Post 16 Subject Information Booklet - Excellence is a Habit A Specialist School for Science & Music - Ashmole Academy
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Ashmole Academy
AAn Ashmole
Specialist Academy
School Trust&School
for Science Music
Excellence is a Habit
Post 16 Subject Information Booklet
Dear Prospective Ashmole Academy Sixth Form
Students,
Ashmole Academy Deciding what to study for your post-16 education
can be a very difficult choice. At Ashmole Academy
An Ashmole Academy Trust School
Excellence is a Habit we have a number of A-level options and for our
internal students, Business Studies Level 3 BTEC.
Cecil Road Southgate
London N14 5RJ
Contained within this booklet are the descriptions of
Tel: 020 8361 2703
Fax: 020 8368 0315 all the subjects delivered at Ashmole. It is important
Email: office@ashmoleacademy.org that you read these descriptions carefully. There are
Web: www.ashmoleacademy.org
a number of questions you should ask yourselves.
Executive Head Teacher Does the content of the course appeal to you? Will
Mr T Sullivan the subject choice allow you to study the subject of
Deputy Head Teachers your choice for Higher Education? Would you like
Tim Sullivan
Mr B Dhinsa to study a subject with an element of coursework?
Executive Head Teacher
Deputy Head: Does the combination of subjects chosen work well
Educational Standards/Behaviour
together? Are A-levels the right choice for you?
Mr S El Sayed
Deputy Head:
Seek the opinion of people you trust to help you
Head of Sixth Form and Curriculum
to answer these questions and feel free to ask any
Mrs R McLaren
Deputy Head:
Education member of the Ashmole staff should you require.
Inclusion and Safeguarding is about Tim Sullivan
Chair of Governors
Mrs A Walling
preparing Executive Head Teacher
young
people for
their future
Ashmole Academy is a No Smoking Site.
The information contained in this
Prospectus was correct at the time of
publication. The school reserves the right
to make changes in the best interest of
maintaining high standards.
8 Contents
Subject Page
Art & Design – Fine Art 6-7
Biology 8-9
Business 10-11
Chemistry 12-13
Computer Science 14-15
Design & Technology: Fashion and Textiles 16
Design & Technology: Product Design 17-18
Drama & Theatre Studies 19-20
Economics 21-22
English Literature 23
Further Mathematics 24
Geography 25
History 26-27
Mathematics 28
Media Studies 30-31
Modern Foreign Languages 32-33
Music 34-35
Physical Education 36
Physics 37-38
Politics 39
Psychology 40-41
Religion, Philosophy & Ethics 42-43
Sociology 44-45
Business Studies – BTEC Extended Diploma 46
Ashmole Academy Post 16 Subject Information Booklet 3
Senior Team 4
Ashmole Academy Post 16 Subject Information Booklet 5
Art & Design – Fine Art Examination Board: Syllabus No:
EDEXCEL A-level: 9FA0
ADVANCED LEVEL
8 Course Content
Syllabus Component Weighting Method of assessment
Unit 1 60% of the total qualification Internally set, assessed by the teacher
Incorporates three major elements: and externally moderated.
supporting studies, practical work,
A-level Fine
and a Personal study
Art 9FA0
Unit 2 40 % of the total qualification Externally set, assessed by the
Externally set assignment teacher and externally moderated.
Assessment Objectives and Weightings
All student work will be assessed against the following Assessment Objectives. Assessment Objectives are equally weighted in both
qualifications.
Students are expected to keep work journals throughout the course. They are expected to fulfil all 4 assessment objectives within
both Units.
Assessment Objectives % in GCE
Develop ideas through sustained and focused investigations informed by
A01 25%
contextual and other sources, demonstrating analytical and critical understanding
Explore and select appropriate resources, media, materials, techniques and
A02 25%
processes, reviewing and refining ideas as work develops
Record ideas, observations and insights relevant to intentions, reflecting critically
A03 25%
on work and progress
Present a personal and meaningful response that realises intentions and, where
A04 25%
appropriate, makes connections between visual and other elements
6
8 Assessment
Externally set assignment
It is internally assessed, and externally moderated. The Externally
Set Assignment will be delivered in January. Students can
then begin their preparatory studies based on a given theme,
culminating in the final 15–hour period of sustained focus under
examination conditions.
8 Teaching Styles
Team teaching offers students a variety of teaching styles,
personalities and expertise. Teaching styles embrace formal
whole class and individual tutorials. The course emphasises
the importance of self-directed student based research,
experimentation and creative exploration, during study times and
homework, as well as within the classroom. Students are expected
to participate in individual/group evaluation and review of their own
work and others work. Gallery visits are an important part of the
course and attending a Life Drawing course is encouraged.
8 Career Opportunities
Many students following an Art A-level course do not necessarily
intend to pursue a specifically Art based career. Some take the
subject as an opportunity to develop a personal talent or interest,
as a way of enriching an otherwise academic course. Many
degree courses can be accessed with Art as an A-level. An ever
enriching number of combined degree coursed feature Art with
another compatible subject e.g. Business Studies, English,
European Studies, Drama, History and Media. There are also many
specifically Art based career opportunities , e.g. Graphic Design,
Product Design, Theatre Design, Advertising, Illustration and
Architecture.
Ashmole Academy Post 16 Subject Information Booklet 7
Biology Examination Board: Syllabus No:
AQA A-level: 7402
ADVANCED LEVEL
8 Course Content 7. Genetics, populations, evolution and ecosystems.
8. The control of gene expression.
The AQA A-level Biology specification gives students a seamless
transition from GCSE to university courses in Biology and
Biology-related disciplines. It maintains students’ enthusiasm for 8 Assessment
Biology and develops their interest in the subject. The practical
endorsement offers practical and investigative experience Paper Sections Duration Outline Weighting
throughout the two years of study. 1 1 – 4, 2 hours 91 marks (76 marks a 35%
You will study the concepts of biological molecules, cells, how including mixture of long and short
organisms exchange substances with their environment and relevant answer questions, 15
genetic information, variation and relationships between organisms practical marks comprehension
during the first year. In the second year, you will learn about energy skills. question).
transfers in and between organisms, how organisms respond
2 5 – 8, 2 hours 91 marks (76 marks a 35%
to changes in their internal and external environments, genetics,
including mixture of long and short
populations, evolutions and ecosystems and finally the control of
relevant answer questions, 15
gene expression.
practical marks comprehension
There is an emphasis on developing key practical skills and you skills. question).
will carry out a number of required practicals throughout the
two years. On successful completion, you will gain a practical 3 1 – 8, 2 hours 78 marks (38 marks: 30%
skills accreditation which is given alongside your grade. The including structured questions,
accreditation does not affect your overall grade. relevant including practical
practical techniques, 15 marks:
In this linear A-level course, you will complete three examinations at skills. critical analysis of given
the end of Year 13. The first paper covers topics 1-4 and will also experimental data, 25
contain practical skills questions. The second paper covers topics marks: one essay from a
5-8, with the third paper covering content from topics 1-8 and choice of two titles.
relevant practical skills.
The Biology specification places greater emphasis on mathematical
content. At least 10% of marks in Biology assessments will require
8 Teaching Styles
the use of mathematical skills. In Biology you develop practical skills, by planning experiments,
collecting data, analysing experimental results and making
8 Core Content conclusions. You will also learn how scientific models are
developed, the applications and implications of science, the
1. Biological Molecules.
benefits and risks that science brings and the ways in which
2. Cells. society uses science to make decisions.
3. Organisms exchange substances with their environment.
4. Genetic information, variation and relationships between 8 Career Opportunities
organisms.
Biology opens the doors to a wide range of careers including:
5. Energy transfers in and between organisms. Doctor, Vet, Ecologist, Genetisist Researcher, Conservationist,
6. Organisms respond to changes in their internal and Teacher.
external environments.
8
Ashmole Academy Post 16 Subject Information Booklet 9
Business Examination Board: Syllabus No:
EDEXCEL 9BSO
ADVANCED LEVEL
8 Course Content 8 Assessment
Theme 1: Marketing and People Paper Name Duration Weighting
> Meeting customer needs 1 Marketing, people and global 2 hours 35%
> The market businesses
> Marketing mix and strategy 2 Business activities, decisions and 2 hours 35%
> Managing people strategy
> Entrepreneurs and leaders
3 Investigating business in a 2 hours 30%
competitive environment
Theme 2: Managing Business Activities
(There will be a pre-released
> Raising finance
context document issued in
> Financial planning
November that will relate to
> Managing finance
the examination series for the
> Resource management
following year. Students are not
> External influences
able to take any of their research
into the examination).
Theme 3: Business Decisions and Strategy
> Business objectives and strategy 8 Teaching Styles
> Business growth
> Decision-making techniques Students will apply their knowledge and understanding to real-life
> Influences on business decisions business contexts, with updated content to reflect the issues
> Assessing competitiveness impacting on real modern business case studies. Students will
> Managing change develop transferable skills that support higher education study and
the transition to employment, including numeracy, communication,
Theme 4: Global Business an understanding of the business environment and commercial
awareness.
> Globalisation
> Global markets and business expansion Through class work and preparation students will develop their
> Global marketing breadth and depth of knowledge and understanding, with
> Global industries and companies (multinational corporations) applications to a wider range of contexts and more complex
business information to help enable students to take a more
strategic view of business opportunities and issues.
Preparation for external assessment will be developed by
encouraging students to use an enquiring, critical and thoughtful
approach to the study of business, to understand that business
behaviour can be studied from a range of perspectives and to
challenge assumptions.
108 Career Opportunities
Students can progress from this qualification to a wide range
of higher education courses such as Business Management,
Accountancy and Finance, Marketing, Human Resources and
International Business. It is also extremely useful for entry into a
wide range of careers ranging from banking, sales, product and
general management to working in public sector organisations or
charities.
Ashmole Academy Post 16 Subject Information Booklet 11Chemistry Examination Board: Syllabus No:
AQA A-level: 7405
ADVANCED LEVEL
8 Course Content Paper Content Assessed Duration Weighting
Advanced Chemistry aims to show the ways in which Chemistry is 1 Physical Chemistry 2 hours 105 marks 35%
used and the work that Chemists do. The course includes looking Short and long
at the frontiers where the latest developments are taking place answer questions
with basic chemical principles drawn from modern applications in
2 Physical Chemistry 2 hours 105 marks 35%
industry, everyday life and the environment.
Organic Chemistry Short and long
Students will study a range of chemical concepts which are answer questions
Practical Skills
grouped into the following topic areas:
3 Any Content 2 hours 90 marks 30%
> Physical Chemistry
This includes the study of Atomic Structure, Bonding, (40 marks Practical
techniques and
Energetics, Kinetics, Thermodynamics and Equilibria amongst
analysis of data.
others.
20 Marks testing
> Inorganic Chemistry across the
The study of the trends and groups of the periodic table. specification
30 marks multiple
> Organic Chemistry
choice questions)
The study of different homologous series and functional groups.
Students will also explore the different methods of synthesis
and analytical techniques.
In addition to this basic syllabus, students will also be examined on 8 Teaching Styles
practical skills that they develop throughout the two years.
A-level Chemistry is taught by a team of teachers. A variety
Students are provided with an online course book in conjunction of teaching styles is evident with practical sessions aimed at
with a pack containing data and target sheets. reinforcing theory.
Homework is a necessary part of the course, and students can Students will develop their skills in the following areas:
expect at least 2 assignments each week, which represents
> Laboratory experiments, both open ended and prescriptive
5 hours work. Independent study tasks are also set every two
weeks, which develop study and research skills necessary for the > Finding and using a range of resources
subject.
> Independent learning
8 Assessment > Preparing and giving a presentation
Students will sit 3 examinations at the end of Year 13. These are > Discussion in groups
detailed in the following table: > Data handling
> Model making
12> Computer-linked work involving modelling, word processing,
spreadsheets etc.
8 Career Opportunities
Chemistry forms an obvious link with many other subject areas.
For this reason Ashmole students often include Chemistry within a
diverse range of A-level studies. The course provides an excellent
grounding for those students who choose to pursue a career in
Chemistry or a related subject. The majority of Ashmole students
enter university on completion of the A-level course.
The range of courses and careers that incorporate Chemistry is
limitless. Medicine, Pharmacy, Teaching, Nursing and Public Health
are only a few of the careers in which Chemistry is an essential
ingredient.
Ashmole Academy Post 16 Subject Information Booklet 13Computer Science Examination Board: Syllabus No:
AQA A-level: 7517
ADVANCED LEVEL
8 Course Content 8 Assessment objectives
The A-level Computer Science specification requires students to and weighting
think in both concrete and abstract terms, spanning both theory
and practice. You will study the technical aspects of hardware and Section What is assessed How is it assessed Weighting
networking, alongside concepts of programming. There is also a
significant focus on computational thinking – a style of reasoning Paper 1 Ability to program as On screen examination 40%
used by both machines and humans, which is useful in problem well as subject content
Short questions and
solving. from 1-4 above and
write/adapt/extend
the skills required from
programs.
section 13 above.
It is recommended that students choosing to study this subject at
A-level, should have the skills and knowledge associated with a 2 hours 30 minutes
GCSE Computer Science course or equivalent. Paper 2 Subject content from Written examination 40%
5-12 above.
Short-answer and
8 Core Content extended-answer
questions.
1. Fundamentals of programming
2. Fundamentals of data structures 2 hours 30 minutes
3. Systematic approach to problem solving Non-exam Ability to use the Computing practical 20%
4. Theory of computation assessment knowledge and skills project.
5. Fundamentals of data representation gained through the
75 marks
course to solve or
6. Fundamentals of computer systems investigate a practical
7. Fundamentals of computer organisation and architecture problem.
8. Consequences of uses of computing
9. Fundamentals of communication and networking
10. Fundamentals of databases
8 Teaching Styles
11. Big Data
In Computer Science, you will work both independently and with
12. Fundamentals of functional programming
others. Your teacher(s) will encourage you to pre-learn content
13. Systematic approach to problem solving covered in lessons and deliver the subject content to you through a
14. Non-exam assessment – the computing practical project. range of methods that promote interactive learning.
Lessons will focus on the theory behind data, computing and
look at how algorithms are used. Lesson tasks, study tasks and
homeworks will centre around problem solving.
148 Career Opportunities
Computers are central to so many key tasks in our everyday lives;
therefore, individuals who are able to demonstrate computational
thinking and are proficient in problem solving are highly sought
after. Content and skills from Computer Science overlaps with both
Mathematics and the Sciences.
An A-level in Computer Science can lead to an undergraduate
course in a computing, science or engineering related discipline.
Career pathways are broad and well remunerated. They include
jobs such as Computer Programmer, Software Developer,
Hardware Engineer, Systems Analyst, IT Architect, Security Analyst,
Nanotechnologist and IT Consultant.
Ashmole Academy Post 16 Subject Information Booklet 15Design & Technology: Fashion and Textiles Examination Board: Syllabus No:
AQA A-level: 7562
ADVANCED LEVEL
8 Course Content > Conduct personal research of modern and past designers to
understand garment construction and bring individual interests
A-level Fashion and Textiles allows students to design and make to your creative practice.
fashionable garments and accessories in an innovative and creative
> Explore a range of equipment in school to manufacture
way. Students will learn how to use a wide range of academic
solutions. These include sewing machines, over lockers, heat-
and practical skills and apply their knowledge to solve problems.
press, laser cutter and 3D printer.
They will investigate historical, social, cultural, environmental and
economic influences on design and technology, whilst enjoying > Conduct wider studies by visiting Museums and keeping
opportunities to put their learning into practice by producing a abreast of historical and new design movements.
prototype of their choice. Students will gain a real understanding of
what it means to be a designer, alongside the knowledge and skills > Use an enquiring, critical and thoughtful approach to prepare
sought by higher education and employers. for internal and external assessments.
8 Career Opportunities
8 Assessment This creative and thought-provoking qualification gives students
the practical skills, theoretical knowledge and confidence to
Paper 1: Technical Principals
succeed in a number of careers, especially those in the creative
> Written examination: 2.30 hrs industries. Fashion Textile design is a global industry and you will
find opportunities to work abroad or with an international company.
> 30% of A-level qualification Students can progress to a range of courses and careers such as
Fashion Journalism, Footwear Design, Fashion Design, Textiles/
Paper 2: Designing and making Principals Fashion Buying, Illustrator, Pattern Cutter, Garment Technologist,
> Written examination: 1.30 hrs Costume Design, Milliner, Interior Design and Surface Pattern
Design.
> 20% of A-level qualification
NEA (Non-examined assessment)
> 50% of A-level qualification
8 Teaching Styles
The course offers an exciting and imaginative approach to teaching
which balances practical and theoretical studies to help you
discover your potential. You will be encouraged to:
> Engage with materials, forms and processes combined with
intellectual skills, such as observation, product analysis,
innovation and creativity.
16Examination Board: Syllabus No: Design & Technology: Product Design
EDEXCEL A-level: 9DT0
ADVANCED LEVEL
8 Course Content Exam NEA (non-examined
assessment)
This is suitable for students seeking to develop their designing
and making skills to a more advanced and complex level. The Topic 6: Effects of Part 1: Identifying and
course encourages creativity whilst ensuring that students have technological developments outlining possibilities for
a good body of knowledge and understanding from which to design
Topic 7: Potential hazards and
design and make. The course has significantly changed and risk assessment Identification and investigation
now encompasses the content of the previous A-level courses of of a design possibility,
Graphic Products and Resistant Materials to provide students with Topic 8: Features of
investigation of client/end user
a broader understanding of products, materials and design. This manufacturing industries
needs, wants and values,
wider understanding will provide students with a better foundation research and production of a
Topic 9: Designing for
of knowledge in order to progress to Level 4 courses. specification.
maintenance and the cleaner
There are two units altogether (Coursework and Theory) which are environment
Part 2: Designing a
weighted; 50% for the written theory paper (component 1) and prototype
Topic 10: Current legislation
50% for coursework (component 2).
Topic 11: Information Design ideas, development
This course is suited to students who have taken GCSE in of design idea, final
handling, modelling and
Technology. design solution, review of
forward planning
development and final design
Topic 12: Further processes
8 Assessment and techniques.
and communication of design
ideas.
Exam NEA (non-examined Part 3: Making a final
assessment) prototype
50% of total grade 50% of total grade Design, manufacture and
realisation of a final prototype,
120 Marks 120 Marks
including tools and equipment
Written examination The investigation report and quality and accuracy.
is internally assessed and
2.30 hrs Part 4: Evaluating own
externally moderated.
design and prototype
Topic 1: Materials
Students will produce a
Testing and evaluation.
Topic 2: Performance substantial design, make
characteristics of materials and evaluate a project which
consists of a portfolio and a
Topic 3: Processes and
techniques
prototype.
8 Teaching Styles
The portfolio will contain four
Topic 4: Digital technologies In Design & Technology you will work both independently and with
parts:
others in order to: research, analyse, design, manufacture and
Topic 5: Factors influencing evaluate new and existing products. Students will have a special
the development of products designated area and a workshop to work in during free periods
and study sessions, which is just for the Sixth Form. Lockers and
Ashmole Academy Post 16 Subject Information Booklet 17individual shelving will be provided so that practical work can be
stored. During this time, tools and equipment can be used, and a
booking-in system for extra help and support with the technician
is also provided. Computers and an A3 colour printer are also
available. Students will need to be able to work independently
on their practical work with supervision and guidance from their
teachers.
8 Career Opportunities
Architecture, Product Design, Surveying, Interior Design, Furniture
Design, Vehicle Design, Garden Design, Computer Animation, Set
Design, Packaging Design, Engineering, Advertising and Graphic
Design.
18Examination Board: Syllabus No: Drama & Theatre Studies
AQA A Level 7262
ADVANCED LEVEL
8 Course Content Section C:
One question (from a choice) on the work of theatre makers in a
Students will learn how to use their knowledge and understanding
single live theatre production.
of theatrical forms to explore and perform plays. They will learn
how plays relate to the contexts in which they are created and Learners will be assessed on their knowledge and understanding
performed. of how a text is performed.
Students will study the ways in which plays are interpreted by
Component 2: Creating Original Drama
different directors, designers, performers and audiences. They will
need to acknowledge that drama and theatre texts have a range of Non-exam assessment: internally assessed 30% of qualification.
intentions and meanings. Learners will be assessed on their acting and will participate in
A range of plays will be studied for both practical examination the creation, development and performance of a piece of theatre
purposes and for the written examination. This will include an based on a stimulus.
in depth study of the texts explored from the point of view of a > a devised piece using the techniques and working methods of
director and will require research into the production, its history and either an influential theatre practitioner or a recognised theatre
influences. company (a different practitioner or company to that chosen for
As part of the A-level course students will be required to create an Component 1).
original play from the stimulus provided, using the devising process > a working notebook that evidences, evaluates and analyses the
and the appropriate theatrical terms. They will need to reflect upon devising process and performance.
this process and describe their experiences.
Component 3: Making Theatre
Students will be given the opportunity to visit the theatre over the
two years of the course and are encouraged to see a variety of Practical exam (40 marks) and reflective report (20 marks)
Drama in performance. They must reflect upon this, analysing the 30% of qualification
success of the performance for its target audience.
Learners will explore three extracts from the same play, they must
8 Assessment analyse and explore their interpretation of the texts and perform the
third extract.
Component 1: Drama and Theatre
8 Teaching Styles
Written examination: 3 hours
The AQA course allows us to put an emphasis on Drama as a
40% of qualification. practical, intellectual and artistic subject with practical exploration
of social, cultural and historical context.
Pupils will study and explore two set plays as well as analysing a
live theatre production. We promote the constructing of Drama as a means of enquiry
and communication and to encourage critical analysis through the
Section A: making of informed judgments as part of the drama process.
Open book on one of the set plays
Reflective practice is at the heart of the skills so that personal
Section B: experience, knowledge and skills used in the creating and
exportation of Drama is integrated to develop a deeper
One three-part question on a given extract from one of the set understanding of subject.
plays
Ashmole Academy Post 16 Subject Information Booklet 198 Career Opportunities
The course is designed to provide a stepping-stone towards
any career in the theatre industry. As well as teaching key skills
in acting, devising and designing, the course also provides
an excellent theatrical grounding for a degree in Drama and
English and English Literature. Knowledge and understanding
developed during the course can, however, be usefully applied
to a diverse range of higher education courses including Law,
Communications, Teaching and Journalism to name a few. The
skills developed in A-level Drama and Theatre enable students
to develop vital skills for all degrees and career prospects. These
include becoming confident individuals, excellent problem solvers,
team workers, public speakers, creative, analytical and critical
thinkers.
20Examination Board: Syllabus No: Economics
EDEXCEL A-level: A (9ECO)
ADVANCED LEVEL
It is important that students have an interest in economic affairs
and a desire to explore why and how the study of Economics
8 Assessment
contributes to an understanding of the modern world.
Paper Name Duration Weighting
8 Course Content 1 Markets and Business
Behaviour
2 hours 35%
A-level 2 The National and Global 2 hours 35%
Theme 1: Introduction to Markets and Market Failure Economy
> Nature of economics 3 Microeconomics and 2 hours 30%
> How markets work Macroeconomics
> Market failure
> Government intervention
Theme 2: The UK Economy – Performance and 8 Teaching Styles
Policies
The first consideration is that Economics is a “living subject” which
> Measures of Economic Performance is subject to constant change. The teaching style must reflect
> Aggregate demand these important characteristics. Thus students will:
> Aggregate supply > Study texts and theory
> National income > Extensively use case studies
> Economic growth
> Be kept constantly up to date with newspapers
> Macroeconomic objectives and policy.
> Be encouraged to visit places of current interest e.g. banks,
Theme 3: Business Behaviour and the Labour Market industrial locations
> Business Growth > Be assessed in a variety of ways e.g. essay writing, multiple
> Business objectives choice and data response work.
> Revenues, costs and profits Thorough classwork and preparation for external assessment, key
> Market structures skills will be developed in communication, numeracy, IT, problem
> Labour market solving, working with others, planning and critical thinking. The
nature of the subject means that students must keep up to date
> Government intervention.
with current economic affairs, as well as develop an insight into
Theme 4: A Global Perspective a range of important markets within both the UK and the global
economy.
> International economics
> Poverty and inequality
> Emerging and developing economies
> The financial sector
> Role of the state in the macroeconomy
Ashmole Academy Post 16 Subject Information Booklet 218 Career Opportunities
Students with A-level Economics have access to a wide range of
possible career and higher education opportunities. You learn and
use a variety of transferable skills throughout the course. These
include:
> Collection and analysing economic information from different
sources
> Development of written communication skills
> Development of problem solving and evaluation skills
These skills are in great demand and are recognised by employers,
universities and college as being of great value. Economics
combines well with a range of Social Science and Humanities
subjects to lead to University courses in such areas as Law,
Business, Accounting, Politics, and of course, Economics.
22Examination Board: Syllabus No: English Literature
OCR A-level: H472
ADVANCED LEVEL
8 Course Content 8 Teaching Styles
A Level English Literature provides students with the opportunity to Lessons are primarily discussion based and often include
develop a deeper love of literature by exploring a range of exciting paired or group projects to enable student to develop their own
texts. Students will work towards developing their own views as perspectives. Other teaching methods used inside and outside of
literary critics through the study of literary theory throughout the lessons include:
course.
> Online lectures and podcasts
The course covers:
> Theatre performances (via Digital Theatre and The National
Poetry and Drama Pre-1900 Theatre)
> The Tempest by William Shakespeare > Reading critical essays and theatre reviews
> The Duchess of Malfi by John Webster > Half-termly projects leading to group presentations
> Paradise Lost (Books Nine and Ten) by John Milton > Essay writing and exam practice with peer and teacher
feedback.
Comparative and Contextual Study (Gothic Literature)
Outside of class, students are expected to read their core texts
> Frankenstein by Mary Shelley
independently and complete active reading tasks that prepare
> The Bloody Chamber by Angela Carter them to come to lessons ready to discuss their ideas.
Literature Post-1900
8 Career Opportunities
> The World’s Wife by Carol Ann Duffy
English Literature is one of the facilitating subjects for the
> A View from the Bridge by Arthur Miller Russell Group universities. Students who
study English Literature go
> Americanah by Chimamanda Ngozi Adichie
on to a wide range
of careers including
8 Assessment Journalism, the Civil
Service, Teaching,
Paper 1 – Poetry and Drama Pre-1900
Advertising and
– 2 hours 30 minutes Public Relations.
3 questions The development of
40% final grade student responses
in a sympathetic
Paper 2 – Comparative and Contextual Study
and structured way
– 2 hours 30 minutes is of great value in
2 questions students’ own personal
40% final grade development.
Non-Exam Assessment – Literature Post-1900
– 1 close reading essay (Poetry) - 1000 words
1 comparative essay (Drama and Prose) -2000 words
Ashmole Academy Post 16 Subject Information Booklet 23Further Mathematics Examination Board: Syllabus No:
EDEXCEL A-level 9FM0
ADVANCED LEVEL
8 Course Content 8 Teaching Styles
The course is designed to introduce students to a wide range of > Students will be taught in a variety of ways from formal teaching
analytical techniques, with a greater emphasis on their application lessons which help prepare for tackling examination questions
of skills to a range of practical problems. Over two years you will to activities and short investigations.
be introduced to content in three different areas of Mathematics:
Pure, Further Statistics and Further Mechanics.
> Students will use calculators, computer programmes and a
large data set to investigate the topics previously mentioned.
The Pure course includes:
> Students are given assessments to assess their skills,
> Complex numbers > Further Vectors knowledge retention and ability to problem solve as the course
progresses.
> Proof > Polar Coordinates
> We will also be running formal booster and drop in sessions
> Matrices > Hyperbolic Functions
where students are able to get extra help with their studies.
> Further Algebra and > Differential Equations
Functions 8 Career Opportunities
> Further Calculus The course is essential for anyone wishing to pursue a career in
The Further Statistics course includes: Mathematics. It is also extremely useful for entry into a wide range
of other fields of study such as, Physics, Engineering, Finance,
> Discrete Probability > Central Limit Theorem Economics and Computing.
> Poisson and Binomial > Chi Squared Test
distributions
> Probability Functions
> Geometric and Negative
Binomial distributions
> Quality of Tests
> Hypothesis Testing
The Further Mechanics course includes:
> Momentum and Impulse > Elastic Springs and Strings
> Work, Energy and Power > Collisions
8 Assessment
There is a formal examination at the end of Year 13. In
Mathematics this consists of four examinations. Papers 1 and 2
are both 1.5 hours long and examine the Pure content. Paper 3
is also 1.5 hours long and examines Further Statistics. Paper 4 is
also 1.5 hours long and examines Further Mechanics.
24Examination Board: Syllabus No: Geography
EDEXCEL A-level: 9GEO
ADVANCED LEVEL
8 Course Content 8 Teaching Styles
The A-level course comprises four areas of study: Students will learn in a variety of ways which will make for an
interesting and varied course. Examples of teaching styles include:
1. Dynamic Landscapes (Topic 1: Tectonic Processes and
Hazards and Topic 2B: Coastal Landscapes and Change) > Lessons using varied and > Role plays
stimulating resources -
2. Dynamic Places (Topic 3: Globalisation and Topic 4A:
newspaper articles, DVDs,
> Exam practice – teacher, self
Regenerating Places) and peer marking
maps, satellite images and
3. Physical Systems and Sustainability (Topic 5: The Water Cycle textbooks > Residential field course to
and Water Insecurity and Topic 6: The Carbon Cycle and complete the geographical
> Individual research using ICT
Energy Security) investigation
> Decision making exercises
4. Human Systems and Geopolitics (Topic 7: Superpowers and
Topic 8: Global Development) Apart from learning the knowledge, concepts and skills required to
succeed at this course, students will also be able to develop many
The course also requires the completion of an Independent
of the key skills required for higher education and working life such
Investigation (coursework) based on fieldwork.
as:
8 Assessment > Collecting, analysing and
interpreting information
> Evaluating your work
Paper 1: Dynamic Landscapes and Physical Systems and
> Listening to other people’s
Sustainability
> Communicating your findings opinions
in different ways
> Written examination of 2 ¼ hours
> Working independently
> 30% of A-level qualification
8 Career Opportunities
Paper 2: Dynamic Places and Human Systems and
Students with A-level Geography have access to a wide range of
Geopolitics
possible career and higher education opportunities. You learn and
> Written examination of 2 ¼ hours use a variety of transferable skills throughout the course. These
include collecting, analysing and interpreting data, communicating
> 30% of A-level qualification your findings in different ways, and identifying and developing
Paper 3: Synoptic Paper the links between different parts of the subject. These skills are
recognised by employers, universities and colleges as being of
> Written examination of 2 ¼ hours great value.
> 20% of A-level qualification Geography combines well with almost all other A-level subjects.
Taken with sciences like Mathematics, Physics, Chemistry and
Coursework
Biology, Geography supports applications for almost any science-
> 3000-4000 word Independent Investigation based on fieldwork based university course like Engineering, Psychology, Environmental
Sciences, Oceanography and Geology. Taken in combination with
> Non-examined assessment
humanities subjects like English, French, History or Economics,
> 20% of A-level qualification Geography supports an equally wide range of university courses
such as Business, Law, Media, Politics and Philosophy.
Ashmole Academy Post 16 Subject Information Booklet 25History Examination Board: Syllabus No:
EDEXCEL A-level: 9HI0
ADVANCED LEVEL
8 Course Content 8 Teaching Styles
Units 1 and 2 are linked by the theme of revolution in the Early During the course students will learn:
Modern and Modern period. Both papers require essay writing
skills, source evaluation and analysis of historical interpretation.
> About the significance of events, individuals, issues and
societies in history;
> Paper 1 – Britain, 1625-1701: conflict, revolution and
settlement
> How and why societies have changed over time;
> Paper 2 – Russia in revolution, 1894-1924
> About the theories of historians and the language that they use
to discuss their ideas;
Unit 3 will look at a theme over a hundred year period and will
include case studies of particular events.
> To understand the nature of historical evidence and the
methods used by historians to analyse and evaluate it;
> Paper 3 – The witch craze in Britain, Europe and North America
c1580 – c1750
> To develop an understanding of how the past has been
interpreted and represented;
Unit 4 Coursework
> To express your own historical ideas confidently and effectively.
> Historical interpretations of the First World War
The teaching styles will access these objectives via reading,
planning, writing and discussion, using text, sources, journals and
8 Assessment video resources.
Unit 1 – Exam – 2 hours 15 minutes What kind of student is this course suitable for?
A-level 30% The course will appeal to students who:
Unit 2 – Exam – 1 hour 30 minutes > Have an interest in the way that the world has developed
through the ages;
A-level 20%
> Enjoy investigation and discovery;
Unit 3 – Exam – 2 hours 15 minutes > Enjoy debate and like putting forward a well-argued case;
A-level 30% > Want to improve their analytical skills;
> Want to study a subject which encourages them to consider
Unit 3 Coursework evidence and make up their own minds;
A-level 20%
> Want to keep their options open. History is widely regarded as
a useful qualification for a wide range of higher education or
career choices.
268 Career Opportunities
Students who study A-level History have access to a wide range
of career and higher education opportunities. By the end of
your course you will have learned how to evaluate and analyse
information, how to weigh up evidence and how to communicate
complex ideas effectively. These skills are recognised and valued
by employers, universities and colleges.
History combines well with Maths and Science subjects to create
an attractive portfolio of qualifications, enabling a student to move
on to a university science-based course. Other university courses
that History will support include Law, Journalism, Media, Politics
and Philosophy.
Ashmole Academy Post 16 Subject Information Booklet 27Mathematics Examination Board: Syllabus No:
EDEXCEL A-level 9MA0
ADVANCED LEVEL
8 Course Content 8 Assessment
The course is designed to introduce students to a wide range of The assessment takes place in the form of a formal examination
analytical techniques, with a greater emphasis on their application at the end of Year 13. In Mathematics this consists of three
of skills to a range of practical problems. Over two years you will examination papers. Papers 1 and 2 are both two hours long and
be introduced to content in three different areas of Mathematics: examine the pure content. Paper 3 is also two hours long and
Pure; Statistics and Mechanics. examines the statistical and mechanical content.
The Pure course includes:
8 Teaching Styles
> Algebra and Functions
> Students will be taught in a variety of ways from formal teaching
> Coordinate Geometry lessons which help prepare for tackling examination questions
> Vectors to activities and short investigations.
> Trigonometry > Students will use calculators, computer programmes and a
large data set to investigate the topics previously mentioned.
> Calculus
> Students are given assessments to assess their skills,
> Exponentials and Logarithms knowledge retention and ability to problem solve as the course
progresses.
> Proof
> Series and Sequences
> We will also be running formal booster and drop in sessions
where students are able to get extra help with their studies.
> Numerical Methods
The Statistics course includes: 8 Career Opportunities
> Interpretation of Data The course is essential for anyone wishing to pursue a career
in Mathematics, Physics, Engineering, Accountancy, Finance or
> Probability Economics and Computing. It is also extremely useful for entry into
> Binomial Distribution a wide range of other fields of study such as Medicine, Chemistry,
Biological Sciences, Social Sciences, Geography and Business
> Hypothesis Testing Studies.
> Scatter Graph Analysis
> The Normal Distribution
The Mechanics course includes:
> Kinematics
> Newton’s Laws
> Moments
28Ashmole Academy Post 16 Subject Information Booklet 29
Media Studies Examination Board: Syllabus No:
OCR A-level H409
ADVANCED LEVEL
8 Course Content At the end of the course, the students sit two external written
examinations based on the work that they have studied during the
The course is designed to widen the intellectual horizons of the two years.
student, whilst fostering the development of critical and reflective
thinking to encourage engagement in the critical debates surrounding Paper 1: News and Media Language and
contemporary media. The specific aims are to: Representation 35%
> Develop skills of enquiry, critical thinking, decision making and Students will answer a variety of short and longer questions
analysis focusing on an in-depth study of news in the UK and
representation in advertising and music videos. The students will
> Demonstrate an appreciation and critical understanding of the
study these through media products set by OCR.
media and its role historically, globally and currently in society
> Develop an understanding of the dynamic and changing Paper 2: Media Industries and Audiences, and
relationship between media forms, products, media industries Long Form Television Drama 35%
and audiences
Students will answer a variety of short and longer questions
> Apply theoretical knowledge and specialist specific terminology exploring media industries and audience, and television drama.
to analyse and compare media products and the contexts Prior to the examination, the students will complete an in-depth
in which they are produced and consumed in order to make study of two television dramas, with one being the study of a
informed arguments European drama. These media products are set by OCR.
> Engage in critical debate about the academic theories used in
Media Studies Non-Examination Assessment – Making Media
30%
> Demonstrate sophisticated practical skills by providing
opportunities for creative media production The practical element of the course will require students to
research, create and evaluate their own cross-media products. The
Students who have not studied this course at GCSE must not feel students will respond to a brief set by OCR in June of Year 12. The
that they are excluded from taking this subject. Students bring a practical element is completed individually and the school provides
great wealth of knowledge from their own experience and will be able students with filming and editing equipment.
to adapt their understanding of contemporary media. Prospective
students MUST, however, understand that there are a huge number
of demands made upon them in this very creative and thought-
8 Teaching Styles
provoking subject. This is especially true of the time commitment that The demand of the Media course requires students to develop an
must be made both academically and practically. independent and proactive approach to learning, with this driving
their own curiosity. With teacher guidance, the students will be
8 Assessment expected to read, research and investigate various aspects of the
media. When completing the practical element, the students are
Internal interim and landmark assessments occur once every encouraged to produce products in specific time frames. The key
half term, per teacher, with assessments being made using OCR to success in this area is being organised and enthusiastic.
criteria. There is a combination of knowledge based and exam
style questions throughout the different stages of the practical
project. The students are also formally assessed during the internal
Year 12 and mock examination periods.
308 Career Opportunities
There are a huge number of opportunities that this course can lead
to. Careers in Media are only one of routes available. Jobs and
futures may be pursued in Teaching, Product Design, Marketing
and the Arts. Media Studies equips students with the skills of
creativity, problem-solving, analysis, independence of thought
and originality in debating and balancing arguments. It is a crucial
course in our digital age and it prepares students for further
education and the world of work.
Ashmole Academy Post 16 Subject Information Booklet 31Modern Foreign Languages Examination Board: Syllabus No:
AQA A-level French: 7652
ADVANCED LEVEL A-level Spanish: 7692
French, Spanish
Core Content
8 Course Content
French Spanish
The AQA MFL course allows students to build on the core skills,
vocabulary and grammar which they developed during their Year 12 The changing nature of Modern values and trends
GCSE studies so that they can become fluent speakers with a the family
keen understanding of the geography, history, literature and film Year 12 The ‘cyber-society’ Cyberspace
of their linguistic area of study. The focus on technically advanced Year 12 The place of voluntary Equal rights
translation also ensures that our students will be able to pursue work
university courses in MFL and find employment using these skills Year 12 French Cinema: Spanish Cinema:
at any point in their adult lives. The course is designed to develop Les 400 coups Volver (Almodovar)
our students’ interest in the French or Spanish speaking world so
Year 12 A culture proud of its Modern day idols
that they can comment on themes ranging from Latin American
heritage
Dictatorship to New Wave French Cinema.
Year 12 Contemporary Spanish regional heritage
Students will study two broad themes, irrespective of the language francophone music
they choose. They are: social and political trends and political and Year 12 Cinema: the seventh art Cultural heritage
artistic culture. Students will also study a film in the target language form
which they will analyse in detail. Underpinning each of these topic
Year 13 Life for the marginalised Immigration
areas is a robust grammar course which students will complete
in September. The material which we study will include complex Year 13 Positive features of a Integration
factual and abstract content and a variety of resources drawn from diverse society
authentic target language sources. Year 13 How criminals are treated Racism
Year 13 French Literature: Spanish Literature:
There is an emphasis on developing practical skills such as
Un Sac de Billes Como Agua Para
translation to and from Spanish or French; listening and reading
Chocolate
for ‘gist’ and detail; and essay writing. The A-level examinations
consist of a written paper, a listening/reading/writing paper and a Year 13 Teenagers, the right Today’s youth, tomorrow’s
recorded oral examination. to vote & political citizens
commitment
In the second year of the course our students study a piece of Year 13 Demonstrations & Strikes: Monarchies &
French or Spanish literature and continue to study a range of who holds the power dictatorships
political and artistic topics relevant to the countries where the
Year 13 Politics & Immigration Popular movements
language is spoken. The students will also complete an individual
research project into an element of Hispanic or Gallic culture Year 13 Independent Research Independent Research
which interests them. This will form the basis for their speaking Project Project
examination at the end of the year.
328 Assessment (all languages) 8 Teaching Styles
Listening Reading Translation/ Students of French or Spanish have specialist teachers who will
Writing/Speaking deal with different skill areas i.e. listening, reading, comprehension,
grammar, essay writing, literature and oral work. In addition, each
What’s assessed: What’s assessed: What’s assessed: student is allocated regular speaking support sessions.
: Aspects of : One text + one : Individual research The Languages Department makes full use of video and audio
society: current film OR two texts project materials in Sixth Form courses.
trends (from the list set in
the specification)
: One of four sub- There are opportunities for Work Experience abroad which
: Aspects of themes students are strongly advised to consider during their course.
society: current : Grammar
issues
: Aspects The Russell Group of Universities recommend Languages as a
of society: facilitating subject.
: Artistic culture current trends
in the French/ Students are advised to make regular use of Internet and IT
Spanish-speaking
: Aspects facilities linked to their language study.
of society:
world
current issues
: Aspects of 8 Career Opportunities
political life in the
: Artistic culture
A-level linguists are a rare and highly prized commodity in Britain.
French/Spanish- : Aspects of The study of a foreign language is not only an extremely valuable
speaking world political life learning process, but also gives students a head start and career
: Grammar advantages in the new European work place. The following list
indicates just a few of the opportunities open to competent
How it’s assessed How it’s assessed How it’s assessed linguists:
: Written exam: 2 : Written exam: 2 : Oral exam:
hours 30 minutes hours 21-23 minutes International Business Travel & Tourism
(including 5 mins Commerce & Finance Retail
: 100 marks : 80 marks in total
preparation time) Education Engineering
: 50% of A-level : 20% of A-level
: 60 marks Civil Service ICT
Translation Journalism
: 30% of A-level
Law
With most degree and Higher Education courses nowadays it is
possible to include a language module, with the opportunity of
spending a period of time abroad. Students are thus enabled to
compete on an equal footing with their European counterparts.
Ashmole Academy Post 16 Subject Information Booklet 33Music Examination Board: Syllabus No:
EDUQAS A-level: 9MU0
ADVANCED LEVEL
8 Course Content One piece must reflect the musical characteristics of one area
of study.
Students will learn to rehearse and refine solo and/or ensemble
This is externally assessed by a visiting examiner
performances on their chosen instrument or voice, and develop
their technique, expression and control. This component will
develop creative thinking, critical awareness and self-confidence. Component 2: Composing
Students can perform in any chosen style. Option A: Total duration of compositions: 4-6 minutes = 25% of
Students will develop the technical and expressive skills needed qualification
for composing music. Students will be encouraged to explore a > Two compositions, one of which must reflect the musical
range of compositional starting points, investigating a range of techniques and conventions associated with the Western
techniques for developing and manipulating ideas. Classical Tradition and be in response to a brief set by WJEC.
Students will learn to develop their listening and appraising skills Students will have a choice of four set briefs, released during
through the study of music across a variety of styles and genres. the first week of September in the academic year in which the
The content is grouped into three areas of study, each of which assessment is to be taken. The second composition is a free
contain two set works. composition.
This component gives students the opportunity to reflect on, Option B: Total duration of compositions: 8-10 minutes = 35%
analyse and evaluate music in aural and/or written form. To achieve of qualification
this objective, they need to use their knowledge and understanding > Three compositions, one of which must reflect the musical
of musical elements, context and language to make critical techniques and conventions associated with the Western
judgements about the repertoire and context of music within the Classical Tradition and be in response to a brief set by WJEC.
areas of study. Students will have a choice of four set briefs, released during
the first week of September in the academic year in which the
8 Assessment assessment is to be taken. The second composition must
reflect the musical characteristics of one different area of study
Students must pick either option A or option B for (i.e. not the Western Classical Tradition); the third composition
both component 1 and 2. is a free composition.
Component 1: Performing This is externally assessed.
Option A: total duration of performance: 10-12 mins = 35% of Component 3: Appraising
qualification
Students will gain knowledge and understanding of musical
> minimum of three pieces, at least one must be a solo. One elements, contexts, and language through the application of
piece must reflect the musical characteristics of one area knowledge in the context of their three areas of study: The
of study. At least one other piece must reflect the musical Development of the Symphony, Popular Music and Twentieth
characteristics of one other, different area of study. Century Music. Students will study set work from these areas of
Option B: total duration of performance: 6-8 mins = 25% of study as well as listen to a wide range of unfamiliar works related
qualification to these areas of study.
> A performance consisting of a minimum of two pieces either as This component is assessed through a written exam lasting 2hours
a soloist or as part of an ensemble or a combination of both. and 15 mins.
348 Teaching Styles
The Edexcel course provides a clear and coherent structure.
The qualification has a straightforward structure with three
engaging components, assessed through practical performances,
compositions and one externally examined paper. The course
provides a real music focus – the key content of musical elements,
contents and language are taught through the Areas of Study
and set work to show real examples of how these are used within
different types of music Holistic understanding of music – students
investigate, analyse and evaluate music and its features.
8 Career Opportunities
The course is designed to provide a stepping-stone towards any
career within the Music industry. As well as teaching key skills in
performance, composition and musical appraising, the course
also provides an excellent grounding for a degree in Music, or any
Humanities subject. The skills developed within the course can be
usefully applied to a diverse range of higher education courses.
Ashmole Academy Post 16 Subject Information Booklet 35You can also read
