Our curriculum is designed to engage and motivate a range of learners and to allow the young people of Cambourne and beyond to achieve their aspirations. We value all subjects equally highly – whether A Levels or vocational pathways, Sciences, Humanities or Arts: we believe that every subject we offer will be a worthwhile qualification that leads to future success.
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Subject Leader and Contact
Mark Yeates : Head of Art and Design
Qualification
A-Level Art, Craft and Design – Eduqas – A650QS
Entry Requirements
6 in GCSE Art
Why study Art & Design?
Our lives and world are rich in complex visual imagery. Studying Art and Design will give you the knowledge and skills to read and interpret visual language from a range of contexts and cultures, both contemporary and historical. As a maker of art and design, you will be part of shaping the visual language of the future, how our world looks and feels and exploring meaning and experience.
Many of the skills you will learn as an artist are transferable – creative decision making, self-discipline, reflection and collaboration are all extremely useful across a range of careers.
Subject Leader and Contact
Numan Yousuf : Head of Biology
Qualification
A Level Biology – OCR Biology A – H420
Entry Requirements
6 in GCSE Biology if doing single sciences Or 6,7 in GCSE Trilogy Science; 6 in GCSE Maths
Why study Biology?
Biology is the study of living organisms and how these interact with each other and their environments. It literally means ‘the study of life’! You will learn about the natural world and the interrelationships between the living things within it. Biology may be for you if you are interested in the human body or fascinated by animals and the world around us. There has never been a more exciting time to be studying Biology.
Subject Leader and Contact
Qualification
BTEC Level 3 National Extended Diploma in Enterprise and Entrepreneurship – Pearson BTEC – 603/0303/7
Entry Requirements
Entry Requirements: 4 in GCSE Business or L2 Pass in BTEC Business if studied previously.
Why study BTEC Enterprise and Entrepreneurship?
The course will give you a clear idea of what it is like to run a business. You will explore the mindset and traits of an entrepreneur as well as gaining a valuable understanding of what it is like to run a business. This will include learning about the activities undertaken by entrepreneurs such as marketing as well as gaining an understanding of the principles of accounting.
Today’s BTEC Nationals are demanding and you will have to complete a range of units, be organised, take some assessments externally set and marked, and keep a portfolio of your assignments. But you can feel proud to achieve a BTEC because, whatever your plans in life – whether you decide to study further, go on to work or an apprenticeship, or set up your own business – your BTEC National will be your passport to success in the next stage of your life.
A BTEC in Enterprise and Entrepreneurship will provide you with UCAS points (if you have a specific university in mind please check in advance that they accept this qualification) and enable you to progress on to higher education, an apprenticeship or to start your own enterprise.
As part of the course you will develop transferable knowledge and skills that would be useful in any profession. For example, leadership, problem solving, teamwork, and organisation skills.
To help achieve all this we have partnered with the Peter Jones Foundation through their Peter Jones Enterprise Academy scheme to enrich the learning experience of students throughout the 2 years of the course. This includes participation in competitions but also being part of a wider network of participating schools.
Subject Leader and Contact
Gemma Tait
Qualification
BTEC Level 3 National Extended Diploma in Sport – Pearson
Entry Requirements
At least a 4 in PE if taken at GCSE; At least a Pass in Sport if taken at BTEC Level 2
Why study BTEC Sport?
If you are interested in the sports and exercise industry then you should look no further than this course. It will set you up with the knowledge, skills and understanding of how to go far in the sports industry.
Curriculum Overview – BTEC Sport [awaiting file]
Subject Leader and Contact
Emma McConnell : Head of Business Studies
Qualification
A Level Business – AQA – 7132
Entry Requirements
4 in GCSE Business or L2 Pass in BTEC Business if studied previously
Why study Business?
Businesses are all around us, with the majority of people working for or running their own business at some point in their lives. The course is designed to provide an insight into the world of business and will enable students to develop a holistic appreciation for business concepts and strategy.
Subject leader and contact
Rojin Jozi : Head of Chemistry
Qualification
A Level Chemistry
OCR – H432
Entry Requirements
6 in GCSE Chemistry if doing single sciences Or 6,7 in GCSE Trilogy Science; 6 in GCSE Maths
Why study Chemistry?
From the moment you’re born you’re surrounded by chemistry – the air you breathe, the food you eat and the clothes you wear – they’re all chemistry. Chemistry is the study of substances: what they’re made of, how they interact with each other and the role they play in living things.
From research in space to the depths of the oceans, chemistry helps you understand the world around you.
Chemistry also forms the basis of other related subjects
such as:
- environmental chemistry – understanding and solving challenges such as climate change, pollution or waste management on a molecular level.
- materials chemistry – looking at the chemical structure of materials and using this knowledge to develop the materials of the future.
- chemical engineering – producing chemical products on an industrial scale.
- biological sciences – such as biochemistry, molecular biology and pharmacology.
- You will learn skills such as problem solving plus analytical and logical thinking – these skills open up lots of careers.
Where can it lead?
- You will understand the world around you and how things are made.
- You can help feed the world and have a positive impact on our environment.
- It’s a core subject that enables you to cross over to the other core sciences or venture into biochemistry, geochemistry, chemical engineering or physical chemistry.
Future study that you could enter with a chemistry A-level qualification:
Medicine, Chemical engineering, veterinary science, anatomy and physiology.
Future careers and sectors that you could enter with a chemistry qualification include Government agencies, environmental agencies, consultancy, hospitals, universities, public health laboratories, testing companies and manufacturing industry.
Chemistry Extras
Our A Level Chemists will have the opportunity to enter the UK Chemistry Olympiad. Designed to challenge and inspire, the UK Chemistry Olympiad is a unique opportunity for students to push themselves further and excel in the chemistry field.
Budding chemists will develop critical problem-solving skills, learn to think more creatively and get a chance to test their knowledge in new, real-world situations. They could even find themselves representing the UK at the prestigious International Chemistry Olympiad.
Course ContentThe Advanced Level chemistry course comprises 6 modules that introuduce foundational elements before buulding on these, alongside the development of a wide variety of practical and thinking skills. Module 1 – Development of practical skills in chemistry
Module 2 – Foundations in chemistry
Module 3 – Periodic table and energy
Module 4 – Core organic chemistry
Module 5 – Physical chemistry and transition elements
Module 6 – Organic chemistry and analysis
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Subject Lead – Ms V Olsen-Dry: Head of Computer Science volsen-dry@cambournevc.org
Teacher – Mr G Furbank: Assistant Principal gfurbank@cambournevc.org
Qualification
A Level Computer Science AQA – 601/4569/9
Entry Requirements
6 in Computing (if taken at GCSE), 6 in GCSE Maths
Why study Computer Science?
Studying Advanced Level Computer Science at CamSF offers numerous advantages and invaluable skills for students. In today’s increasingly digital world, computer science knowledge has become essential across various fields. Students will be equipped with a deep understanding of fundamental programming concepts, algorithms, and data structures, which form the building blocks of modern technology. This knowledge empowers students to develop their own software solutions, fostering creativity and problem-solving skills. Advanced Level Computer Science nurtures logical reasoning and analytical thinking abilities, enabling students to approach complex problems systematically. These skills are transferable and can be applied to other subjects and real-life situations, enhancing academic and professional prospects.
Where can it lead?
Completing Advanced Level Computer Science opens a multitude of opportunities for students in their future endeavours. One of the most prominent pathways is pursuing higher education in computer science or a related field at university. With a solid foundation gained from Advanced Level studies, students can specialise in various areas such as artificial intelligence, software engineering, data science, cybersecurity, or computer graphics. A degree in computer science can lead to a wide range of rewarding careers, including software developer, data analyst, systems analyst, network engineer, cybersecurity specialist, or technology consultant.
Moreover, the skills acquired through Advanced level Computer Science are highly transferable and in demand across industries. Companies in sectors such as finance, healthcare, entertainment, e-commerce, and manufacturing rely heavily on technology and require professionals with a strong understanding of computer science concepts. Graduates with Advanced level Computer Science qualifications can find employment opportunities as game designers, database administrators, IT project managers, or even entrepreneurs, starting their own tech ventures.
Curriculum
12 |
What students will learn |
How it builds on learning |
| Autumn Term
Curriculum and Skills: Data Representation: Includes number systems, binary, hexadecimal, images, sound, encryption and decryption, data compression, before moving onto Boolean algebra. Programming: Review GCSE programming concepts in Python (functions, reading and writing to files) then move onto graphical user interfaces, visualisations, and modular programming. Assessment: Baseline programming assessment and end of unit assessment at the end of Autumn term. Regular programming and other homework assessments. |
Autumn Term
This term reinforces GCSE knowledge while expanding binary systems and data representation concepts, making it accessible for all students, including those without GCSE computing background, as they develop enhanced Python programming skills with graphical interfaces and modular techniques. |
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| Spring Term
Curriculum and Skills: Algorithms: Explores a range of algorithms, code tracing, Big O notation, abstract data types, computational thinking, abstraction, and finite state machines. Programming: Covers networking and SQL server-side scripting and Assembly language, HTML, CSS, and JavaScript client-side processing. Assessment: Mock examinations covering Paper 1 content (on screen during lesson) early during Spring Term. Paper 2 (written) assessment on algorithms at the end of Spring term. Regular programming and other homework assessments. |
Spring Term
This term builds upon the foundational knowledge established in the Autumn Term by advancing from data representation to more complex algorithmic concepts and computational thinking, while expanding programming capabilities beyond Python to include both server-side technologies (SQL) and client-side web development (HTML, CSS, JavaScript) alongside low-level Assembly language. Creating a comprehensive bridge between theoretical computer science and practical implementation.
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| Summer Term
Curriculum and Skills: Hardware and Software: Includes processor architecture, communications, and networking. Computing and Society: Legislation and ethical considerations and learn to write extended prose. Programming: Mini coding projects, in preparation of the pre-release material for the Summer Term mock examination. Writing a prototype for Computing project Assessment: Mock examinations covering Paper 1 content (on screen during lesson) and Paper 2 (written). Regular programming and other homework assessments. Computing project proposal with protype code. |
Summer Term
This term builds upon the previous two terms by integrating hardware and software architecture concepts with the programming and algorithmic foundations established earlier, while introducing social and ethical dimensions of computing. Students apply their cumulative knowledge through mini coding projects and prototype development, preparing them for the NEA project component and demonstrating how theoretical computer science principles connect to real-world applications and considerations. |
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13 |
What students will learn |
How it builds on learning |
| Autumn Term
Curriculum and Skills: Models of Computation: Turing machines, regular expressions, and reverse polish notation. Data: Floating point numbers, databases, and big data. Programming: Covers other paradigms including object orientated programming and functional programming. Assessment: Summative Autumn term assessment. Submission of draft of analysis, design, and implementation sections of the Computing project. Regular programming and other homework assessments. |
Autumn Term
This term builds upon the first year’s foundations by elevating computational theory through advanced models like Turing machines and regular expressions, extending data representation concepts to include floating point arithmetic and database structures, and expanding programming paradigms beyond procedural Python to include object-oriented and functional approaches. This enabling students to apply their comprehensive knowledge in developing sophisticated solutions for their Computing project while deepening their theoretical understanding of computer science principles. |
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| Spring Term
Curriculum and Skills: Internet: Security, IP addresses, internet architecture, TCP/IP, JSON and XML, client server model. Programming: Stack frames, code tracing, complete the computing project including testing. Preparation of preliminary material for Paper 1 examination. Assessment: Mock examinations covering Paper 1 content (on screen during lesson) and Paper 2 (written). Submission of completed Computing project. Regular programming and other homework assessments. |
Spring Term
The Spring Term in Year 13 builds upon prior learning by integrating theoretical networking concepts with practical implementation, connecting the internet architecture and protocols to previously studied data structures and algorithms. Students apply their comprehensive programming knowledge from multiple paradigms (procedural, object-oriented, and functional) to complete complex stack-frame operations and thorough testing methodologies for their Computing project. This term synthesizes earlier computational models with real-world applications in internet security and client-server architectures, preparing students for both the practical Paper 1 examination and demonstrating mastery through their completed Computing project—representing the culmination of their two-year progression from foundational computing concepts to sophisticated system development. |
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| Summer Term
Curriculum and Skills: Theory: Revision and review of skills (e.g., code tracing, answering extended response requestions) and knowledge required for both Paper 1 and Paper 2. Exam question practice. Programming: Preparation of preliminary materials for Paper 1, modifying and practicing the prerelease code to gain familiarity. Assessment: Formal examinations, Paper 1 content (on screen during lesson) and Paper 2 (written). Regular programming and other homework assessment. |
Summer Term
The Summer Term in Year 13 builds upon all prior learning by synthesising the comprehensive theoretical framework developed across two years, from foundational data representation and procedural programming to advanced computational models, networking architecture, and multiple programming paradigms. This culminating term focuses on consolidating and applying this knowledge through intensive practice with code tracing, extended response questions, and preparation of preliminary materials for Paper 1 examination. Students demonstrate their holistic understanding by modifying and working with the pre-release code, showcasing their ability to analyse, adapt, and implement solutions across various contexts while preparing for formal examinations that will assess the entire breadth and depth of computer science principles covered throughout the course. |
Assessment
The assessment for AQA Advanced Level Computer Science comprises a combination of two examinations and one non-examination assessment. Frequent formative and summative assessments take place to monitor student progress on the course each term.
Paper 1 examination
This paper tests a student’s ability to program, as well as their theoretical knowledge of computer science from teaching modules and subject content 1 to 4 above. This paper is a digital, on-screen exam, lasting 2 hours 30 minutes and accounts for 40% of qualification grade.
Paper 2 examination
This paper tests a student’s ability to answer questions from teaching modules and subject content 5 to 13 above. Students are required to answer multiple choice, short-answer and extended-answer questions. This paper is a written exam, lasting 2 hours 30 minutes and counts for 40% of qualification grade.
Non-exam assessment
Students will undertake an independent project to design, develop, and evaluate a computer-based solution for a real-world problem. The non-exam assessment counts for 20% of qualification grade and covers teaching modules and subject content 1 to 13 above.
Supporting your Sixth Former
What you can do at home:
Encourage regular engagement with independent study tasks, discuss computing concepts to deepen understanding, ensure access to appropriate technology at home, and maintain awareness of coursework deadlines to support time management.
Required equipment:
Folder with lined paper, essential stationery, and access to a laptop capable of running Python IDLE 3.13.2 or above, which can be downloaded from Python.org.
Extended learning
Independent Study:
Weekly student independent study tasks are set, which consolidate learning of the past week through exam-style questions and project enquiries. These structured activities reinforce classroom teaching by providing opportunities for students to apply theoretical concepts in practical contexts, develop their problem-solving skills, and prepare systematically for assessments. The independent study programme encourages students to take ownership of their learning journey while building the self-discipline and research capabilities essential for success in both their Computing project and final examinations.
Enrichment Opportunities:
The A Level Computer Science department offers the PCEP (Python Certified Entry-Level Programmer) certification as an enrichment opportunity, allowing students to gain industry-recognised credentials that validate their Python programming skills developed throughout the course. This certification complements the curriculum’s Python programming components by providing students with an external benchmark for their abilities, enhancing their university applications and future employment prospects. The department supports this enrichment through targeted preparation sessions that align with existing Python modules in the curriculum, enabling students to demonstrate proficiency in fundamental programming concepts including basic syntax, control flow, data collections, functions, and modular programming techniques introduced during the Autumn Term of Year 12 and reinforced throughout the two-year course.
Link: PCEP
Super-Curricular:
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Possible Trips and Visits:
Bletchley Park in Milton Keynes. Students will have the opportunity to visit this historic site where pioneering computer scientists like Alan Turing worked on breaking the Enigma code during World War II, providing valuable historical context to their theoretical studies of computational models and encryption techniques.
Link: Bletchley Park | Home
Subject leader and contact
Deborah Gordon : Head of Maths
Qualification
Level 3 Mathematical Studies
AQA – 1350
Entry Requirements
A grade 4 in GCSE Mathematics
Why study Core Maths?
Many A-level courses now include an increased amount of mathematics. This often involves working with some high-level statistical ideas that are not studied at GCSE. Core Mathematics is a course that is worth the same as an AS-level, is a qualification that is recognised by universities and employers and which provides much of the mathematical and statistical background required in other A-level subjects. These subjects include Business & Economics, Geography, Biology and Psychology. If you are studying one of these subjects and are not intending to do A-level Mathematics then Core Maths will be very helpful.
Alongside the statistical elements of the course, problem solving forms a large part of the course. The majority of this involves starting with a something real (such as a newspaper article) and applying some mathematics to it. This is fun and satisfying (and a little scary when we discover how many errors there are in the News that we see every day!).
Where can it lead?
Degree courses in the subjects mentioned above can also include a large amount of statistical work, and some universities are encouraging sixth formers to study the subject because it will help to support applications for university degree courses and will help the students during the course too. Several universities have made reduced tariff offers to students who are taking Core Maths to reflect the value that they place on the course. Many employers say they are keen to work with people who can solve problems and the work we do with real-life problem solving will help with this.
Course ContentLevel 3 Mathematical Studies includes the following areas of study:
Lessons will take place across Year 12 and Year 13 and the course is examined via two papers (no coursework), taken at the end of Year 13. Paper 1: Problem solving and personal finance
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Pauline Courtois : Head of Design Technology
Qualification
A-level Design and Technology: Product Design
OCR – H406
Entry Requirements
6 in DT (if taken at GCSE)
A GCSE grade 5 in Maths is desirable.
Note a GCSE in DT is not mandatory however we require the below :
- Good creativity skills
- Strong drawing skills (hand drawing and CAD)
- A keen interest in problem solving
- A good understanding of the design process
- A positive and enthusiastic attitude to learning
Students will need a genuine interest and excitement for the subject and a willingness to commit to significant independent time and effort into developing their skills and completing their iterative design project.
Why study Design Technology: Product Design?
Design and Technology is a captivating discipline that offers both inspiration and practicality, fostering growth beyond the A level stage. By engaging in this subject, students will acquire a diverse set of skills applicable to a wide array of careers, further studies in design or engineering, and even personal development, as it enhances decision-making abilities such as time and resource management when undertaking projects.
Over the span of two years, this course explores the broader principles of design and its impact on users and the world around us. Through comprehensive study, students will familiarise themselves with various materials, cultivating a technical understanding of product functionality and the manufacturing processes necessary to support the creation of their own design solutions.
Furthermore, they will learn to identify market demands and potential opportunities for innovative products. They will take the initiative to develop design solutions, making and testing prototypes/products. Throughout this journey, their knowledge base will expand, encompassing the progressive stages of prototyping, realisation, and commercial production.
Encouraging a critical mindset, this course promotes inquiry, problem-solving, exploration, and evaluation of iterative designs. The OCR exam board emphasises freedom in approaches to designing and making, ensuring that project work is not hindered and that materials and processes remain open to diverse possibilities.
Note that an essential aspect of this subject involves the application of mathematical and scientific knowledge, showcasing the integral role of Design and Technology as a pivotal STEM discipline.
Where can it lead?
This course provides an excellent foundation for students aspiring to study the world of design and its interconnected subjects, including engineering, architecture, fashion, and many more. Opting for this course not only opens doors to further study in these domains but also presents an invaluable chance to nurture creativity, foster critical thinking, and cultivate problem-solving skills. These qualities hold tremendous significance in our modern society, being essential attributes for success in any chosen career path.
Curriculum
The Product Design course places its emphasis on consumer products and their practical applications. It challenges students to harness their creativity and employ an iterative design process to tackle problems and conceive everyday marketable products.
Throughout the course, students will explore materials, components, processes, usability, and function, all of which are integral aspects of the design process. Students will gain a comprehensive understanding of commercial design practices, enabling them to navigate the world of practical design with confidence.
12 |
What students will learn |
How it builds on learning |
| Autumn Term :
Skill based projects – short design tasks allowing students to build on their understanding of CAD, machinery, tools and processed. Creating a foundation to promote confidence and independent research for their NEA coursework. Students to start considering a context for their NEA.
Theory :
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Short skill based projects will allow students to improve relevant skills in line with what is needed to complete their coursework. It will also build their confidence, revisit previous knowledge and help support students who might come from a different pathway.
The theory is focused on topics which are heavily linked to their coursework and are a true representation of the real design world. It will allow them to build on previous knowledge earned during their GCSE DT and add depth to their understanding. |
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| Spring term :
NEA : Personal NEA coursework project with a focus on exploring the chosen context, market and consumer research, setting of design brief, initial ideas and Iteration 1. Theory:
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Students will keep further developing their design skills as they start thinking about their chosen idea. They will now be more comfortable in demonstrating critical thinking to solve problem and creativity in coming up with a solution. Independent work, initiative, decision-making and time management are skills they will continue to practice.
The theory is focused on topics which are heavily linked to their coursework and are a true representation of the real design world. It will allow them to build on previous knowledge earned during their GCSE DT and add depth to their understanding. Exam practice exercises enables them to use the knowledge learnt and apply it when answering questions and solving problems.
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| Summer term :
NEA : Personal NEA coursework project with a focus on Iterations 1 to 10. Big emphasis on prototyping testing, getting feedback and evaluating to refine final design. Theory:
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Students will keep further developing their understanding of the design process as they focus on prototyping. They will now be more comfortable in demonstrating critical thinking to solve problem and creativity in coming up with a solution. Independent work, initiative, decision-making and time management are skills they will continue to practice.
The theory is focused on topics which are heavily linked to their coursework and are a true representation of the real design world. It will allow them to build on previous knowledge earned during their GCSE DT and add depth to their understanding. Exam practice exercises enables them to use the knowledge learnt and apply it when answering questions and solving problems.
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13 |
What students will learn |
How it builds on learning |
| Autumn Term :
NEA : Personal NEA coursework project with a focus on completing iterations, final selection (CAD, technical spec and manufacture plan), making of the final prototype, testing process and evaluation. Theory:
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Students will keep further developing their design skills as they come towards the final parts of their design process. They will now be confident in demonstrating critical thinking to solve problem and creativity in coming up with a solution. Independent work, initiative, decision-making and time management are skills they will be fully familiar with.
The theory recap will allow students to review what was learnt, identify weaker areas and further practice each topics which are heavily linked to their coursework and are a true representation of the real design world. Exam practice exercises enables them to use the knowledge learnt and apply it when answering questions and solving problems.
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| Spring Term :
NEA : Review and last finishing touches for NEA coursework. Final hand-in for marking. Theory:
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Students will come to the end of their design process, giving them the opportunity to evaluate, review and identify improvements needed for their products. Evaluation being a key part of the design process, they will now be fully confident with this skill set.
Exam practice exercises enables them to use the knowledge learnt and apply it when answering questions and solving problems.
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| Summer Term :
Focus on Exam preparation :
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Students will now be able to fully focus on their exam preparation. They will review what was learnt, identify weaker areas and further practice topics as needed.
They will further build their understanding of the design world through their independent study, giving them the opportunity to discuss examples during their exams. Exam practice exercises enables them to use the knowledge learnt and apply it when answering questions and solving problems.
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Assessment
- Initial focus on summer work, review on foundation skill work and support on selecting NEA coursework context.
- Feedback (written and in person) on work submitted
- One-to-one tutorials, reviews of work in progress and target setting.
- End of topic tests for all units as well as practice paper.
- Weekly homework set including building on your own foundation skills, NEA deadlines and past paper question practice.
- Mock exams (Y12 : spring and summer term, Y13 : Spring term)
Components of the course:
26.7% EXAM : Principles of Product Design (1h30min)
- Analyse existing products
- Demonstrate applied mathematical skills
- Demonstrate technical knowledge of materials, product functionality, manufacturing processes and techniques
- Undertake case studies to demonstrate understanding of wider social, moral and environmental issues that impact on the design and manufacturing industries.
23.3% EXAM : Problem solving in Product Design (1h45min)
- Apply knowledge, understanding and skills of designing and manufacturing prototypes and products to given situations and problems
- Demonstrate higher thinking skills to solve problems and evaluate situations and suitability of design solutions.
50% Non-exam Assessment : Iterative design project (Approx. 65 hours)
This significant design project focuses on the iterative processes of exploration, creation, and evaluation. Students are expected to understand and apply these iterative design processes in their design and technology practice : exploring needs, creating solutions, and evaluating how well the needs have been met.
Students are required to identify a design opportunity or problem within a context of their choice. They will then create a portfolio supported by real-time evidence, showcasing the development of their projects. The successful completion of this calls for innovative approaches that result in a final prototype, subject to testing against user feedback and market demands.
This segment of the course heavily relies on independent work, a genuine interest in developing personal skills, and immersive research and investigations to ensure a comprehensive iterative design process is achieved.
Supporting your Sixth Former
What you can do at home:
Encourage them to further develop their understanding of the design world through watching documentaries, podcasts, books, articles … Help discuss their projects at home regularly, asking when their deadline is, giving them ideas/feedback on their work and potentially becoming one of their primary users. Encourage them to practice past exam papers which can be found online on the exam board website.
Required equipment:
OCR Textbook (physical or digital)
Extended learning
Independent Study:
Coursework skills:
- Practice research techniques
- Watch design related documentaries or follow Youtube Channels
- Listen to podcasts and read articles
- Use the resources provided on Teams by your teachers to further improve your work.
- Familiarise yourself with the NEA coursework and its mark scheme.
- Ask for feedback from your teacher
- Collaborate with others using the ‘hive mind’ to further improve your work and get ideas/feedback from others.
Theory:
- Creating Quizlets & testing yourself
- Creating mind maps,posters or infographics to summarise topics (summary sheets)
- Create flash cards & get someone else to test you (using your flash cards, class notes or the text book)
- Making/remaking/ colour coding your class notes
- Using a revision wall to display your learning
- Reading through class notes
- Reading course textbooks and summarizing what you’ve read
- Completing questions in the textbook
- Using resources on the Class Team or Catalogue Link: Independent Study
Feedback:
- Marking your own work using a mark scheme
- Studying mark schemes or examiners reports
- Working with other students in groups/pairs
- Comparing model answers/ work against your own work
- Handing in extra exam work for marking
- One to one discussions with your teachers
Enrichment Opportunities:
Students will have further opportunities to enter external competition, apply for the Arkwright scholarship, attend talks from universities and professionals as well as build contacts with local companies and designers.
Super-Curricular:
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Possible Trips and Visits:
Students at all stages of their education are encouraged to utilise the department’s computer and workshop facilities outside of school hours. This opportunity allows them to pursue personal projects, enhance specific skills or areas of interest, as well as improve, develop, and refine class assignments or coursework tasks. We will also offer trips to places of interest such as museums, local companies, and manufacture businesses.
Subject leader and contact
Deborah Gordon : Head of Maths
Qualification
Double Maths – A-level Mathematics & A-level Further Mathematics
AQA – 7357 & 7367
Entry Requirements
A grade 8 in GCSE Mathematics
Why study Double Maths?
Further mathematicians are passionate about mathematics and enjoy finding the most efficient and elegant solution to a multi-stage problem. They will want to know the “why” underpinning the concepts they are tackling and will be able to spot links between the various aspects of mathematics. A-level Further Mathematics builds on and develops the ideas studied in A-Level Mathematics and introduces new mathematical topics to bridge the gap to degree level mathematics and other subjects with a high mathematical content.
Where can it lead?
Since studying Further Mathematics provides an opportunity to study a broader and deeper range of topics, as well as demonstrating a student’s ability to tackle more advanced topics, it provides strong foundations for a variety of related degrees at university. The subject has clear links with courses such as Computer Science, Engineering, Physics, Material Science or even Chemistry. Students who gain A-Level qualifications in both Mathematics and Further Mathematics are highly employable and students find the skills and knowledge gained from the course useful when pursuing careers in areas such as medicine, engineering, veterinary science, finance, computing and any scientific discipline.
Double Maths Extras
In addition to the events offered to students of the A-level Mathematics course, there will be further opportunities for students to extend their mathematical horizons. In particular, students can elect to tackle extension work in preparation for university interviews and additional examinations, such as MAT—the Mathematics entrance exam for Oxford, AEA – Advanced Extension Award or STEP – used for admissions to Mathematics at Cambridge. At Cambourne Sixth Form, we will support you in preparation for those as well as support you if you choose to go on to study Mathematics or similar at degree level.
Course ContentIn Double Maths you will study A-Level Mathematics in Year 12 and A-Level Further Mathematics in Year 13. You will sit examinations for both A-Level Mathematics and A-Level Further Mathematics at the end of Year 13. A-Level Further Mathematics is designed to build upon the content studied in A-Level Mathematics. The course structure for A-level Mathematics in Year 12 can be found under A-Level Mathematics section. In Year 13 all students will study Further Pure Maths along with two options from:
A-Level Further Mathematics is examined by 3 papers which are sat at the end of Year 13. Each paper is 2 hours long, and is out of 100 marks.
Further Pure Mathematics (66.6% of A-Level Further Mathematics) Further mechanics (16.7% of A-Level Further Mathematics) Further statistics (16.7% of A-Level Further Mathematics) Discrete (16.7% of A-Level Further Mathematics)
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Lauren Phillips : Head of Drama
Qualification
A Level Drama and Theatre
Pearson Edexcel – 9DR0
Entry Requirements
6 in Drama if studied at GCSE
Why study Drama & Theatre?
Drama and Theatre studies aims to develop your understanding of the theory and practice of Drama and consider the social, cultural and historical contexts from which the plays derive.
It will also build your skills as an actor and director and you will work both collaboratively and independently. This course provides a range of practical and theory which is a fantastic way to learn about all areas of theatre.
Where can it lead?
The course prepares students considering Drama and Theatre courses at university and Drama school. It is also an excellent grounding for interpersonal skills such as communication, confidence building, organisation and teamwork in preparation for careers in areas such as law, social work, psychology and teaching.
Drama Extras
Students will have the opportunity to see a variety of live theatre both in Cambridge and London’s West End to support the third component of the course. Students may want to audition for the whole school production or attend our Drama club that runs in the summer term. We will also have other theatre trips that students may wish to attend.
Course ContentThis course is made up of 3 components. The first is “Devising”, in which students work collaboratively to create an original piece of theatre based from a stimulus and in the style of their chosen genre or practitioner. They also write a portfolio that supports the journey that the students have taken to create their work, followed by an evaluation of the piece produced. This component is worth 40% of the overall grade and is internally assessed and externally moderated. The second component is “Text in Performance” this is where students are asked to perform two extracts from two separate performance texts. One of these is a monologue and the other a group performance. This component is worth 20% of the overall grade and is externally assessed by a visiting examiner. The third and final unit is “Theatre makers in practice”, this component is a written exam taken in the summer of Year 13 and is split into 3 sections. This is worth 40% of the overall grade and is externally assessed. Section A of this exam is “Live Theatre Evaluation”, students write an answer on a professional production they have seen in response to a statement. Section B is “Page to Stage: Realising a performance text”; for this students study a play text in it’s entirety and are asked to answer two questions on this from both the perspective of a performer and a designer. Section C is “Interpreting a Performance text”, this asks students to answer one question from the perspective of a Director on another play text that students study in it’s entirety, with a focus on a specific practitioner. Further information can be found here.
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Emma McConnell : Head of Business Studies
Qualification
A Level Economics
AQA – 7136
Entry Requirements
5 in English Language and a 6 in GCSE Maths
Why study Economics?
By studying A Level Economics you will develop a broad range of skills applicable to your future life and career. This includes an understanding of the key economic factors which influence the world in which we live as well as the ability to analyse economic data.
Where can it lead?
Students who study A Level Economics often go onto university to read Economics or a related subject, such as PPE, Accounting and Finance, or Business. Other students progress onto apprenticeships or employment with this highly-valued A Level.
Curriculum
12 |
What students will learn |
How it builds on learning |
| In Year 12 students will study both Microeconomics and Macroeconomics
Microeconomics In Year 12 the key microeconomic topics covered are:
As part of your learning, you will acquire knowledge and understanding of a selection of microeconomic models and to apply these to current problems and issues.
Microeconomic models such as demand and supply, the operation of the price mechanism and causes of market failure are central to this part of the specification.
You will explore price determination in a competitive market. You will also look at price, income, and cross-elasticities of demand. The supply of goods and services coupled with price elasticity of supply.
This year also covers production, costs and revenue specialisation, division of labour and exchange. You will examine the law of diminishing returns and economies and diseconomies of scale. Finally looking at technological change.
Macroeconomics The key macroeconomic topics covered in Year 12 are:
You will explore the objectives of government economic policy. How markets and prices allocate resources. You will also look at the meaning and causes of market failure. You will also investigate positive and negative externalities in production and consumption.
You will learn how the macroeconomy works: the circular flow of income, Aggregate Demand/Aggregate Supplies analysis, and related concepts. You will also look at the theoretical background to competition policy. The arguments for and against the privatisation of state-owned enterprises.
You will examine factors influencing economic performance including economic growth and the economic cycle. You will also look at employment and unemployment, inflation and deflation.
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Economics as a subject is new to most students at A Level. However, throughout the course students will build on their critical thinking skills as well as their ability to analyse and interpret quantitative data.
Students apply mathematical concepts taught in Years 7-11 to real world economic scenarios. Using these pre learnt skills they will learn to formulate logical decisions that are based on economic data.
Topics are sequenced so that students are constantly building on prior learning of topics from earlier stages of the course. For example, supply and demand are taught early on in microeconomics; this learning is then used to help students with their understanding of resource allocation in macroeconomics.
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13 |
What students will learn |
How it builds on learning |
| The focus of Year 13 is on
Microeconomics Topics include:
In Year 13 you will explore perfect competition, imperfectly competitive markets and monopoly and monopolistic power. You will also look at the dynamics of competition and competitive market processes. There will be opportunities to investigate the influences on the labour market including labour supply and the influences of trade unions in determining wags and the level of employment.
You will investigate the distribution of income and wealth: poverty and inequality. You will also discuss government policies to alleviate poverty and to influence the distribution of income and wealth.
You will look at the market mechanism, market failure and government intervention in markets. Market imperfections and competition policy. You will have an opportunity to explore reasons for public ownership, privatisation, regulation and deregulation.
Macroeconomics Topics include:
The headline of financial markets and monetary policy covers the structures of financial markets and financial assets. You will also explore the regulation of the financial system including commercial and investment banks.
You will explore fiscal policy and supply-side policies. How these can be used to influence both aggregate demand and aggregate supply. You will also investigate both Keynesian macroeconomic policies also Margaret Thatcher’s Monetarist Policies. Public expenditure and taxation.
Here you will explore the international economy covering the consequences of globalisation for both economically developed and less economically development countries. You will also look at multinational corporations and the changing patterns of trade. You will also investigate the case for import controls and protectionism. Finally, you will investigate the UK’s balance of payments and current account. |
The Year 13 course content builds on the content from Year 12. Students will further deepen their understanding of Economic theory and issues.
In Year 13 students will bring together the topics they have been taught and look at themes in economics. This will also include linking in their deepened understanding of real-life examples and economics case studies that they have acquired over the course.
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Assessment
Ongoing Assessments:
Throughout the course students will sit end of topic tests and be given feedback on these. As part of this, and in addition to, they will also be set case study questions and essays that link to the specification and the requirements of the final examinations.
Formal Assessments:
Year 12 Subject Assessment – Autumn Term
Year 12 Mock Exams – Summer Term
Year 13 Mock Exams – Autumn and Spring Terms
External Examinations:
Students will sit three external examinations at the end of Year 13. These include three two-hour written exams, each contributing to 33.3% of the overall grade.?
Paper 1: Microeconomics
Consists of a data response question and two essay questions (one of which will require a quantitative response)
Paper 2: Macroeconomics (33.3% of A-Level)
Consists of a data response question and two essay questions (one of which will require a quantitative response)
Paper 3: Themes in economics (33.3% of A-Level)
Based on microeconomic and macroeconomic themes. Consists of a series of 30 multiple choice questions. Learners will also be required to respond to a series of short answer and extended response questions based on an unseen economic theme.
Supporting your Sixth Former
There are numerous documentaries and reading materials available that allow students to explore business in a greater depth. More information on these will be provided as part of the course induction.
Required equipment:
Students are required to bring a calculator to lessons.
Extended learning
Independent Study
You can’t rely entirely on your textbook. Economics is the lifeblood of political debate, and you need to keep up to date with current affairs, following the daily news to pick up on economic, political, business and social issues.
Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Lucy Macwhinnie
Qualification
A Level English Language
AQA – 7702
Entry Requirements
6 in GCSE Language or Literature
Why study English Language?
Have you ever wondered how we learn to talk? Why we don’t talk to our grandparents the way we talk to our friends? Or maybe you’re curious about how language has changed over the years? If any of that sounds interesting, then A-level English Language could be just what you’re looking for.
English Language is a big part of our everyday lives, from how we act in social groups to how we communicate with the world. We’re constantly communicating, listening, reading websites, and analysing -That’s what makes studying English Language relevant.
This course will introduce you to a wide selection of multimodal texts that you might not have analysed in your English lessons before, including blogs, television transcripts and tweets. It will also provide opportunities to write originally and persuasively, do your own research, and read critically.
Ultimately, studying this A- Level can empower you with valuable skills, knowledge, and perspectives that are applicable in various academic, professional, and personal pursuits. It provides a strong foundation for further education and equips you with skills that are highly sought after in today’s dynamic and globalised world.
Where can it lead?
With an A-level in English Language, you can pursue a degree in various fields such as English Language and Linguistics, Creative Writing, Journalism, Media Studies, Communications, or English Literature.
This qualification also equips you with strong writing skills, critical thinking abilities, and an understanding of language dynamics. These qualities make you well-suited for careers in writing, journalism, publishing, marketing, public relations, teaching, and more.
English Language Extras
You will have the opportunity to visit the British Library and we will also make use of relevant exhibitions and opportunities as they arise.
Course ContentPaper 1 (40% of A-level)
Paper 2 (40% of A-level)
NEA- Coursework Component (20% of A-level)
The aim of this area of study is to allow students to explore and analyse language data independently and develop and reflect upon their own writing expertise. It requires students to carry out two different kinds of individual research:
Construct a language investigation (2,000 words excluding data) Students may choose to pursue an area of individual interest. For example, this might include studies of:
Construct a piece of original writing and commentary (750 words each) Examples of pieces of writing students could consider:
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Rosy Hill : Head of English
Qualification
A Level English Literature
AQA – Specification B 7717
Entry Requirements
6 in GCSE English Literature and English Language
Why study English Literature?
The study of Literature is, essentially, a study of humanity. Literature reflects human experience and social influences and is a product of its time; understanding the contextual influences on an author and their writing will help you understand how our present society is a culmination of all that has gone before. Not only will the literature you study provoke discussion about seminal issues of the day – gender, race, power – it also explores the commonalities that make us human: love, loss, suffering and triumph.
During your study of English Literature you will study eight set texts while being encouraged to read independently, widely and in depth. We will cover poetry, prose and drama across a range of periods and include a selection of contemporary texts as well as canonised literature. You will also be introduced to literary critical theory and have the opportunity to crystallise your own interpretations of texts through different critical lenses.
Many of the skills developed through studying Literature are related to independent thinking. You will learn to analyse sophisticated ideas and the ways in which they are presented, to synthesise large and complex texts, and to know how to build a convincing and formal argument.
Where can it lead?
An English Literature A Level will equip you with a plethora of transferable skills that are sought after by universities and employers. English Literature is one of the Russell Group universities’ ‘facilitating’ subjects — so called because choosing them at A Level allows a wide range of options for degree study. You could pursue a degree in various fields including, but not limited to: English Literature, English Language and Linguistics, Creative Writing, Journalism, Drama, Media Studies, Communications and Law.
English graduates go on to develop a wide range of careers, the most popular of which are publishing, broadcasting, marketing and PR, journalism, careers of conscience, law, teaching and politics.
Curriculum
12 |
What students will learn |
How it builds on learning |
| Autumn Term
Paper 1: Aspects of Tragedy Students will be introduced to Literary tragic theory, starting with Aristotle, and how this has evolved over time. Areas of study will include: Medieval and Morality Tragedy, Jacobean Tragedy, Shakespearean Tragedy, Victorian Tragedy and Modern Tragedy.
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This introduction to the Literary genre of
tragedy builds on students’ rudimentary knowledge of this through their study of Shakespeare at GCSE. Students will learn that tragedy has a long tradition in literature, with its origins in the ancient world and with a specific emphasis on drama.
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| Autumn Term
Paper 1: Aspects of Tragedy Section A and B Othello, by William Shakespeare (c. 1603) a study of plot, characters, themes, context, and links with the wider genre of tragedy. Discussion of pupils’ varying interpretations of the text in order to develop A01: constructing articulating and justifying an individual viewpoint on the text.
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Having learnt the fundamentals of literary tragic theory, students will now apply this to Othello, their key Shakespeare text for Paper 1, considering to what extent this adheres to, or deviates from, the theories learnt. Students will understand how particular aspects of the tragic genre are used in Othello and how the play fits within Shakespeare’s own brand of tragedy.
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| Autumn and Spring Term
Paper 1: Aspects of Tragedy Section C The Great Gatsby, F. Scott Fitzgerald (1925) a study of plot, characters, themes, context, and links with the wider genre of tragedy. Consideration of different critics’ interpretations.
Paper 1: Aspects of Tragedy Section C Richard II, by William Shakespeare (c. 1597) a study of plot, characters, themes, context, and links with the wider genre of tragedy. Consideration of different critics’ interpretations.
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Students will move on to a comparative study of tragic texts that have been paired together because they share some of the common features of traditional tragic drama while also offering some interesting variations. They will, therefore, look at an older historical form, Richard II, and measure a later text, The Great Gatsby, and their approaches to tragedy against a literary genre which is long established. | |
| Spring Term
Critical Anthology NEA Introduction to different critical lenses presented in the exam board Critical Anthology and how to incorporate these schools of literary criticism into students’ own writing.
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Students will build on their skills of responding to individual critics’ interpretations for Paper 1, by being introduced to the study of critical theory in the non-exam assessment. Students will develop a solid understanding of how texts can be connected and how they can be interpreted in multiple ways so that they can arrive at their own interpretations and become confident autonomous readers. | |
| Summer Term
Poetry NEA: The World’s Wife, Carol Ann Duffy a study of selected poems from this collection of poetry focusing on key themes, the poet’s methods, and the multiple different possible interpretations of the work.
Selected Poems, T.S. Eliot a study of this collection of poetry focusing on key themes, the poet’s methods, and the multiple different possible interpretations of the work.
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Having considered a range of different critical schools of thought at the end of the previous term, students will decide which critical lens they are most interested in applying to their choice of two ‘taught’ poets and will be supported in doing so by teachers who will guide their response and model the application of various theories.
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| Summer Term
Prose NEA: with guidance, students select their prose text, formulate a title and essay focus and produce a detailed plan – to be checked in tutorials – before drafting their work independently over the summer holiday.
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Now familiar with different theoretical and critical methods, students will choose their own texts from their wider reading for their final coursework piece. Their study so far will help them to understand that contemporary study of literature needs to be informed by the fact that different theoretical and critical methods can be applied to the subject. This area of the course provides a challenging and wide-ranging opportunity for independent study and personal text selection. | |
13 |
What students will learn |
How it builds on learning |
| Autumn Term
Paper 2: Elements of Political and Social Protest Writing Section A: Practical Criticism Political and Social Protest Writing learning how to analyse extracts from political and social protest texts in comparison with the genre.
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Building on the skills of extract analysis learnt in Paper 1 Section A, students will now be introduced to the more in-depth and complex process of Practical Criticism of an unseen extract. This will be applied to a range of extracts from the genre ‘Elements of Political and Social Protest Writing.’ | |
| Autumn and Spring Term
Paper 2: Elements of Political and Social Protest Writing Section B/C: A Doll’s House, by Henrik Ibsen (1879) a study of plot, characters, themes, context, and links with the wider genre. Discussion of pupils’ varying interpretations of the text with particular focus on the representation of the domestic, private setting and feminist theory.
Section B/C: The Kite Runner, by Khaled Hosseini (2003) a study of plot, characters, themes, context, and links with the wider genre. Discussion of pupils’ varying interpretations of the text with particular focus on the representation of the public setting and post-colonial theory.
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Students will begin study of their set texts for Paper 2, all of which foreground oppression and domination and examine the cultures we live in and have lived in over time. Students will develop their understanding of the central
issues of power and powerlessness in texts, which follows on from the presentation of similar issues in the genre of Tragedy, studied for Paper 1.
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| Spring Term
Paper 2: Elements of Political and Social Protest Writing Section B/C: Songs of Innocence and Experience, by William Blake (1789) a study of plot, characters, themes, context, and links with the wider genre, and discussion of pupils’ varying interpretations of the text in order to develop A01, constructing articulating and justifying an individual viewpoint on the text.
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Students will study their final set text for Paper 2, the poetry text, which will build on their poetry analysis skills developed for their first non-exam assessment piece.
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| Summer Term
Revision and revisiting of all set texts.
FINAL EXAMS |
Students will consolidate all their learning over the course, honing essay writing and exam skills, including how to choose which question to answer on which text for Paper 2 Section C.
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Assessment
Ongoing Assessments:
Throughout the course, students will be given feedback on practice essays and extract analyses on a range of topics, characters and genres in line with the requirements of each section of the examinations. They can expect to receive one formally marked and graded essay on their current texts/topics for study each half term.
Formal Assessments:
Year 12 Subject Assessment – Autumn Term
Year 12 Mock Exams – Summer Term
Year 13 Mock Exams – Autumn and Spring Terms
End of course external examinations:
Paper 1: Aspects of Tragedy (40%)
Paper 2: Elements of Social and Political Protest (40%)
Non-Exam Assessment (NEA): two coursework essays comprising 20%. These will be studies of two texts – one poetry and one prose text – informed by the study of the Critical Anthology. Two essays of 1250-1500 words each responding to a different text and linking to a different aspect of the Critical Anthology.
Supporting your Sixth Former
What you can do at home:
Ensure your child has their own copies of each of their set texts as well as the AQA course textbook. Talk with your child about what they are studying in class and encourage them to share their own opinions of the texts. The majority of their set texts will have film versions – sometimes multiple different versions! – watch and discuss these together and evaluate their portrayal of the texts. Look out for any theatre productions of texts. Subscribe to literary magazines, such as EMC magazine.
Required equipment:
AQA course textbook and own copies of all set texts for examination. Teachers will advise on the best editions to purchase.
Extended learning
Independent Study:
When studying A-level English Literature, it is important that you are widely read. Teachers will provide reading lists linked to the areas of study in the examinations and students should aim to read widely from these in a range of different genres. We would recommend that you are spending at least 5 hours a week on your independent study. Other valuable independent study activities which go beyond what is covered in the curriculum include things such as watching documentaries, listening to Literature podcasts, reading relevant journal articles and looking out for theatre performances, cinema screenings and events at the Cambridge Literature Festival to attend. The Independent Study Guide for A Level Literature can also be found on the corresponding curriculum subject page on Cambourne Sixth Form’s website.
Enrichment Opportunities:
We will offer opportunities for students to go to the theatre to see relevant productions of texts they will be studying and to attend events at the Cambridge Literary Festival. There is also the possibility of accessing lectures at Cambridge University.
Super-Curricular:
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Possible trips and visits:
We will offer opportunities for students to go to the theatre to see relevant productions of texts they will be studying and to attend events at the Cambridge Literary Festival. There is also the possibility of accessing lectures at Cambridge University.
Subject leader and contact
Ali Hodgson
Qualification
A-Level Environmental Science
AQA
Entry Requirements
Why study Environmental Science?
Living in an age with increasing numbers of environmental challenges we need to find real life solutions to ensure the sustainability of our planet. This makes studying environmental science a key part of this process. The course will make you more aware of what is happening to the Earth’s environment and the issues we are currently facing. Using real life case studies, you will investigate and conduct experiments researching the best methods to obtain data. Applying biological, chemical, and physical principles to environmental issues and to provide solutions to environmental problems.
Where can it lead?
You can study environmental science degree leading to careers in environmental management, horticulture, minerals surveyor, water quality scientist. You may also work for the environmental agency and DEFRA.
Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject lead and contact
TBC
Qualification
Level 3 Extended Research Project
Pearson Edexcel
Entry Requirements
None
Why take the Extended Project Qualification (EPQ)?
For many students, the EPQ represents a wonderful opportunity to demonstrate passion for a chosen subject or topic, alongside development of advanced learning skills.
The EPQ is characterised by independent learning, comprising a single piece of work which shows evidence of planning, preparation, research and autonomous working. It was developed with the intention of strengthening the programme of study for 16-19 year olds by testing a wider range of skills and providing a ‘tool kit’ of transferable skills that better prepares students for higher education and employment.
Where can it lead?
Completing the EPQ helps students to develop and evidence a wealth of valuable skills including independent research, project planning, critical analysis, evaluation and presentation skills, all of which are highly valued by universities and employers. Students have used an EPQ to strengthen an application to a competitive university course, by using it an as mechanism of demonstrating their genuine interest in a particular subject area or career.
Some higher education institutions will reduce the wider entry requirements for students who attain a high grade in their EPQ.
Subject leader and contact
Helena Ground
Qualification
A Level French
AQA – 7652
Entry Requirements
A grade 6 or above in GCSE French
Why study French?
Do you hope to one day work abroad or speak a language fluently? Are you interested in an academically challenging course with a strong practical application? If so, then studying a French to A-level could be for you. The French course will develop language skills, cultural and international understanding, and lifelong communication, analytical and research skills which can be applied at work or for leisure purposes.
Where can it lead?
Many students follow this course with a languages degree, which usually involves learning two languages alongside literature and/or linguistics. Languages also complement any other subject, and are often combined with popular degree courses such as Law, Business, Marketing, History and Engineering. Language graduates are in high demand by employers in the UK and abroad. Even if the use of French is not the main focus of your career, it is an incredible extra skill which will set you apart from others. A study of A level French will lead to a lifelong appreciation of the culture of the French-speaking world.
Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Brad Dickerson / Frankie Rose
Qualification
A Level Geography
OCR – H481
Entry Requirements
A 6 in Geography if studied at GCSE
Why study Geography?
A Level Geography is a fascinating course that covers a wide range of perspectives, from the local to the global. This means that A Level Geographers develop in-depth knowledge of the processes and interactions in the physical and human worlds that shape our Earth. This discipline suits those who are curious, who like to travel and explore, and those who wish to become more aware and engaged global citizens.
Learning in Geography is underpinned by a huge range of source materials: magazines, news media, documentary and film. Teaching is broad and varied and includes regular and routine practice of vital geographical skills such as producing digital maps, data analysis, planning and undertaking fieldwork and evaluating sources of information. CamSF’s A Level Geography teachers are all experienced KS5 teachers who have delivered this course with strong rates of progress at other centres, meaning you will flourish as a geographer in experienced hands.
Where can it lead?
Geography is a broad subject that covers not only a wide range of engaging contemporary topics, but also a variety of skills. Geographers learn to analyse data, interrogate sources of information, research thoroughly and to plan and write extended prose. The study of A Level Geography can lead to university study on a wide range of related courses, from disaster manangement to volcanology; universities value the global perspectives that A Level Geography students gain. Traditional careers in Geography include the Law, public services, Geographical Information Systems, data analysis; careers in activism, campaigning and research are also popular choices.
Geography Extras
A Level Geographers will have access to a wealth of resources and experiences to enhance their Geographical understanding. This will include access to geographical magazines and journals, talks from the Royal Geographical Society, and visits from speakers. To support students in undertaking the independent fieldwork element of the course, we will undertake four days’ of guided fieldwork, including a UK-based residential trip (information and costs will be shared with students in advance).
Course ContentThe OCR A Level course gives you the opportunity to study a range of diverse and exciting Human and Physical Geography topics, and to explore the themes and perspectives that link them. Paper 1: Physical Systems (22% of total)
Paper 2: Human Interactions (22% of total)
Paper 3: Geographical Debates (36% of total)
Students also have the opportunity to design, plan, reseach and evaluate an Independent Investigation (NEA) of a geographical issue of their choosing, conducting and presenting fieldwork. (20% of total)
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Birgit Federle
Qualification
A Level German
AQA – 7662
Entry Requirements
A Grade 6 or above in GCSE German
Why study German?
Do you hope to one day work abroad or speak a language fluently? Are you interested in an academically challenging course with a strong practical application? If so, then studying a German to A-level could be for you. The German course will develop language skills, cultural and international understanding, and lifelong communication, analytical and research skills which can be applied at work or for leisure purposes.
Where can it lead?
Many students follow this course with a languages degree, which usually involves learning two languages alongside literature and/or linguistics. Languages also complement any other subject, and are often combined with popular degree courses such as Law, Business, Marketing, History and Engineering. Language graduates are in high demand by employers in the UK and abroad. Even if the use of German is not the main focus of your career, it is an incredible extra skill which will set you apart from others. A study of A level German will lead to a lifelong appreciation of the culture of the German-speaking world.
Course ContentThere are 4 core topic areas at A-level.
In addition, you will study a literary text and a film, Andorra and Das Leben der Anderen. Within Aspects of German-speaking society you will look at:
Within Artistic culture in the German-speaking world you will study:
Within Multiculturalism in German-speaking society you will look at:
And within Aspects of political life in the German-speaking world you will study:
There are 3 exams:
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Ed Green : Head of History
Why study History?
History is a fascinating subject which encourages pupils to consider the role of individuals, events and key themes and their contributions to our past. It offers parallels with our society today, helping us to explain current events and issues. Everyone has a connection with the past; A Level History is about discovering which aspect of the past unlocks an individual’s interest.
Where can it lead?
With History A-level, students can go on to study the subject at university. However, there is a huge
number of transferable skills which students develop through studying History: communication skills (written and verbal), the ability to evaluate critically evidence in a variety of forms, and the ability to evaluate critically arguments and interpretations. It is very highly regarded by employers and will equip students for many different occupations, including teaching, law, journalism and working in the Civil Service.
Entry Requirements
Grade 6 in GCSE History
Exam Board and Course Code
OCR – A Level History H505
Curriculum
The subject content for A Level History is divided into four components:
- Unit 1: British period study and enquiry
- Unit 2: Non-British period study
- Unit 3: Thematic study and historical interpretations
- Unit 4: Topic based essay (NEA)
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What students will learn |
How it builds on learning |
| Unit 1: Britain 1930–1997 1 hour 30 minute paper; 50 marks; 25% of total A Level. (Enquiry topic: Churchill 1930–1951) This enquiry topic covers Churchill’s views on the events leading to WW2, his time as war Prime Minister and his role as an international diplomat during and after WW2. Your period study focuses on the British governments of 1951-97, commencing with the 13-year domination of the Conservative party (1951-64), the period of intermittent Labour and Conservative governments in the 1960s and 1970s, Conservative dominance 1979-1997 and concluding with a study of British foreign policy 1951-1997. |
This unit will build on previous learning at KS3 where we covered the concepts of the British Empire, the events of WW2, the government of Thatcher and the historical skills of source analysis and essay writing. Our GCSE course on Power and the People directly links to Unit 1 at A Level as the study of British politics is explored. It should be noted that external candidates will be given help to ensure there are no significant knowledge gaps before we begin the course and there is no expectation that students will need to have studied our GCSE course. | |
| Unit 2: The French Revolution and the rule of Napoleon 1774–1815 1 hour paper; 30 marks; 15% of total A Level. You will study the causes of the Revolution of 1789, the Revolution of 1789, the events from 1789 to the constitution of the Directory 1795 and the rise of Napoleon in 1799. You will also investigate Napoleon’s early career through to 1807 then the decline and fall of Napoleon 1807-1815. |
This unit builds on a short enquiry in Year 8, but for all of our students the concepts of causation, historical significance and change over time will have been addressed in multiple enquiries in KS3 and at GCSE. Much of the substantive content of Unit 2 is new to all students. | |
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What students will learn |
How it builds on learning |
| Unit 3 Y319: Civil Rights in the USA 1865–1992 2 hour 30 minute paper; 80 marks; 40% of total A Level Assessment of units in this unit group is in two parts: the historical interpretations depth study and the thematic essay, and thus the question paper has two parts
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This depth study unit draws upon work from Year 9 where students were introduced to the long-term narrative of Civil Rights for African Americans and upon the Year 11 unit on the Expansion and Consolidation of America in 19th century. This will be invaluable for students beginning Unit 3 and we will work to ensure students joining from different schools will have support to catch up on this foundational knowledge. | |
| Unit 4: Topic based essay (NEA) An independent piece of research coursework (called the NEA) on either Winston Churchill of Napoleon Bonaparte. Students will complete a 3000–4000 word essay on an aspect of The French Revolution or Napoleon. This is an internally-assessed unit that is standardised by OCR. You will be expected to independently select an essay title that will be approved by OCR. Non-exam assessment; 40 marks; 20% of total A Level |
Unit 4 builds directly on work completed across Year 12. In Unit 1 and Unit 2, students learn how to develop a line of sustained and supported argument across a formal essay. Unit 4 will be completed towards the end of Year 12 and written at the start of Year 13 so directly builds upon skills already developed. Students must use content from Unit 2 for the substance of their NEA.
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Assessment
Supporting your Sixth Former
What you can do at home:
Required equipment:
Extended learning
Independent Study:
Additional reading lists are made available to pupils at the beginning of a scheme of work that include novels, online texts and suitable films to watch to acquire more knowledge of specific topics studied.
All students are encouraged to borrow books from both the Sixth Form Library and our own History class libraries. Recorded History lectures: https://www.cambournevc.org/news-and-events/historic-all
Enrichment Opportunities:
There are a variety of enrichment opportunities available for students with an interest in History. These include a reading club, public lectures, and a new afterschool archaeology club.
Super-Curricular:
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
TBC
Qualification
Cambridge International Project Qualification
Cambridge International Qualifications
Entry Requirements
At least 5 x 7s
Why study Level 3 IPQ?
We live in the digital era, an information-rich society in which young people need the skills and dispositions to think critically and creatively. Thinking critically will enable learners to identify, analyse and evaluate situations, ideas and information. Thinking creatively will enable learners to solve new problems and approach new challenges. Cambridge International Project Qualification (Cambridge IPQ) is a brand new standalone qualification, designed to provide an opportunity for learners to develop these skills and dispositions by carrying out research into a topic of their choice linked to their A Level studies. Through completing this qualification young people will gain the confidence to successfully navigate the opportunities and challenges of the digital era.
What can it lead?
The aim of this course is to encourage a successful transition to university through a greater focus on independent, self-directed learning, as well as lateral, critical and creative thinking. As such, it is highly valued by many of the most competitive higher education institutions.
Students who have successfully completed this qualification have made successful applications to many Russell Group Universities, including both the Universities of Cambridge and Oxford.
Subject leader and contact
Deborah Gordon : Head of Maths
Qualification
A-Level Mathematics
AQA – 7357
Entry Requirements
Grade 7 in GCSE Mathematics
Why study Maths?
A-level Mathematics is a highly regarded qualification and most importantly, when tackled with enthusiasm and determination, this course will be a great deal of fun. The focus throughout the course will be on problem solving, developing resilience and logical thinking as well as exploring the links between the various aspects of mathematics. The study of mathematics at A-level requires perseverance, a genuine interest in and enjoyment in the subject.
Where can it lead?
A-level Mathematics supports a wide range of other A-level courses such as Chemistry, Physics, Biology, Psychology, Geography, Business studies and Economics. Students with qualifications in A-level Mathematics find the skills and knowledge gained from the course useful when pursuing careers in areas such as medicine, engineering, veterinary science, finance, accounting, computing, science, law and marketing. National statistics show that students who took A-level Mathematics ended up earning, on average, 10 per cent more than those of similar ability and background who did not!
Maths Extras
Our focus will always be not only to support you to achieve the best you can in the qualification itself, but also to enrich your learning within lessons in the context of mathematical ideas. Mathematics offers you an opportunity to be involved in national competitions, such as the UKMT Senior Maths Challenge both individually and in teams. You will have the opportunity to enjoy exploring mathematics by attending nationally run talks and shows such as the Maths Inspiration show in Cambridge. In addition, links with the Royal Institution and Cambridge University will allow you to attend inspiring lectures and events showing mathematics at its best.
Course ContentThe A-level course covers the three main components of mathematics: pure mathematics, mechanics and statistics, and every student will study each of these three components over the 2-year course. The course is examined by 3 papers which are sat at the end of Year 13. Each paper is 2 hours long and out of 100 marks. Paper 1 – Pure Mathematics only Paper 2 – This paper is divided into 2 sections, each section is worth 50 marks: Paper 3 – This paper is divided into 2 sections, each section is worth 50 marks: Component 1: Pure Mathematics (66.6% of the A-Level) Component 2: Statistics (16.7% of the A-Level) Component 3: Mechanics (16.7% of the A-Level)
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Rebecca Griffiths
Qualification
A-Level Media
Entry requirements
None
Why study Media?
A compelling Media education can provide young people with the tools to be able to understand the constant change our society faces and how to adapt to it. The comprehension, communication and creative skills that stem from studying this subject give an essential foothold for any ambitious, enthusiastic student in the 21st century.
A-Level Media is the academic study of various media platforms. Students develop skills through the analysis of the different forms of media and examining representations within texts, web content, music videos, computer games, online news and more. Students will explore the impact of production and industry upon media texts.
Where can it lead?
The possibilities for careers stemming from the study of Media are endless.
Studying in this way creates opportunities to express yourself and discover avenues for progression towards many future careers. An A-Level in Media can lead students to a variety of future course and employment options. Students will be well qualified through their experience of the practical coursework element to pursue more vocational courses linked to media production and digital technology. Media Studies will also support study for careers in business such as advertising, marketing, and communications.
Curriculum
12 |
What students will learn |
How it builds on learning |
| Component 1 | Term 1 – Music Videos | Students will be introduced to key terminology and theorists required for the Media Studies Specification. They will study two set music videos – currently Formation by Beyoncé and Seventeen Going Under by Sam Fender, as well as a number of unseen products. Students will become familiar with analysing how media texts communicate meaning, building on their analysis skills from English. |
| Term 1 – Advertising | Alongside their work on Music Videos, students will develop their analysis skills by analysing advertising throughout the 20th and 21st century, and considering how these identify and reach target audiences. | |
| Term 2 – Newspapers | Students complete an in-depth study for newspapers on the set products, The Times and The Daily Mirror, using all the skills from their previous two units, as well as ensuring they are aware of political bias within the newspaper industry, and aware of how this is affected by media ownership. | |
| Term 2 – Radio | Students will develop understanding of Woman’s Hour as an evolving media product in terms of the radio industry and audience issues they illustrate. Students will have an awareness of the historical significance of the programme and how it has been created and circulated in response to industry and audience demands. | |
| Term 3 – Video Games | Learners should have knowledge and understanding of the Assassin’s Creed franchise in terms of the relevant video games industry and audience issues it illustrates. One game will be studied in detail. | |
| Term 3 – Film Marketing | Students will study the set films and their marketing across various media, exploring the convergence of media platforms and technologies and other relevant industry issues. The two films reflect contrasting aspects of the film industry: mainstream (Black Panther) and independent (I, Daniel Blake) production. Students will consider at least one trailer and at least one poster for each film, as well as online marketing where relevant. Selected extracts from the films may also be studied in relation to the industry issues exemplified, including the opening credits and at least one other extract. | |
| Term 3 – Introducing the NEA | Students will be given the briefs for the Media Studies NEA and will do the initial research and planning for their own Cross-Media Production, e.g. creating part of a music video, and a magazine cover and article featuring their own music artist! | |
13 |
What students will learn |
How it builds on learning |
| Term 1 – Completing the NEA | Students will have time in lessons to continue editing their cross-media production, although the expectation is that the majority of this will be completed independently. | |
| Term 1 – Magazines | The magazine industry in the UK is a highly challenging media environment, with thousands of titles competing for readers and market space. Here, students will explore two magazines (Vogue and The Big Issue) in depth, developing an understanding of the contextual factors that shape their production, distribution, circulation and consumption, as well as considering the historical, social, and cultural significance of the representations they offer. Learners will also explore how media language incorporates viewpoints and ideologies. | |
| Term 1 – Television | Television today is a global industry. The international popularity of genres like Nordic noir, the global reach of streaming services such as Netflix and Apple TV+, and the growing number of international co-productions reflect the increasingly transnational outlook of television in the global age. Through an in-depth study of two contrasting programmes produced in different social and cultural contexts, (Killing Eve and Tehran), students will explore the dynamics that shape contemporary television production, distribution and circulation. The role of public service broadcasting in a global marketplace will be considered, as learners will explore the significance of the economic and industry contexts in which the set products are produced. The way in which the television industry is regulated, and the marketing strategies used to promote the set products will also be investigated. Students will also have opportunities to explore how the television audience is defined, constructed and targeted on both a national and a global scale. | |
| Term 2 – Online Media | In a world increasingly dominated by digital technology, online, social and participatory media have become an integral part of the contemporary media landscape. The growing cultural significance of online platforms is evident in the number of subscribers that YouTubers attract, and in the amount of web traffic that the websites of online newspapers and magazines generate. Through an in-depth study of two contrasting online products, learners will look at the role played by social media channels and websites in the media today, exploring the way in which these convergent media platforms increasingly overlap, as well as investigating the potential that they offer for self-representation. The changing relationship between media producers and audiences will be considered here, as learners will examine the idea that media consumers have now become producers who regularly and actively participate in the creation and dissemination of media content online. | |
| Term 2/3 – Revision of prior units | Revision of all the content above, in preparation for exams. |
Assessment
Supporting your Sixth Former
What you can do at home:
Required equipment:
Extended learning
Independent Study:
Enrichment Opportunities:
Super-Curricular:
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Dr A Bell : Head of Music
Qualification
Eduqas
Entry Requirements
6 in GCSE Music, Grade 5+ on at least one instrument / voice
Why study Music?
If you enjoy musical performance as either an instrumentalist or singer, and you are committed to developing your technique and confidence as a performer, then Music A level is a great course to consider. Alongside performance, studying Music will also help you to develop other practical skills such as composition and arrangement, and it will enable you to broaden your knowledge of different musical genres helping you to analyse and contextualise the music that you listen to. This course will help you to become a creative and well-rounded musician, and would enable you to pursue music at either university or conservatoire.
Where can it lead?
With Music A-Level, students can go onto study the subject at university or a conservatoire. As well as following this path with a view to becoming a musical performer or composer, there are a whole host of career pathways in the music industry and related fields where an A-Level in Music would be a huge advantage. Music A-Level is also a subject which enables students to develop a lot of transferable skills: performance, creativity, analysis and broader historical and cultural understanding.
Music Extras
Students will also be encouraged to take part in concerts within Cambourne Village College and Cambridge, and to attend a series of interesting concerts and cultural events in Cambridge, London and beyond.
Course ContentA Level Music consists of three components: Component 1: Performing (35%) Component 1: Performing Component 2: Composing Component 3: Appraising
These topics include set works from Haydn, Mendelssohn, Poulenc and Debussy.
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Dr A Bell : Head of Music
Qualification
A-Level Music Technology
Edexcel
Entry Requirements
GCSE Music Grade 6 would be an advantage, but not essential
Why study Music Technology?
Music A Level Technology is a really exciting subject, enabling you to compose, arrange and produce music using a whole range of technology. It will help you to develop many practical skills, from setting up the performance space and microphone placement through to in-depth mixing and mastering techniques to perfect the music you are producing. You will also learn to use a range of different musical software, and explore how to use these creatively both when producing cover versions of songs, and original compositions. This course could lead onto studying Music Technology at degree level, and pursuing a range of careers in audio production.
Where can it lead?
A-Level Music Technology will enable students to pursue a related university course. It can also directly lead onto a number of highly creative and technical careers in the music industry and related creative industries. This qualification would also help students to develop a range of transferable skills, both technical and creative.
Music Technolody Extras
There will be visits to professional recording studios, and the opportunity to learn from a number of practitioners who work creatively in the music industry and composers, engineers, and producers.
Course ContentA-Level Music Technology is divided into four components: Component 1: Recording (20% Component 1: Recording Component 2: Technology-based composition Component 3: Listening and Analysing Component 4: Producing and Analysing
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Kelly Bingham : Head of PE
kbingham@cambournevc.org
Qualification
A Level Physical Education
AQA
Entry Requirements
6 in PE if taken at GCSE. Students must be competing in a sport at club level.
Why study PE?
A Level Physical Education encourages students to immerse themselves in the world of sports and PE with the chance to perform or coach a sport. Students will be equipped with both a depth and breadth of knowledge, understanding and skills relating to scientific, socio-cultural and practical aspects of physical education. The skills developed and knowledge gained throughout the course are a great basis for anyone wants to study PE, sport science, coaching and personal training to a deeper level.
Where can it lead?
A Level Physical Education is an excellent base for a university degree in sports science, sports management, healthcare, or exercise and health. Physical Education can also complement further study in biology, human biology, physics, psychology, nutrition, sociology and many more.
The course can open up a range of career opportunities including: sports development, sports coaching, physiotherapy, personal training or becoming one of the next generation of PE teachers. The transferable skills you learn through your study of Physical Education, such as decision making and independent thinking are also useful in any career path you choose to take.
PE Extras
The PE Department will offer a range of visits to sports facilities and opportunities to participate in a range fo sports and a spectator or participant! There will also be leadership and coaching opportunities across our Trust in both primary and secondary education phases.
Course ContentStudents will study six different units focusing on applied anatomy and physiology; skill acquisition; sport and society; exercise physiology and biomechanics; sport psychology; sport and society and technology in sport. They will also be assessed as a performer or coach in one sporting activity (with a full team side) and complete a written analysis of performance.
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Iain Dover : Head of RPE
Qualification
A Level Philosophy
AQA 7172
Entry Requirements
Grade 6 in either English Language or English Literature at GCSE
Why study Philosophy?
Philosophy is one of the oldest subjects that has been studied by academics, and is for people who want to both question, and know, more. You will be introduced to some of the greatest ideas from history and given the chance to explore them, looking to see whether they still stand up to scrutiny in a modern context.
If you are someone who loves to interrogate ideas, discuss, build knowledge, wants to challenge their thinking, this is the course for you. But beware, you may come out of lessons questioning everything you thought you knew!
It is important to note that this subject is essay based, and will involved reading large passages of academic writing, which students will receive significant support in developing the study skills for.
Where can it lead?
Philosophy is a highly regarded subject for both universities and employers due to the need for students to engage with reasoning, build coherent and considered argument, and analyse complex ideas.
Philosophy as a subject leads nicely onto further study in a range of subjects including, Philosophy, History, Theology, Law, Politics, Medicine among others. Careers for Philosophy graduates are wide and varied with many students going on to work in the legal system, civil service, government, journalism, academia, medical roles, and technological industries.
Philosophy Extras
There are a range of regular talks from the Royal Institute of Philosophy, Cambridge Union, and more that can provide students with a chance to further their understanding of key ideas, and these will be publicised regularly by the department
Course ContentThis course is split into four units which, while distinct elements of study in their own right, also borrow ideas and thinkers from each other. At the end of the course you will be assessed in two exams, with each one covering two of the four units. The content of the course challenges students to engage with some of the greatest questions of humanity. The first unit, Epistemology, asks ‘What can we know?’ and even ‘What is knowledge?’. Alongside this topic, Year 12 will focus on Moral Philosophy, often referred to as Ethics, and will pose questions including ‘Can we know what is right and wrong?’ and ‘What makes a ‘good’ life?’. Year 13 will focus on Metaphysics, which is going beyond what we can know scientifically, with the third unit of the course focusing on the question of God, asking ‘Is the idea of God a coherent one?’ and ‘Could we ever prove or disprove the existence of God?’, while the fourth unit looks inwards at the Mind, questioning ‘What am I?’, and exploring what it means to be human.
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Sam Minnaar
Qualification
A-Level Art and Design – Photography Specialism
Entry Requirements
GCSE Art or Photography 6. You will also need your own DSLR camera.
Why study Photography?
If you have vision, are creative, self motivated and love photography, then this would be an excellent course for you to develop your skills towards working at a professional level. We are faced with a digital world developing at such a rapid rate, with images at the forefront of everything, so it can be hugely motivating to learn how to create this content professionally. It is an incredibly exciting time to study the subject, with a broad scope of documentary, commercial and artistic styles being used across mainstream and artistic media. The combination of creative briefs, small group work, computer editing and on-location shoots provides a great balance to the course, enabling you to excel in a variety of roles and skills tailored to you.
Where can it lead?
A-Level Photography can support a huge number of career paths. This can include film, graphics, advertising, marketing, fashion, illustration, fine art and web design. Specific careers in photography could involve portrait, photo-journalism, scientific, editorial, fashion, sports photography, publicity and freelance work. The creativity and independent idea development will also support a wide range of careers.
Curriculum
12 |
What students will learn |
How it builds on learning |
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Sept – Feb |
The first term of Year 12 are spent gaining skills within 4 areas of course Assessment Objectives. Each are worth 25% of final mark:
AO1 Contextual understanding AO2 Creative making AO3 Reflective recording AO4 Personal Presentation Students will gain skills and understanding of the 4 assessment objectives through a series of workshop tasks.
The workshop tasks will cover the following themes and practical processes:
· DSLR techniques · Composition · Exposure triangle · Shutter speed · Depth of field · Lighting · Portraits · Street photography
· Identity mini project and exam · Artist research · Idea development for 3 portraits (Studio, Location and Home). · Refine and develop techniques · Edit 3 final images during the exam (5 hours).
· Editing · Photoshop advanced · Manual editing techniques
· Written and presentation · File management and RAW · Presenting and annotating your work · Idea development · Genres and styles (Commercial, Creative, Candid and Classic) · Contextual analysis
· Studio · Posing · Lighting · Mini studio · Idea Development
· Analog · SLR camera techniques · Creative techniques · Gelli plate printing
Trips including Cambridge and London for street photography and visiting current exhibitions.
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The workshop tasks will be contextualised with study and analysis of relevant examples of photography in class and through independent research. Contextual understanding will be further expanded through exhibition trips to both Cambridge and London.
During December and the start of January, students will reflect on themes and processes covered to then produce a mini-project which culminates in a sustained focus, 5-hour exam in mid- January. This project and exam will give students a taste of ownership in creative decision making and an opportunity to revisit and expand upon processes they enjoy.
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Feb – July |
Students will split time between further workshops and beginning their ‘Personal Investigations’.
Personal Investigation projects will constitute 60% of students’ final grade and will run from this point through to January of year 13.
Students will be supported by teachers in deciding a focus for personal investigations. They will also be supported in the setting of a related title question / title that will be the starting point for a 2000+ word piece of extended writing.
Workshops will cover skills and understanding in:
– Darkroom techniques (SLR Analog photography) – Photoshop continued – Graphics and photography – Idea development – Contextual analysis – Reflection and in depth recording of ideas (annotation).
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Students will reflect on experiences, themes and processes explored in the first part of the course. Teachers will guide students through this, offering thorough feedback and guidance.
Students will select and continue their personal investigation focusing on either commercial, candid, classic or creative photography.
Students will be supported in completing a proposal for their personal investigation. A structure for learning will be provided to make sure the project is broken down into key, manageable steps.
Students will have access to marked exemplars from both exam board and across the school’s trust to further help their planning.
Workshops will provide opportunities to develop ideas in relation to personal investigations as well as expose students to new skills. |
13 |
What students will learn |
How it builds on learning |
|
Sept – Jan |
Students will continue developing skills, knowledge and understanding through continuing and completing their personal investigation projects and extended writing essays.
They will be encouraged to consider and respond deeply to how photography both shapes and responds to individual, community and society.
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Students will work through defined steps to complete their personal investigations, giving focus to development of ideas, embracing experimentation and realising their ideas on coherent outcomes.
Students will use the research and knowledge in contextual understanding to deepen reflections on their own creative making.
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Feb – May |
Students will further test their skills and knowledge through an externally set exam project. This project will be worth 40% of their final mark and culminate in a 15-hour exam, spread across 3 school days. The exam time will be spent editing and presenting their final outcome(s).
From the start of February, they will commence and complete preparatory studies in response to a choice of themes / titles set by the exam board.
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Students will use skills and experience gained during their personal investigations to make astute creative decisions needed for this concise project.
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Assessment
Students will receive formative feedback throughout term 1 in response to their progress through workshops. This, and the outcomes of their mini-project and 5-hour exam day in January of Year 12, will provide the basis for summative assessment and a predicted grade that will be published to students and parents / carers in February.
Supporting your Sixth Former
What you can do at home:
The best support we hope for from parents and carers is that they take interest in, and ask questions about, the work their child produces and studies in Photography. This could extend to visiting galleries and exhibitions, making discoveries with them and furthering their contextual knowledge and experiences. Developing independence in DSLR camera skills and taking advantage of location photography available to them, as well as vital pro-active photoshoot planning and execution.
It is also worth nothing a significant part of the presentation demands and a high level of literacy, contextual understanding and written reflection/on going evaluation.
Required equipment:
- DSLR Camera body
- 2+ Lenses
- 2+ SD cards
- Card reader
- Tripod
- Photoshop student subscription and device to edit on (laptop etc).
- Costs for printing (exam work)
Extended learning
Independent Study:
Students are expected to complete a minimum of 3+ hours independent study per week.
Enrichment Opportunities:
We will run trips to local and London museums and galleries as well as an oversees trip to a European city.
Darkroom workshops with visiting guest photographers.
There will also be leadership opportunities for some interested in working collaboratively on commercial photography briefs.
Super-Curricular:
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Callum Farnsworth : Head of Physics
Qualification
A Level Physics
Entry Requirements
6 in Physics or 6,7 in Combined Science, 6 in Maths
Why study Physics?
Do you enjoy independent problem solving and working things out for yourself? Do you enjoy practical science and want to learn how to use advanced scientific equipment like oscilloscopes, lasers and radioactive materials? Do you enjoy thinking about the big questions of life, time and the universe? Then Physics is for you! Physics is all about the fundamental laws which govern how the world works. Through careful experimentation, research and analysis you will come to understand these laws, and in doing so enhance your appreciation of the world around you.
Where can it lead?
Physics A-Level is an excellent preparation for a broad range of higher education study. Many students follow this course with a physics related degree. The course also has clear links with a range of other subjects which are popular degree courses such as mathematics, medicine, computing, engineering (electronics, mechanical) and architecture. Other students find the skills and knowledge gained from the A-level physics course useful when pursuing degree courses or careers in other areas including business, finance and management.
Curriculum
12 |
What students will learn |
How it builds on learning |
| Module 1: Development of Practical Skills in Physics
Students carry out experiments throughout the A Level course, working towards achieving their “Practical Endorsement” – a separate qualification from the A Level |
Builds on “working scientifically” skills students will have developed throughout KS3 and KS3 | |
| Module 2: Foundations of Physics
A short unit to prepare students to study the key concepts in physics. Focuses on units, uncertainties and quantities (scalars and vectors). |
Builds on KS4 work on scalars and vectors. | |
| Module 3: Forces and Motion
The first topic, Forces, covers kinematics, rotational forces and pressure. The second topic, Materials and Energy, covers energy stores, elastic materials and deformation. The final topic focuses on Momentum. |
Builds on the GCSE Forces and Energy topics. | |
| Module 4: Electrons, Waves and Photons
The first topic, Electricity, covers circuits, Kirchhoff’s laws, resistivity and internal resistance. The second topic, Waves, covers refraction, polarisation, interference and quantum physics. |
Builds on the GCSE Electricity and Waves topics. | |
13 |
What students will learn |
How it builds on learning |
| Module 1: Development of Practical Skills in Physics
Students carry out experiments throughout the A Level course, working towards achieving their “Practical Endorsement” – a separate qualification from the A Level |
Builds on “working scientifically” skills students will have developed throughout KS3 and KS3 | |
| Module 5: Newtonian World and Astrophysics
The first topic, Thermal Physics, covers specific heat capacity and ideal gases. The second topic focuses on Simple Harmonic Motion. The third topic, Space, covers gravitational fields, Kepler’s laws, stars, the big bang and cosmology. |
Builds on the GCSE Particle Model of Matter and Space topics, as well as some A Level Module 3 material. | |
| Module 6: Particles and Medical Physics
The first topic, Electric Fields, covers capacitors, fields and potential. The second topic, Magnetic Fields, covers the motor effect and induction. The third topic, Particle Physics, covers radioactivity, nuclear physics and the Standard Model. The final topic focuses on Medical Physics. |
Builds on GCSE Atomic Structure and Magnetism topics, as well as some A Level Module 4 material. |
Assessment
Throughout the course, students work towards their Practical Endorsement by completing assessed practical activities (there are approximately 25 of these throughout the course, time allowing). Students must demonstrate their competency in key practical skills to achieve their Practical Endorsement.
Students complete a keystone assessment at the end of each sub topic (the sub topics that are described above). Keystone assessments provide good practise for more formalised assessments. Mock assessments will take place in December of Year 12, June of Year 12, and February of Year 13.
Supporting your Sixth Former
What you can do at home:
Ensure they are completing the homework set in every double lesson.
Encourage them to revise previous content. The course has a lot of content, so there is very little time to revise in class. Therefore, students needs to be regularly reviewing the previous learning to during independent study time to ensure it is not forgotten.
Required equipment:
- A scientific calculator. Students do not require the more expensive variety they need if studying maths (though this will also be fine for physics). The standard GCSE scientific calculator is fine.
- Folders with dividers to store and organise notes.
- The textbook and revision guide for OCR Physics A are strongly recommended. A link is on the padlet below.
Extended learning
Independent Study:
At the end of every double lesson students are given homework to complete, usually a set of problems or past paper questions based on what was learnt in the lesson. Students complete this in their independent study time, as well as:
- Reviewing notes from previous lessons and making summary notes/flashcards
- Using the revision materials/worksheets provided
- Completing past papers under timed conditions
- Making notes from the textbook/revision guide and completing the summary questions at the end of each chapter
Enrichment Opportunities:
Students can enhance their enjoyment and appreciation of Physics by completing the following activities:
- Reading popular science books or publications
- Competing in the Physics Olympiad
- Watching YouTube videos from physics communicators like VSauce and Veritasium
- Attending Cambridge Physics Centre Sixth Form Lectures at the Cavendish Laboratory
- Stargazing and talks on Wednesday evenings at the Institute of Astronomy, only a 15 minute bus from Cambourne!
Super-Curricular:
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Possible Trips and Visits:
Students have the opportunity to visit CERN, Geneva at the start of the Year 13, allowing them to experience the cutting-edge of physics research. This trip allows students to see first-hand the areas of quantum and nuclear physics they will learn about in class, as well as showing students the breadth of future careers in physics.
Subject leader and contact
Sujana Sudhaman
Qualification
Edexcel
Entry Requirements
6 in English Language or English Literature or in a humanities subject (Geography, History or RPE)
Why study Politics?
Politics shapes every aspect of our lives — from the laws we follow to the freedoms we enjoy. In recent years, both the UK and the wider world have faced unexpected and unpredictable events, reminding us just how vital it is to understand who makes decisions, why they make them, and how those decisions affect society. Studying Politics has never been more relevant.
If you want to make sense of what’s happening in the world today, this is the course for you.
Our Politics A Level gives you the chance to explore contemporary issues while building a strong understanding of the British political system. You’ll also broaden your perspective by studying Global Politics. Along the way, you’ll gain insight into the fundamental ideas that have shaped societies across history.
As part of the course, you will examine the core ideologies of conservatism, liberalism, and socialism, exploring how they have shaped political thought and practice. You will also study other influential movements such as feminism and nationalism, broadening your understanding of the diverse ideas that underpin modern politics. Alongside this, you will engage with the work of significant political thinkers including Edmund Burke, Karl Marx, and Mary Wollstonecraft, gaining insight into the theories and debates that continue to influence society today.
This course will not only deepen your knowledge of current affairs but also sharpen your analytical skills, preparing you for university, careers in law, journalism, public service, and beyond.
Where can it lead?
Studying Politics at A Level will help you develop a wide range of transferable skills, including research, analytical thinking, and both spoken and written communication. These are highly valued by universities and employers alike, as they demonstrate your ability to evaluate complex information, construct persuasive arguments, and communicate ideas clearly.
Politics students often progress to a diverse range of degree courses such as Politics, PPE (Philosophy, Politics and Economics), International Relations, Geography, Law, and History. Beyond university, the skills gained through Politics A Level open doors to careers in law, journalism, public service, business, and many other fields where critical thinking and clear communication are essential.
Curriculum
12 |
What students will learn |
How it builds on learning |
| Teacher 1: Democracy and Participation and Political Parties.
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This unit explores the nature of UK democracy and the variety of ways people participate in it, including through political parties.
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| Teacher 2: UK Constitution and UK Parliament | This unit explores the nature of the UK constitution, where it has come from and how it has changed. We also look at the structure of the UK Parliament and its functions. | |
| Teacher 1: Electoral Systems, Voting Behaviour and the Media. | We look at the systems behind how people vote in the UK, why people vote differently, and this is influenced by the media. | |
| Teacher 2: UK Government: UK Parliament, the Prime Minister and Executive. | We continue to look at the structure and function of parliament before focussing on the role of the Prime Minister and Executive within this. | |
| Teacher 1: Core and Non-Core Political Ideas: Conservatism, Liberalism, Socialism, Feminism. | This topic looks at each of these ideologies in turn; what are their core ideas about human nature, the state, society, and the economy, and who are their key thinkers.
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| Teacher 2: UK Government: The Prime Minister and Executive, the Relationship between the Branches. | Two case studies of contrasting PMs and the extent of their control over events and policy. How the different branches of UK government relate to each other. | |
13 |
What students will learn |
How it builds on learning |
| Teacher 1: The state and globalisation | This unit covers the nature of the nation state, sovereignty and the process and impact of globalisation. Global Governance: political and economic. Explores political organisations such as The UN, NATO and economic institutions such as the IMF and World Bank. We explore the extent to which these organisations address and resolve contemporary global issues.
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| Teacher 2: Global governance: human rights and environmental. Covers ICJ, ICC, UN Tribunals, ECHR. | We explore global responses to environmental challenges and organisations in place to monitor and protect environmental controls. Power and developments. Explores different types of power, the significance of states in global affairs, polarity in global politics and different systems of government.
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| Teacher 1: Comparative Theories
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We explore realism, liberalism, international anarchy, security dilemmas and global governance.
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| Teacher 2: Regionalism and the EU. Power and Developments. | This topic examines regionalism, the EU, other regional organisations such as NAFTA and the African Union, the significance of the EU as a global body.
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| Teacher 1: Revision of content ahead of exams
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Teacher 2: Revision of content ahead of exams |
Assessment
Students are assessed at the end of every topic by exam style essay questions and timed responses. In addition there will be mock exams at the end of the autumn term and in the summer term.
Supporting your Sixth Former
What you can do at home:
Encourage your sixth former to:
- listen to the Radio 4 Today programme, particularly the end of week summaries
- listen to Podcasts, such as The Rest is Politics and The Week in Westminster
- read news articles that are relevant to the topics we study
- buy and use the recommended text books for the course, completing revision questions and extension as well as research tasks
Required equipment:
Only standard equipment required.
Extended learning
Independent Study:
Independent study is a vital part of succeeding in A Level Politics. To support this, we provide a wide range of resources to help you extend your learning beyond the classroom. Our Politics Padlet is regularly updated with articles, videos, and podcasts from sources such as Politics Shed, the BBC, leading newspapers, and Radio 4. In addition, there is a comprehensive selection of textbooks available in the classroom for you to consult at any time.
All students also have access to a subscription to Politics Review, a specialist journal designed for A Level learners, offering up?to?date analysis, case studies, and exam?focused content. Together, these resources give you the tools to deepen your understanding, strengthen your super-curricular engagement, and prepare effectively for assessments and university applications.
Enrichment Opportunities:
Academic & Super-curricular
- Public lectures: Attend free talks at universities such as Cambridge, LSE, or local colleges.
- Debating societies: Join or set up a debate club to practise argumentation and public speaking.
- Essay competitions: Enter national contests (e.g. Political Studies Association, R.A. Butler Prize at Cambridge).
- Reading groups: Explore political thinkers and current affairs beyond the syllabus.
Super-Curricular:
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here. Our Politics Padlet is packed with enrichment resources to help you go beyond the classroom. You’ll find articles and videos from Politics Shed, the BBC, leading newspapers, and Radio 4. It’s a one?stop hub for keeping up with current affairs, deepening your understanding, and building those all?important supercurricular insights.
There are many free MOOCs (Massive Open Online Courses) in Politics available through platforms like Coursera, FutureLearn, OpenLearn, and MyMooc. These cover topics such as democracy, international relations, political ideologies, and contemporary global crises. Examples include:
- Introducing International Relations (OpenLearn) – A free course introducing key concepts in global politics and IR.
- Political Science MOOCs (MyMooc) – A collection of 190+ courses covering extremism, environmental politics, party organisation, and more.
- Power in Crisis: Politics in the 21st Century (University of York, FutureLearn) – Examines contemporary crises such as climate change, migration, and terrorism.
- Politics and Society Courses (FutureLearn) – Wide range of short courses on democracy, governance, and social issues.
Possible Trips and Visits:
We are committed to bringing Politics to life beyond the classroom. This year, we are hoping to arrange a trip to Parliament, giving students the chance to see democracy in action and experience the heart of UK politics.
In addition, we regularly welcome guest speakers to share their expertise and insights, helping students connect their studies to real?world issues. Our lecture theatre also hosts streamed LSE public lectures, providing access to world?class academics and debates on contemporary political challenges.
Subject leader and contact
Megan NG
Qualification
A-Level Psychology
Entry Requirements
6 in GCSE English or in a Humanities Subject, 5 in GCSE Maths, 6 in Psychology if taken at GCSE
Why study Psychology?
Have you ever wondered why people turn to crime, what influences behaviours such as helpfulness, or to what extent your behaviour is controlled by your genes? If so, then Psychology is the subject for you. Throughout the course, you will discover some fascinating theories of human behaviour, challenge your previously held beliefs and develop your analytical, investigative, evaluative and writing skills along the way.
Through this course, you will learn how to carry out research to study human behaviour and will be given the opportunity to apply your knowledge and conduct your own research. Most of the research that psychologists do falls into one of five general areas: developmental, social, biological, cognitive and individual differences. We will consider each of these in turn, using previous studies to help us understand the different approaches. We will also be discussing the following topics: Issues in Mental Health, Child Psychology and Criminal Psychology.
Where can it lead?
Many students go on to study a psychology-related degree, but it will also prepare students well for other degrees and careers in areas such as biology, sociology, philosophy, maths, counselling, medicine (particularly psychiatry), nursing, nutrition, policing, criminology and forensics. The skills you will develop during the course will be useful for you, no matter what field you choose to enter.
Curriculum
12 |
What students will learn |
How it builds on learning |
| Research Methods | Develops knowledge and understanding of planning, conducting, analysing and reporting psychological research across a range of experimental and non-experimental methodologies and techniques | |
| Core Studies within the Social Area | Develop understanding of a central area of investigation in psychology and 2 classic and 2 contemporary core studies within this area | |
| Core Studies within the Developmental Area | Develop understanding of a central area of investigation in psychology and 2 classic and 2 contemporary core studies within this area | |
| Core Studies within the Cognitive Area | Develop understanding of a central area of investigation in psychology and 2 classic and 2 contemporary core studies within this area | |
| Core Studies within the Individual Differences Area | Develop understanding of a central area of investigation in psychology and 2 classic and 2 contemporary core studies within this area | |
| Core Studies within the Biological Area | Develop understanding of a central area of investigation in psychology and 2 classic and 2 contemporary core studies within this area | |
| Areas, Perspectives and Debates | Develop the ability to generate an extended discussion and recognise the inter-relationship between different areas, perspectives and debates in psychology. | |
13 |
What students will learn |
How it builds on learning |
| Issues in Mental Health | Develop understanding of the background, key research and applications of this aspect of psychology | |
| Criminal Psychology | Develop understanding of the background, key research and applications of this aspect of psychology | |
| Child Psychology | Develop understanding of the background, key research and applications of this aspect of psychology |
Assessment
There are three units in A level Psychology, all assessed by exams at the end of year 13. There is no coursework or controlled assessment.
Unit 1 – Research Methods
This unit introduces students to the world of psychological research methods. Students are required to conduct their own practical work. It provides students with the opportunity to understand what’s involved in a range of different research methods and techniques, and it creates awareness of associated strengths and weaknesses. Students are encouraged to reflect on their research journeys as they develop vital investigative skills and develop an appreciation of the principles of empirical scientific enquiry.
Assessment: Two hour exam paper
90 marks
30% of the A-level
Unit 2 – Psychological themes through core studies
Candidates build knowledge and understanding of 20 psychology studies, in addition to developing evaluation skills and an appreciation of wider psychological approaches/perspectives, theories, issues and debates. It introduces some of the central areas of investigation in psychology, which are organised in key themes.
Each key theme is represented by a classic and a contemporary core study which enables students to appreciate how psychological knowledge and understanding develop over time. The areas covered are individual differences, developmental, social, biological and cognitive psychology.
Assessment: Two hour exam paper
105 marks
35% of the A-level
Unit 3 – Applied Psychology
You will cover three different topics in this unit: Issues in Mental Health, Child Psychology and Criminal Psychology.
Through these topics, students explore applications of psychology and gain an insight into how theory can be applied to real-world situations. The assessment provides the opportunity for students to demonstrate their learning through extended writing.
Assessment: Two hour exam paper
105 marks
35% of A-level
Supporting your Sixth Former
What you can do at home:
Encourage regular revision and completion of homework
If possible, help them revise by quizzing them based on flashcards they make
Required equipment:
Essential stationery, folder, notebook, scientific or graphical calculator, textbook
Extended learning
Independent Study:
Throughout the year, students are set a wide range of tasks for homework. These tasks include making notes from the textbook, completing past paper exam questions, making revision materials, etc. Students will also have the opportunity to apply their knowledge of research methods and conduct small-scale research projects. These projects are not coursework, but students will need to reflect on their projects in the exams.
Enrichment Opportunities:
Lectures by Guest Speakers
Super-Curricular:
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Possible Trips and Visits:
Freud Museum London
Subject leader and contact
Megan NG
Qualification
A-Level Sociology
Entry Requirements
Grade 6 in a humanities subject or GCSE English (Lit or Lang)
Why study Sociology?
Sociology is the study of human society. Sociologists are interested in looking at how our identities and behaviour are shaped by society and by social groups such as our families and friends, and by institutions such as schools and the mass media. Sociology also tries to explain how and why society is changing, for example why divorce is much more common today than 40 years ago, or why girls have overtaken boys in their academic performance in the last few decades. Studying sociology will give you a better understanding of the society in which you live and the social influences shaping your life. Sociology encourages you to look at the social world in a critical way and to answer questions about society based on evidence rather than just opinions.
Where can it lead?
Sociology can lead on to further study in a range of subjects and be useful in a variety of careers. Many students could follow the course with a degree in sociology or psychology, but there always a huge diversity here.
Students find the skills and knowledge gained from sociology useful in areas such as law, politics, social work, market research and journalism. .
Curriculum
12 |
What students will learn |
How it builds on learning |
| Education | Develop an understanding of:
(1) the role and functions of the education system (2) Differential educational achievement of social groups by social class, gender and ethnicity in contemporary society (3) relationships and processes within schools (4) the significance of educational policies |
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| Research Methods | (1) Evaluate sources of data, including questionnaires, interviews, participant and non-participant observation, experiments, documents and official statistics
(2) Identify the theoretical, practical and ethical considerations influencing choice of topic, choice of method(s) and the conduct of research (3) Apply sociological research methods to the study of education |
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| Families and Households | Develop knowledge of the sociological explanations of:
(1) the relationship of the family to the social structure and social change (2) changing patterns of marriage, cohabitation, separation, divorce, childbearing and the life course (3) gender roles, domestic labour and power relationships within the family in contemporary society (4) the nature of childhood and changes in the status of children in the family and society (5) demographic trends in the United Kingdom since 1900: birth rates, death rates, family size, life expectancy, ageing population, and migration and globalisation. |
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13 |
What students will learn |
How it builds on learning |
| Crime and Deviance | Develop understanding of sociological explanations of:
(1) crime, deviance, social order and social control (2) the social distribution of crime and deviance by ethnicity, gender and social class (3) globalisation and crime in contemporary society; the media and crime; green crime; human rights and state crimes (4) crime control, surveillance, prevention and punishment, victims, and the role of the criminal justice system and other agencies. |
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| Beliefs in Society | Develop understanding of sociological explanations of:
(1) ideology, science and religion, including both Christian and non-Christian religious traditions (2) the relationship between social change and social stability, and religious beliefs, practices and organisations (3) religious organisations, including cults, sects, denominations, churches and New Age movements, and their relationship to religious and spiritual belief and practice (4) the relationship between different social groups and religious/spiritual organisations and movements, beliefs and practices (5) the significance of religion and religiosity in the contemporary world, including the nature and extent of secularisation in a global context, and globalisation and the spread of religion |
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| Theory and Methods | Develop understanding of:
(1) consensus, conflict, structural and social action theories (2) the concepts of modernity and post-modernity in relation to sociological theory (3) the nature of science and the extent to which Sociology can be regarded as scientific (4) the relationship between theory and methods (5) debates about subjectivity, objectivity and value freedom (6) the relationship between Sociology and social policy |
Assessment
Paper 1: Education with Theory and Methods
You will learn about functions of the education system, what contributes to the different educational achievement of social groups in addition to various educational policies. You will also be introduced to the world of sociological research methods and theory.
Assessment: 2 hour written exam
80 marks
33.3% of A-level
Paper 2: Topics in Sociology
Optional Unit 1: Families and Households
In this unit, you will learn about the relationship of the family to social structure and social change, changing family patterns and demographic trends, gender roles and power relationships within the family in contemporary society, and the nature of childhood and changes in the status of children in the family and society.
Optional Unit 2: Beliefs and Society
You will cover topics such as the significance of religion and religiosity in the contemporary world, religious organisations and their relationship to religious and spiritual belief and practice in addition to the relationship between different social groups and religious/spiritual organisations and movements, beliefs and practices.
Assessment: 2 hour written exam
80 marks
33.3% of A-level
Paper 3: Crime and Deviance with Theory and Methods
You will learn topics including the social distribution of crime and deviance by ethnicity, gender and social class, globalisation and crime in contemporary society, the media and crime, green crime, human rights and state crimes and the role of the criminal justice system and other agencies.
Assessment: 2 hour written exam
80 marks
33.3% of A-level
Supporting your Sixth Former
What you can do at home:
Encourage regular revision and completion of homework
If possible, help them revise by quizzing them based on flashcards they make
Required equipment:
Essential stationery, folder, notebook, textbook
Extended learning
Independent Study:
The homework mainly consists of making notes from the textbook, writing essay responses to past paper questions, and revising for quizzes. Students should consistently make revision materials throughout the year and should also practise writing timed essays in their own independent study time.
Enrichment Opportunities:
Lectures by Guest Speakers
Super-Curricular:
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Subject leader and contact
Maria Collado-Canas : Head of MFL
Qualification
A Level Spanish
AQA 7692
Entry Requirements
6 in GCSE Spanish
Why study Spanish?
Do you hope to one day work abroad or speak a language fluently? Are you interested in an academically challenging course with a strong practical application? If so, then studying a Modern Language to A-level could be for you. The MFL course will develop language skills, cultural and international understanding, and lifelong communication, analytical and research skills which can be applied at work or for leisure purposes.
Where can it lead?
Many students follow this course with a languages degree, which usually involves learning two languages alongside literature and/or linguistics. Languages also complement any other subject, and are often combined with popular degree courses such as Law, Business, Marketing, History and Engineering. Language graduates are in high demand by employers in the UK and abroad. Even if the use of Spanish is not the main focus of your career, it is an incredible extra skill which will set you apart from others. A study of A level Spanish will lead to a lifelong appreciation of the culture of the Spanish-speaking world.
Spanish Extras
There will be opportunities to spend time in Spain through a programme of trips and foreign work experience.
Course ContentThere are 4 core topic areas at A-level:
In addition, you will study two literary texts, Como agua para chocolate and Réquiem por un campesino español. Within Aspects of Hispanic society you will look at:
Within Artistic culture in the Hispanic world you will study:
Within Multiculturalism in Hispanic society you will look at:
And within Aspects of political life in Hispanic society you will study:
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Super-Curricular
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.