge and understanding of:
Relevant materials, processes, technologies and resources
How ideas, feelings and meanings can be conveyed and interpreted in images and
artefacts
How images and artefacts relate to the time and place in which they were made and to their social
and cultural contexts
Continuity and change in different genres, styles and traditions
A working visual/written vocabulary and specialist terminology
The A Level GCE specification requires students to develop the skills to:
Record experiences and observations, mainly in visual form; undertake research and
gather, select and organise visual and other appropriate information
Explore relevant resources; analyse, discuss and evaluate images, objects and artefacts;
Make and record independent judgements
Use knowledge and understanding of the work of others to develop and extend thinking and inform
own work
Generate and explore potential lines of enquiry using appropriate media and techniques
Apply knowledge and understanding in making images and artefacts; review and modify work and
plan and develop ideas in the light of own and others’ evaluations
Organise, select and communicate ideas, solutions and responses; present these in a range
of visual forms
14BSM | Post-16 Curriculum Overview 2021 – 2022
Year 12
Autumn Term Spring and Summer
The Visual Elements, Personal Investigation:
Including line, tone, colour, shape, pattern, Practical Work provides opportunities for
texture, form and structure: Students develop students to pursue their own creative, visual
these skills, experimenting with a wide range of ideas in their own chosen
media and methods. Students learn how to area of art, craft and design
transform materials in order to reflect their
different qualities of personally chosen subject All of the above will be supported through a
matter. Students are expected to show range of specific tasks relating to art in a
evidence for an ongoing critical and analytical historical, social, cultural or political context
review of their progress.
A Level Photography runs alongside this
A Level Photography runs alongside this forming a digital portfolio of work
forming a digital portfolio of work
Year 13
Personal Portfolio A LEVEL ART & DESIGN EXTERNALLY SET ASSIGNMENT
Personal Portfolio: Practical Work provides Students will receive the set paper for the
opportunities for students to pursue their own Externally Set Assignment in January of the
creative, visual ideas in a chosen area of art, academic year.
craft and design.
Submissions must include:
Work for the Personal Study requires students • all preparatory work, including sketchbook(s)
to produce an illustrated dissertation on a
selected aspect of others’ art, craft and design. • Unaided work produced under examination
Students are required to research, evaluate, conditions in a period of 15 hours
analyse and establish coherent and sustainable
links between their own practical work with that A Separate ESA will be
completed for Photography A
of historical and contemporary references.
Level
A separate personal study will be completed for
A Level photography
CAREERS:
Architect, fashion designer, interior designer, product design, games designer, cartoonist,
jewellery designer, theatre set designer, graphic designer, textiles designer, photographer,
animator, landscape architect, shoe designer, make- up artist, art therapist, ceramics
designer... Lots of careers involve art and design!
15BSM | Post-16 Curriculum Overview 2021 – 2022
BIOLOGY
EXAMINATION BOARD EDEXCEL
EXAMINATIONS OFFERED Year 12 – IAL AS in Biology XBI11
Year 13 – IAL A2 in Biology YBI11
Brief description of course:
The structure of the course is summarised below. This is still a modular course with each AS and
A2 module contributing towards the overall A Level grade. All modules will be taken in the
summer examination period of that academic year.
AS
Unit Description of Unit Assessment AS GCE
grade
1 Molecules, Diet, Transport and Health 1 hour 30 min exam 40% 20%
2 Cells, Development, Biodiversity and 1 hour 30 min exam 40% 20%
Conservation
3 Practical Skills in Biology I 1 hour 20 min exam 20% 10%
A2
Unit Description of Unit Assessment A2 GCE
grade
4 Energy, Environment, Microbiology and 1 hour 45 min exam 40% 20%
Immunity
5 Respiration, Internal Environment, 1 hour 45 min exam 40% 20%
Coordination and Gene Technology
6 Practical Skills in Biology II 1 hour 20 min exam 20% 10%
16BSM | Post-16 Curriculum Overview 2021 – 2022
METHODS OF ASSESMENT
Each unit is assessed by a single written paper. Unit examinations may be repeated and the best
mark will count towards the final grade.
Preparation for the externally assessed Laboratory Skills units will take place throughout the
course. It can be seen from the table above that practical biology constitutes an important part of
the final mark.
ENTRY INFORMATION
Candidates require Grade 7 or above in GCSE Combined Science or in GCSE Biology and a
good grade in English Language is required.
CAREERS
A level Biology is a useful preparation for studying Medicine, Veterinary Science and Dentistry. Biology
together with another Science or Mathematics allows access to careers in Food Science, Pharmacy,
Pharmacology, Biochemistry, Microbiology, Marine Biology and Forensic Science. Biology together with
Geography is a useful combination for entry into careers in Environmental Science.
17BSM | Post-16 Curriculum Overview 2021 – 2022
BUSINESS
EXAMINATION BOARD EDEXCEL
EXAMINATIONS OFFERED A Level Business, 9BS0
Brief description of course:
Business students follow 4 themes, assessed through 3 assessments at the end of Year 13. The three
exam papers are all 2 hours in length and consist of extended answers and use of quantitative skills.
Papers 1 and 2 are both worth 35% each of the overall grade, Paper 3 is weighted to be worth 30% of the
overall grade.
Theme 1: Marketing and People
Students will develop an understanding of: meeting customer needs; the market marketing mix and
strategy; managing people; entrepreneurs and leaders.
Theme 2: Managing Business Activities
Students will develop an understanding of: raising finance; financial planning; managing finance; resource
management; external influences.
Theme 3: Business Decisions and Strategy
This theme develops the concepts introduced in Theme 2. Students will develop an understanding of:
business objectives and strategy; business growth; decision-making techniques; influences on business
decisions; assessing competitiveness; managing change.
Theme 4: Global Business
This theme develops the concepts introduced in Theme 1. Students will develop an understanding of:
globalisation; global markets and business; expansion; global marketing; global industries and
companies (multinational corporations).
METHODS OF ASSESMENT
Paper Description of Unit Method Length
1 Marketing, people and global Written examination in June 2 hours
businesses
Drawn from Themes 1 and 4
2 Business activities, decisions and Written examination in June 2 hours
strategy
Drawn from Themes 2 and 3
3 Investigating business in a Both Pre-Release and 2 hours
competitive environment Unseen Material; Written
examination in June
Drawn from all four Themes
(Holistic)
18BSM | Post-16 Curriculum Overview 2021 – 2022
ENTRY INFORMATION
Although it is desirable, it is not essential that you have studied Business Studies at GCSE.
A minimum Grade B (equiv Grade 6) at GCSE English and GCSE Maths would be desirable and would
help to ensure the best chance of accessing the demands of the A Level Business course given the need
for case study comprehension and extended writing of arguments and evaluations as a method of
assessment.
Course layout
The A Level Business course is a 2-year course. Students will study a range of topics split into 12 blocks
spread across the duration of the course. The research and pre-release segment occurs in January of Year
13 and is the focus of Paper 3.
Combinations
Business complements Geography, History, Psychology and Mathematics, drawing on similar skills and in
some instances, similar content.
CAREERS
Business is suitable for careers in Management, Banking, Finance and Accountancy, Human Resource
Management, Marketing, Operations Management/Logistics, Social Entrepreneurship, Importing and
Exporting, Insurance and starting your own business. In addition, many students mix their A Level
options with Mathematics and/or a language to study Economics, International Development and a dual
honours degree with a language or Mathematics at University.
19BSM | Post-16 Curriculum Overview 2021 – 2022
CHEMISTRY
Year 12 only (2018 specification)
EXAMINATION BOARD EDEXCEL
EXAMINATIONS OFFERED Year 12 – IAL AS in Chemistry XCH11
Year 13 – IAL A2 in Chemistry YCH11
Brief description of course:
The structure of the course is summarised below. This is still a modular course with each AS and A2
module contributing towards the overall A Level grade. All modules will be taken in the summer examination
period of that academic year with the exception of Unit 1 which will be taken in the January examination
period of Year 12.
AS
Unit Description of Unit Assessment AS GCE
grade
1 Structure, Bonding and Introduction to Organic 1 hour 30 min exam 40% 20%
Chemistry
2 Energetics, Group Chemistry, Halogenoalkanes 1 hour 30 min exam 40% 20%
and Alcohols
3 Practical Skills in Chemistry I 1 hour 20 min exam 20% 10%
A2
GCE
Description of Unit Assessment A2 grade
Rates, Equilibria and Further Organic Chemistry
4 1 hour 45 min exam 40% 20%
Transition Metals and Organic Nitrogen
5 Chemistry 1 hour 45 min exam 40% 20%
6 Practical Skills in Chemistry II 1 hour 20 min exam 20% 10%
METHODS OF ASSESMENT
Each unit is assessed by a single written paper. Unit examinations may be repeated and the best mark will
count towards the final grade.
20BSM | Post-16 Curriculum Overview 2021 – 2022
Preparation for the externally assessed Laboratory Skills units will take place throughout the course.
It can be seen from the table above that practical chemistry constitutes an important part of the final
mark.
ENTRY INFORMATION
Candidates require Grade 7 or above in GCSE Combined Science or in GCSE Chemistry.
CAREERS
Qualifications in Chemistry can lead to careers in the chemical industries, including the Pharmaceutical,
Food, Petrochemical, Plastics and Process industries. A Level Chemistry is a pre-requisite for studying
Medicine, Veterinary Science and Dentistry. Chemistry together with A-level Mathematics or another
Science allows access to careers in Pharmacy, Pharmacology, Biochemistry, Geology, Microbiology and
Forensic Science.
21BSM | Post-16 Curriculum Overview 2021 – 2022
COMPUTER SCIENCE
EXAMINATION BOARD AQA
EXAMINATIONS OFFERED A Level Computer Science, 7517
Brief description of course:
Subject content:
1. Fundamentals of programming
2. Fundamentals of data structures
3. Fundamentals of algorithms
4. Theory of computation
5. Fundamentals of data representation
6. Fundamentals of computer systems
7. Fundamentals of computer organisation and architecture
8. Consequences of uses of computing
9. Fundamentals of communication and networking
10. Fundamentals of databases
11. Big Data
12. Fundamentals of functional programming
13. Systematic approach to problem solving
14. Non-exam assessment - the computing practical project
METHODS OF ASSESMENT
Paper Description of Unit Method Length
1 This paper tests a student's ability to program, as well On-screen 2 ½ hours
as their theoretical knowledge of Computer Science examination
from subject content 1-4 above and the skills required
from section 13 above
2 This paper tests a student's ability to answer Written 2 ½ hours
questions from subject content 5-12 above examination
NEA Non-Exam Assessment Coursework 20% of A-
Level
The non-exam assessment assesses student's ability
to use the knowledge and skills gained through the
course to solve or investigate a practical problem.
Students will be expected to follow a systematic
approach to problem solving, as shown in section 13
above
22BSM | Post-16 Curriculum Overview 2021 – 2022
ENTRY INFORMATION
It is anticipated that students wishing to continue their studies in Computer Science will have gained a
grade A or above in Maths. Alternatively, students will have an A in GCSE Computer Science or other
GCSE-Ievel Computer Science specification.
CAREERS
Students can study Computer Science and go on to a career in Engineering, Medicine, Law,
Business, Politics or any type of Science.
23BSM | Post-16 Curriculum Overview 2021 – 2022
CREATIVE MEDIA (Level 3 BTEC Subsidiary Diploma)
EXAMINATION BOARD PEARSON/EDEXCEL
This course carries the same weight in UCAS points as a GCE A Level
Structure:
This new international specification is defined by two large teaching projects, called learning and teaching
modules. A range of media production skills are taught, developed and utilised to through projects,
producing assessment projects throughout the course.
Module A1 – Skills Development
Module A2 – Developing Creative Media Skills
Creative media spans a broad range of specialisms and purposes, but all practitioners in the creative
industries work to enrich or improve the world around us. Before entering the industry, creative practitioners
need to explore and refine different interrelated creative media practices in order to develop technical and
communication skills and build confidence for producing outcomes to meet a need or fulfil a purpose. This
can be done in a specialist area or across different specialisms. The fundamentals covered in this module
will enable you to take ownership of your projects. You will explore ways of informing ideas, understand and
develop solutions to creative challenges, acquire technical skills and develop professional practice and
communication skills. You will develop these underpinning skills practically through producing work,
experimenting with a range of ideas and technical practices. You will have the opportunity to bring them
together in response to a creative brief.
Assessment:
The assessment will benefit learners who want to progress to higher education as it requires learners to
have the transferable skills valued by higher education, such as organisational skills, creative thinking,
problem solving and critical reflection. This assessment will also benefit learners who want to progress to
job roles in the media industry as it requires application and understanding of how to contribute to the
development and production of using creative and technical skills that shape and refine work to an industry
brief, which employers in this sector value. All work is 100% internally assessed by the department and
externally sampled by Pearson to ensure accuracy and consistency across the cohort. Decisions on
assessment are provided towards the end of the course and certification takes place in June of the final
year.
Key Criteria for assessment:
Informing ideas: Exploration and development of investigation and interpretation skills for informing
ideas and identifying creative opportunities for personal responses.
Problem solving: Exploration and application of production processes to find solutions to creative
challenges.
Technical skills: Exploration and development of skills in using a range of media/material, techniques
and processes relevant to work.
Professional practice: Exploration and development of professional practice skills and understanding
how own work can be informed and improved through knowledge and use.
Communication: Exploration and development of skills to communicate and present ideas and
outcomes with consideration of the client/audience.
24BSM | Post-16 Curriculum Overview 2021 – 2022
Assessment Unit Assessment Objectives
A1: Skills Development A1.1 Explore and develop investigation skills for informing ideas
270 Guided Learning Hours A1.2 Explore and develop problem solving skills
67% of award A1.3 Explore and develop creative technical skills
A1.4 Explore and develop professional skills and behaviours
A1.5 Explore and develop communication skills
A2: Responding to a Brief A2.1 Inform ideas to develop a response to a brief
90 Guided Learning Hours A2.2 Use problem solving to develop a response to a brief
33% of award A2.3 Use technical skills to develop a repose to a brief
A2.4 Use professional skills to develop a repose to a brief
A2.5 Use communication skills to develop a repose to a brief
Grading criteria:
Grade A Level Equivalent UCAS Points
Distinction* (D*) A* 56
Distinction (D) A 48
Merit (M) C 32
Pass (P) E 16
Further Education
There are a range of media based courses available as universities across the globe are creating state-of-
the-art facilities and providing industry grade equipment. BSM students are currently engaged on, or
applying for, the following courses:
University of Westminster – Film Production
University of Middlesex - Filmmaking
Arts University Bournemouth – Film & Television Production
Lancaster University – Media & Cultural Studies
University of South Wales – Performance and Media
Southampton Solent University – Advertising & Marketing
Ryerson University (Canada) – Media Production
University of Groningen (Netherlands) – Media Studies
Employable Skills
In the Pearson BTEC International Level 3 Qualifications in Creative Media learning and teaching modules
and assessment units, learners have opportunities during the teaching and learning phase to practise
developing employability skills.The employability skills referenced in this specification are generally the
following three main categories:
• cognitive and problem-solving skills: using critical thinking, approaching non-routine problems,
applying expert and creative solutions, using systems and technology
• interpersonal skills: communicating, working collaboratively, negotiating and influencing, self-
presentation
• intrapersonal skills: self-management, adaptability and resilience, self-monitoring and development.
There are also specific requirements in some assessment units for assessment of these skills where
relevant, for example where learners are required to undertake real or simulated activities.
Entry Information
GCSE grade 4 in Media Studies, a Merit grade in Level 2 BTEC or an interview with Mr Moul.
25BSM | Post-16 Curriculum Overview 2021 – 2022
DANCE
EXAMINATION BOARD AQA
EXAMINATIONS OFFERED Year 12 AS Dance, 7236
Year 13 A2 Dance, 7237
Brief description of course:
The course is designed to give you a theoretical and practical experience and
understanding of Dance
You will acquire experience of choreography and performance to engage you in critical
thinking about dance
You will gain knowledge and understanding of the dancer in action, and of the skills
involved in performance
You will develop dance appreciation skills through the analysis, interpretation and
evaluation of dances and will gain an understanding of the historical and cultural context of
dances
You will be expected to rehearse in groups and sometimes out of college hours. A
commitment to this is essential
AS Dance
Component 1
Choreography & Practical coursework- 50% of AS Grade, (80 marks)
Performance
Choreography
Internally assessed and ● Students must select one of the stimuli that are
externally moderated. externally set by the exam board. Using this
stimulus they must research, explore and
structure ideas to generate a creative and
informed solo of 2-3 minute
Performance
● Students are assessed on their performance of their
choreographed solo above, focusing on technical accuracy
and awareness on stage
● Students are also assessed on their performance within a
duet / trio. This can be based on a stimulus of their choice
and in any dance style
Summary- 1 choreographic and 2 practical assessments.
26BSM | Post-16 Curriculum Overview 2021 – 2022
Component 2
Critical Engagement Written Examination- 50% of AS Grade, 2 hours, (80 marks)
Externally assessed. Students will be assessed on 3 different areas of dance history and
practice.
Section A: short answer questions based on their own
practice from Component 1. (15 marks)
Section B: short answer questions on the compulsory area of
study set by the exam board. (15 marks)
Section C: two essay questions on both areas of study –
compulsory essay, as per section B (25 marks) and an essay
from a choice of four areas of study (25 marks)
A2 Dance
The modules are covered during the second year of the course and the concepts covered in
Year One are built upon in further detail.
Component 1 Practical coursework- 50% of A2 grade, (80 marks)
Performance and Performance
Choreography Students will be assessed on their performance of a solo and quartet.
● The solo must be in the style of a specific dance
Externally assessed. practitioner selected from one of the areas of study
(linked with component 2) and be 2-3 minutes in
duration
● The quartet can be based on a stimulus of the
student’s choice and can be collaboratively
choreographed between student, teacher and peers.
This must be 3-4 minutes in duration
Choreography
● Students must select one of the stimuli that are
externally set by the exam board. Using this stimulus they
must research, explore and structure ideas to create a
group dance for 3-5 dancers, lasting 3-4 minutes
27BSM | Post-16 Curriculum Overview 2021 – 2022
Component 2 Written exam – 2.5 hours, 50% of A2 grade, (100 marks).
Critical Students are required to study a specific work and associated area
engagement of dance history that has been set by the exam board. They then
also study an additional set work and associated area of study for a
Externally assessed. different dance style, from a choice of 4.
● Section A: short answer questions (25 marks) and one
essay question (25 marks) on the compulsory set
work/area of study
● Section B: two essay questions on the second set
work/area of study (25 marks for each essay)
ENTRY REQUIREMENTS:
Prior experience of dance would be an advantage. Dance GCSE Grade B/6 or above, English GCSE Grade
C/5 or above, Grade 4 Dance technique i.e. Jazz, Ballet, Tap, etc or on the advice of the Teacher of Dance.
CAREERS IN DANCE
There are many obvious options such as performers, choreographers and teachers, however there are also
much less obvious roles within dance:
Dance Education advisors
Examiners and moderators
Dance Administrators, (organising tours, performances etc)
Fundraising, marketing
Company Directors
Dance Notater
Lecturer
Dance critic and reviewer
Working for a dance publication
Dance author
Dance Historian
Technical production
Visual design
Dance movement therapy
Many more depending on the specific areas studied.
28BSM | Post-16 Curriculum Overview 2021 – 2022
DESIGN & TECHNOLOGY - PRODUCT DESIGN
EXAMINATION BOARD AQA
EXAMINATIONS OFFERED Year 13 – A Level Product Design 7552
Brief description of course:
Product Design is a course which is based upon the DT GCSE. It offers a wide variety of learning
experiences ranging from design and analysis of products to making prototype designs. Students learn how
to research and analyse existing products, materials, components and design influences. They create
detailed specifications for products, undertake market research into consumer preferences and build their
knowledge on production and manufacturing techniques. Students will then create imaginative design ideas
and make prototypes of their concepts. Finally they evaluate their ideas for success based upon the design
criteria. 15% of the marks in the exam assess mathematical skills in the context of Design and Technology.
UNIT DESCRIPTIONS
Year 12
Students will learn knowledge and apply the theory learnt to small focused tasks designed to prepare them
for both the examinations and Non Exam Assessment. There is a large amount of materials theory,
selection of materials, manufacturing processes and understanding new and emerging technologies. Also
included in the course is health and safety, and legislation around products. Students will start their final
Non Exam Assessment after Christmas in year 12.
Year 13
Paper 1
● 30% of A Level - Technical Principles
● 2 Hour 30 Min written Examination, mixture of short and extended responses worth 120 marks
Paper 2
● 20% of A Level – Designing and Making principles
● 1 Hour 30 Min written exam, mixture of short and extended responses worth 80 marks
● Includes product analysis questions and commercial manufacturing questions
NEA – Non Examination Assessment
● 50% of A level
● Approximately 45 hours work
● The students produce a written (or electronic) design portfolio and manufactured outcomes.
They undertake a single substantial project. The design folder is sent to the U.K. for
moderation along with photos of the completed product.
29BSM | Post-16 Curriculum Overview 2021 – 2022
ENTRY INFORMATION
It is anticipated that candidates will have studied Design and Technology at GCSE and will have
achieved a grade 6 or above to continue onto A level. Students will also be required to achieve a
grade 6 in Maths as this makes up a large part of the course. If Product Design was not studied at
GCSE then students will be considered on an individual basis.
CAREERS
This course would form an excellent foundation for students preparing for entry into a college or
university, and would be of particular benefit to students who may wish to pursue careers in areas such
as Product Design, Architecture, Furniture Design, Interior Design, Fashion Design, Advertising,
Marketing, Graphic Design, Industrial Design, Environmental Design, as well as Engineering in all its
forms.
30BSM | Post-16 Curriculum Overview 2021 – 2022
DRAMA AND THEATRE STUDIES
EXAM BOARD: EDEXCEL
Are you curious about issues and ideas? Do you have a creative instinct for communicating your views
through drama? Are you keen on acting, writing or finding out more about the visual and technical side of
theatre? Then A Level Drama & Theatre Studies is an exciting and rewarding subject that you should consider.
It is not just for people who want to be performers when they leave school. Time spent studying this course
will equip you with life skills that will strengthen your teamwork, assist your time management and develop
leadership skills. Through practical workshops and the study of intriguing plays, you will encounter aspects of
sociology, history and psychology along with many other subjects. Why not consider this as an option?
A two-year ‘linear’ A Level divided into three components:
Component 1: Devising This accounts for 40% of the A level and it is made up of two parts:
1. A practical performance of a devised piece, which you will have created and
rehearsed informed by two stimuli: one key extract from a performance text, and
the methodology of one influential theatre practitioner. This is worth 20 marks.
2. A written portfolio worth 60 marks, which documents, analyses and evaluates the
rehearsal process.
Component 2: Text in Performance This accounts for 20% of your A level. This is also a
practical performance, and this time there is no portfolio of evidence to hand in, although you
do have to provide between 150-250 words summarising your artistic intentions. Rather than
devising a piece of theatre you work on two extracts of script and present:
1. A group performance worth 36 marks, and
2. A monologue or duologue performance worth 24 marks.
31BSM | Post-16 Curriculum Overview 2021 – 2022
Component 3: Theatre makers in Practice This accounts for 40% of your A level. It is a
written exam lasting 2 hours & 30 minutes and it is divided into three parts:
1. Section A: Live Theatre Evaluation - one essay from a choice of two statements
about a live performance seen during your course, worth 20 marks.
2. Section B: Page to Stage: realising a performance text - two essay questions
on how you would realise in performance an extract from a set play- text which
you will have studied in detail, worth 36 marks.
3. Section C: Interpreting a Performance text – you will have studied in detail a
second set play. You will answer one essay question from a choice of two on how
you would realise this text in performance for a contemporary audience. Your
production concept must be informed by the methodology of one practitioner and
an understanding of the original performance conditions. This section is worth 24
marks.
Why choose Drama and Theatre Studies?
This exciting course can lead to further study in drama, theatre studies and the performing arts but it is also a
subject that broadens your studies and complements subjects such as film, media and dance as well as
maths and science. By building up your confidence and improving presentation skills, Drama and Theatre
Arts A Level prepares you for a number of careers where public speaking or working in a team is vital.
32BSM | Post-16 Curriculum Overview 2021 – 2022
ENGLISH LITERATURE
EXAMINATION BOARD EDEXCEL
EXAMINATIONS OFFERED Year 12 and 13 A Level English Literature 9ET01
Brief description of course:
Some students are put off studying Literature because they fear a subject with multiple answers: to
develop interpretations of a fictional world is to expose the reality of our own. Yet, it is only in embracing
this fear and exploring the humanity in literature that we better understand ourselves. The study of
Literature, then, offers something far greater than the acquisition of facts.
“Citizens cannot relate well to the complex world around them by factual knowledge and logic alone.
The third ability of the citizen (…) is to be an intelligent reader of another person’s story.”
(Nussbaum)
This course will:
give students the opportunity to develop their interest and enjoyment in literary studies through
reading and examining a wide range of stimulating authors from the past and present, taught by
passionate specialists
help students to cultivate invaluable skills in analytical argument, creative reasoning and critical
thinking
develop the students‟ empathy and awareness of human experience building on and beyond
their own lives
encourage students to take risks in their learning, developing original insights and new ways to view
the world
allow students to develop and articulate informed and independent opinions, both in speech and
writing
enable pupils to analyse texts critically, focusing particularly on language, style and structure
encourage students to appreciate the significance of cultural and historical influences upon
readers and writers
A LEVEL: EDEXCEL 9ET01
Prose and poetry, including texts published after 1990
Three prescribed texts from a choice of six, including at least one text published after 1990 and both
prose and poetry
Poetry, prose or drama for independent study
33BSM | Post-16 Curriculum Overview 2021 – 2022
METHOD OF ASSESSMENT
Unit Description of Unit Method Length A level
1 Drama (Tragedy or Comedy) Externally assessed 2 hours and 15 30%
minutes
9ET0/01
2 Prose Externally assessed 1 hour and 15 20%
minutes
9ET/02
3 Poetry Externally assessed 2 hours and 45 30%
9ET0/03 minutes
4 Reflections in Literary Studies Internally assessed 20%
9ET0/04 coursework
ENTRY INFORMATION
It is anticipated that candidates will have studied English and English Literature for the GCSE
examination and will have achieved a grade B/7 or above in both, except in exceptional
circumstances. For English Literature, the Head of Department may require an essay as
evidence of ability.
CAREERS
English Literature, as one of the oldest and most respected A Levels, continues to be hungrily
sought after by universities accepting students for Science, Arts and Humanities degrees. Indeed,
with the Sciences becoming increasingly popular, universities are eager to recruit students who are
also able to demonstrate well-developed abilities in analysis, empathy and communication.
English Literature can be studied as a single subject in higher education or can be combined with a
wide variety of other subjects. English Literature is invaluable for careers that require excellent
communication and interpersonal skills, keen abilities in analysis, and creative, independent
thinking.
“The man who does not read books has no advantage over the man that cannot read them.”
(Mark Twain)
34BSM | Post-16 Curriculum Overview 2021 – 2022
Extended Project Qualification (EPQ)
EXAMINATION BOARD: AQA
EXAMINATION OFFERED: AQA 7993 Level 3 Project Qualification
In addition to their three A Levels, some students choose to study the EPQ. It should only be chosen as a
fourth option in the options table, as it does not constitute a full A Level.
The EPQ allows each student to embark on a largely self-directed and self-motivated project. There is no
examination, only the report, log and presentation. Students must choose a topic, plan, research and
develop their idea and decide on their finished product.
They are encouraged to be creative and curious. A project topic may be directly related to a student's main
study program, but should look beyond the specification. Alternatively, it may follow in a direction which the
student wishes to pursue at university.
A finished product may take the form of a:
research based written report
production* (e.g. charity event, fashion show or sports event etc)
an artefact* (e.g. piece of art, a computer game or realised design)
*A written report must accompany these options.
You’ll be given guidance to help you develop the skills you need to manage your Project. Whatever Project
you choose, you’ll be expected to work independently, supported by your teachers.
You’ll learn and be assessed on:
How well you manage your work, such as planning your time and choosing what methods to use
How you select and use information and resources throughout the Project
The range of skills you develop and use in order to achieve what you set out to do
How effectively you review your own work
In other words, it’s not what you produce but the process you used to manage your Project that is
important.
Students will record their Project process in their Production Log. The process of recording and completing
a project is as important as the finished product and culminates in a presentation. The Production Log, the
Product and the Presentation will be assessed.
35BSM | Post-16 Curriculum Overview 2021 – 2022
Below are the titles of some projects that students have completed:
Dissertation
Why do 14-19 year olds smoke cannabis?
Can you believe in God and the Big Bang?
Should children be forced to exercise?
Conduct an investigation/field study
Performance
The role of comedy in serious culture
Is music effective as a way of motivating workers?
How can we make classical texts popular to new audiences?
Artefact
Recycled: jewellery made from recycled materials
Erosion and decay: A series of images (paintings, photos, prints, etc) based on the theme
Investigation
Is Wi-Fi safe?
Do violent computer games contribute to anti-social behaviour?
Do government health campaigns affect levels of binge drinking?
A model church, created using Computer Aided Design
Extended Project earns you valuable UCAS points (see table), so if the university offer stipulates the points
total you need, rather than A Level grades, then this extra qualification could help to take you where you
really want to be. Some universities may also lower their grade offer if you have an EPQ.
Grade UCAS points
A* 28
A 24
B 20
C 16
D 12
E 8
Follow this link to an AQA video about the EPQ: https://www.aqa.org.uk/programmes/aqa-
baccalaureate/extended-project/the-aqa-epq
36You can also read
