Post-16 Prospectus 2012

FOR ACADEMIC YEAR 2012-2013FOR ACADEMIC YEAR 2012-2013

Key Stage 5 Choices, 2012 – 1

Contents

Information & Communication Technology 37

Cambridge TEC Level 3 Subsidiary Diploma/Diploma in IT (OCR) .................................. 37

BTEC Level 3 National Subsidiary Diploma/Diploma in Business (Edexcel) .................. 39

Mathematics ............................................... 42

Mathematics (OCR-MEI) .......................... 42

Further Mathematics (OCR-MEI) ............. 43

Modern Foreign Languages ........................ 45

German, French or Spanish (AQA) ........... 45

Performing Arts........................................... 47

Music (Edexcel) ........................................ 47

BTEC Level 3 Subsidiary Diploma in Music Technology (Production) (Edexcel) ........... 49

BTEC Level 3 Subsidiary Diploma in Performing Arts (Edexcel) ........................ 50

Physical Education ...................................... 52

BTEC Level 3 Subsidiary Diploma in Sport (Edexcel) ................................................... 52

Science ........................................................ 54

Salters-Nuffield Biology (EDEXCEL) .......... 54

Salters Chemistry B (OCR) ........................ 56

Advancing Physics (OCR) .......................... 56

Cambridge TEC Level 3 Subsidiary Diploma in Health and Social Care (OCR) ............... 57

FAQs – Post 16 ............................................. 60

How to find Brooke Weston ....................... 63

Notes ........................................................... 64

Message from the Principal .......................... 2

Brooke Weston Sixth Form .......................... 5

The Brooke Weston Diploma ..................... 6

FAQ ........................................................... 13

Routes of study ........................................ 14

University Applications ............................ 14

Art ............................................................... 16

Fine Art (OCR) .......................................... 17

Photography (OCR) .................................. 18

Art 3D (OCR) ............................................. 19

Cambridge TEC Level 3 Subsidiary Diploma in Art and Design (OCR) ........................... 20

Business Studies ......................................... 22

Business Studies (OCR)............................. 22

BTEC Level 3 Subsidiary Diploma in Travel and Tourism (Edexcel) .............................. 23

Design & Technology .................................. 25

Product Design (3D Design) (AQA) ........... 25

English ......................................................... 27

English Language (AQA) ........................... 27

English Literature (AQA) ........................... 28

Media Studies (OCR) ................................ 29

Humanities .................................................. 31

Geography (AQA) ..................................... 31

History (AQA) .......................................... 32

Psychology (AQA) ..................................... 33

Religious Studies: Philosophy and Ethics (OCR) ........................................................ 34

Sociology (AQA) ....................................... 35

2 – Key Stage 5 Choices, 2012

Dear Students

Thank you for your interest in the Sixth Form at Brooke Weston. Whilst I appreciate you are busily studying for your forthcoming GCSE examinations, we are now approaching the time for you to consider the options available to you in the Sixth Form. Brooke Weston offers a broad range of Post 16 courses and I hope the information in this booklet will provide you with the necessary level of detail for you to start to plan a course of study beyond GCSEs.

In creating these subject choices we have attempted to consider every interest, skill and enthusiasm. I feel that it is important for you to think carefully about your choice of subjects. The choices you make should provide motivation and give you a sense of purpose that matches your long term ambitions. If you are unsure of your choices or the route that you should take, it is vital

that you seek advice from a variety of sources, which will include this prospectus, careers/university literature, tutors, teachers, career advisors, family and friends. Sixth Form study should be seen as an opportunity for you to continue your individual development in a high-paced and focused learning environment.

Brooke Weston aims for excellence in all that it does. In their most recent inspection, OfSTED described the curriculum as “impressively broad” and commented that students in the Sixth Form “make outstanding progress”. Furthermore, alongside the high levels of student attainment, they particularly mention “the truly outstanding care, guidance and support… Students are given impressive breadth of experience through work experience programmes… This coupled with the guidance they receive, prepares them [students] exceptionally well for future challenges”.

Message from the Principal


Students make outstanding progress because of consistently high-quality teaching, teachers’ exemplary use of assessment, rigorous tracking, sharply focused interventi ons, and excellent support and guidance. – Ofsted 2011

Our expectati ons are that students will work hard and be able to take full advantage of the experti se and commitment of our staff . We will provide high quality teaching within an excellent learning environment with fi rst-class ICT faciliti es. You will need to provide a commitment to your own future and a focused and fully engaged approach to your studies. This will be a challenging two years of study. However, approached in the right way, you will have the opportunity to achieve excellent results.

The overwhelming majority of students leave our Sixth Form and go on to university, virtually all achieving their fi rst choice course. Brooke Weston has an impressive record of sending students to the fi nest insti tuti ons of higher educati on each year; every year it sends students to Oxford and Cambridge universiti es. Staff will give you their full support and advice in preparing you for your

future beyond secondary educati on. The Sixth Form also provides students with a wealth of opportuniti es for self-development and a range of extra-curricular acti viti es, which we hope you will take full advantage of in preparing for your future.

Brooke Weston is happy to accept students from other schools who want to join us in the Sixth Form. The choices available for the fi nal two years of secondary educati on present students with a genuine opportunity to compile a personalised curriculum appropriate to their needs.

I look forward to welcoming you to the Sixth Form.

Trish Stringer

Principal



It is expected that you will value the positive ethos at Brooke Weston and recognise the important role that you, as a Sixth Form student, play in perpetuating this approach. Brooke Weston has a reputation for working closely with students to help them achieve their goals. The Sixth Form Learning Agreement serves to remind students of the expectations that we have and the basic qualities that are needed to succeed in the Sixth Form and society in general. The learning agreement emphasises a positive approach in the learning environment; an approach which will lead to success at this important stage of your education.

The professional and business-like appearance of staff and students sets an impressive standard; a standard that is recognised by our visitors who acknowledge the positive tone this creates. We expect Sixth Form students to adopt a similar business style dress. It is unacceptable for you to wear dress that does not meet the requirements of our dress code and you will be invited to return home if you attend dressed inappropriately. The Principal reserves the right to be the final judge as to dress.

We are committed to support you through to the world of work or to higher or further education. In doing so, we will provide timely information and ensure that we help you choose an opportunity that is right for you, with a view to maximising your potential. We have considerable expertise in offering advice and guidance on personal statements, educational references, careers and preparing CVs and job applications.

An important aspect of our success in supporting students throughout their time at Brooke Weston is recognising the individual nature of all students. We therefore, recognise that students have a variety of

Brooke Weston Sixth Form

At Brooke Weston we provide you with the environment to support your individual development, over the course of your Post 16 studies. We work hard to ensure that the transition from Year 11 into the Sixth Form enables you to develop the specific skills you need to achieve your target grades and broaden your experiences. As a Sixth Form student, you will enjoy more independence in your individual learning and your life. You will have the difficult task of balancing the different aspects of your life: study, a social and sporting life and perhaps a part-time job. Brooke Weston recognises that you have many demands on your time and we will work with you to ensure that you are able to experience a range of activities alongside your academic studies.

We expect considerable commitment from you both in your studies and as a positive role model within our school community. To succeed you will need to attend all your lessons, tutor times and assemblies, hand in homework and supervised self-study work and meet all deadlines. Of course, there will be times when you need additional support; timely communication with your tutor and teachers will provide the support you need. An important and continuous element of the support we provide is through the role of the tutor who is available on a daily basis to work with you in meeting your targets. This pastoral role also recognises the importance of keeping your parents/guardians informed when necessary. Alongside this provision, the Head of Year 12 will monitor and track the progress of the year group. Working with Sixth Form mentors, the team will work with individual students identifying and providing additional support for those students who need it. The mentoring programme provides an environment in which you can discuss candidly the issues you have and seek solutions with your mentor.


of Northampton through whom we are able to offer a business-based module on entrepreneurship. These courses provide the opportunity for students to complement their core studies by, in some cases, experiencing undergraduate study prior to university and also offering additional evidence for use in your personal statement.

Inspiration, Endeavour and Community (IEC) offers students the opportunity to participate in a wide range of activities including arts, music, sports, expeditions, international projects and voluntary work with the local or international community. We recognise this is an important stage in your life, where you are making the transition into adulthood. Therefore, we firmly believe that alongside your core studies programme, exposure to a broad-base of extra-curricular opportunities will enhance your opportunities of either university education or employment.

All students in the Sixth Form will undertake Core Academic Studies and IEC activities during Year 12 (IEC in Year 13 will be optional). Students are also actively encouraged to undertake aspects of Higher Studies and, in so doing, accumulate further points towards the Brooke Weston Diploma.

Why the Brooke Weston Diploma?

Places at the best universities are becoming increasingly difficult to gain; it is no longer good enough to be predicted the highest grades at A Level. These universities are increasingly looking at the broader characteristics of a student to determine who should be awarded a place.

In the highly competitive job market which now exists, students need that something extra to help them stand out from the rest of the crowd.

The Brooke Weston Diploma is designed to give students a broad based education which will appeal to the most demanding of universities and employers. It builds on your core academic studies with higher studies that prove your academic credentials and a range of extra-curricular activities that

learning styles which may reflect a preference for a particular route at Post 16.

We offer both academic courses; exam-based courses required for course entry by the high profile universities and applied courses; coursework-based courses which focus on a particular career route but still enable access to good universities. It is entirely appropriate for some students to take a mix of academic and applied courses.

The Brooke Weston Diploma

As life becomes increasingly competitive we want to ensure that our students are in the best possible position to undertake their chosen careers and attend courses at universities of their choice. The Brooke Weston Diploma offers the opportunity for students to engage in a wide variety of activities over and above the academic side of the Sixth Form. The Diploma consists of three main categories:

Core Academic Studies

Higher Studies

Inspiration, Endeavour and Community (IEC)Core Academic Studies consists of a variety of individual routes towards the achievement of three or four A Levels or equivalent applied route at the end of Year 13.

Higher Studies consists of a range of activities which are suitable for all students but particularly those applying to high profile universities and to courses for which entry is extremely competitive. The key aim of Higher Studies it to offer students the opportunity to demonstrate their commitment and ability to study at a higher level or engage in more independent study. These include Open University Courses, Advanced Extension Awards, the Extended Project, University subject aptitude tests and the University


demonstrate a breadth to your skills and experience.

Structure of the Diploma

The diploma is structured around your core studies - either A Levels, the applied equivalent or a mixture of the two.

This core is complemented by a wider involvement in higher studies which go beyond those normally experienced in the Sixth Form and by a range of extra-curricular activities (Inspiration, Endeavour and Community) to build on other aspects of their character.

To complete the diploma, students will need to successfully complete each component of Core, Higher Studies and Inspiration, Endeavour and Community. The diploma is awarded at Pass, Merit and Distinction levels.

Core Academic StudiesStudents aiming for a high profile university would normally study four A Levels in traditional academic subjects. These students would be aiming for a Distinction in their Brooke Weston diploma.

A student aiming for a Pass or Merit in their diploma would be well served by studying the equivalent of three A Levels or alternative applied courses through to the end of Year 13. This would enhance their employment opportunities and attractiveness to the recruiting universities.

All students also have four structured study lessons every week to support their academic studies.

We are planning to offer the following courses subject to adequate demand.

A Level Courses

Art 3D Biology

Business Studies Chemistry

English Language English Literature

Fine Art French

Further Mathematics Geography

German History

Mathematics Media Studies

Music Philosophy & Ethics

Photography Physics

Product Design (3D Design)

Psychology

Sociology Spanish

Applied Courses

Art & Design eBusiness

Health & Social Care ICT

Music Technology (Production)

Performing Arts

Sport Travel & Tourism

Inspiration, Endeavour & CommunityThis aspect of the diploma emphasises the importance of life beyond academic studies. Most activities take place on a Wednesday afternoon.

Inspiration can be considered as any activity which allows a student to display creativity including any projects around the arts, music and performance. Endeavour can include participation in individual and team sports, taking part in expeditions and involvement in local or international projects. Community is involvement in helping others and would include any voluntary work the student takes part in.

For students intending to study law, medicine, dentistry or veterinary science there would be an expectation to carry out work experience in their chosen field. For social work or teaching, students might assist in lower school lessons, undertake peer mentoring or assist with the Brooke Weston’s Masterclass programme.

The list that follows gives an indication of the main IEC programmes that Brooke Weston can facilitate, it is not exhaustive and students


would be encouraged to approach the Head of Year 12 with ideas of their own.

Assessment for this aspect of the diploma is by the completion of a digital journal that encourages reflection and logs the time spent on each activity. It is expected that students will commit to 100 hours of IEC for the diploma.

Inspiration, Endeavour & Community Activities on offer in the Sixth Form at Brooke Weston:

� Professional Placement; Primary School Placement; Lower School Mentoring; Duke of Edinburgh Award; Level 2 Award in Community Sports Leadership; Charity Fundraising Team; Community and Volunteer Work; Young Enterprise; Sport

Wednesday afternoon options

Professional PlacementAs a key component of any UCAS application, we encourage students to undertake their own work experience, particularly for their chosen profession. For students that have a clear idea of a specific profession or industry they wish to enter, this option will give them the opportunity to try it out first-hand over a meaningful period of time and in the process gain experience which will strengthen any future applications for employment or university courses. The main aim of professional placements is to equip students with the necessary skills, experience and qualifications that will make them more ready for the workplace. Many employers today give preference to students who can supplement good grades with practical experience in the industry. Students are recommended to find, where possible, their own placements and transport where possible.

Primary School PlacementStudents are provided with the opportunity to work in a primary school alongside a classroom teacher. This option enables students to develop their skills in a real life working scenario and fires their enthusiasm for working with children. Students adopt the role of ‘classroom assistant’ and will gain from observing lessons and teaching and providing guidance, support and assistance to students and teachers.

Students will work with younger students of all abilities, including some who may need help to overcome obstacles that obstruct their learning. Students with an ambition to progress into the healthcare or teaching sector find this opportunity invaluable and to date this has been a very successful option for Year 12 students.

Lower School MentoringStudents are able to gain experience in mentoring younger students, particularly those in Years 7 and 8, in a range of subjects to support their development and university or career objectives. Students should be prepared to work with teachers to play an active role in the lesson; this could be creating and delivering starters/plenaries to the whole class as well as supporting individual students with specific needs.

Students selecting this activity should opt to provide support in lessons where they have achieved highly at GCSE. Students will have the opportunity to mentor in Brooke Weston and Brooke Weston Partnership schools.

Community and Volunteer WorkBrooke Weston has links close with Northamptonshire Voluntary Youth Action (NVYA), which is a government funded organisation established to promote and support volunteering amongst young people between the ages of 13 and 24 in the Northamptonshire area. Through our partnership with NVYA students can work with charitable organisations (e.g. Beavers,


Brownies or Age Concern), coach sports or get involved with one of the community projects and social enterprises NVYA help and support. This option gives students the opportunity to achieve a nationally recognised V50 certificate (signifying the completion of 50 hours of voluntary work) or a V-Impact award signifying 100 hours completed. Both awards are great forms of accreditation for young people that tell recruiters a student has more to him/her than just academic ability.

Young EnterpriseYoung Enterprise is a nationally-run scheme which gives students the opportunity to set up and run their own company. Support and guidance is provided by a volunteer adviser from industry, but it is the students who are expected to provide the drive, creativity, hard work and commitment required to achieve business success. Students will elect a board of directors, raise share capital, market and finance a real product or service of their own creation and sell it to the public. Through participation students develop their talents for enterprise, risk management and problem solving as well as skills including: teamwork, communication, creativity, innovation and leadership, all in a real business environment.

Ultimately students will get the opportunity to take part in the prestigious Young Enterprise Company of the Year Competition, competing against other schools in the area. Young Enterprise is highly respected by university and industry recruiters alike. Students taking part in the scheme must be self-motivated and willing to make extra commitments beyond Wednesday afternoons of their time, energy and enthusiasm to attend the weekly after school board meeting, trade fairs, presentations, etc.

Duke of Edinburgh’s awardAmong university and industry recruiters alike, the Duke of Edinburgh’s award scheme is perhaps the most recognised and prestigious option offered by the IEC programme, aiming to provide an enjoyable,

challenging and rewarding programme of personal development for young people. At Brooke Weston we offer both the Bronze and Silver awards over 12 months (not just one academic year). The four areas within the award (Volunteering, Physical, Skills and Expedition) are assessed externally. Students spend at least 6 months volunteering and a minimum of 6 months on either Physical or Skills. The Expedition section involves planning, training for and completing a 3 day (2 night) expedition. This option requires an additional time commitment from the student and may incur some extra costs, although students can borrow most equipment which will minimise any expedition expenses. Students already involved in the DOFE award scheme, or those who would like to take part in addition to another option can enrol in the after school club instead entitling them to additional BW Diploma points. Additional information can be found at: www.dofe.org

Sports TeamsStudents can participate in a wide range of sporting activities available on site with a view to creating elite match squads. Sports offered by the PE department include rugby, football, hockey and netball. The sports option offers a competitive team working environment, fostering hard work and commitment as well as leadership opportunities and many other qualities recruiters and admissions officers look for. Those choosing this option need to show commitment, dedication and an unstinting desire to achieve, aim high and succeed.

Level 2 Award in Community Sports LeadershipThis externally accredited award gives students the skills needed to lead groups in safe sporting and recreational activities. It encourages participants to take responsibility for others, develops organisation and communication skills and instils confidence in people for whom leading groups in sporting activities is a new experience. This


practical course, emphasising learning by doing, is accredited by Sports Leaders UK. In addition to 35 hours of tutored time all students are required to complete 10 hours of voluntary leadership experience. While this will mostly fall within the Wednesday afternoon programme there may be some opportunities outside of school hours students should be prepared to get involved in. This course is recommended for people interested in working in the Health, Fitness and Leisure Industry, as Sports Development Officers or Youth and Community Workers. It can lead on to the Level 3 Award in Higher Sports Leadership, which involves 90 hours of tutored time and 30 hours of voluntary work.

Charity Fundraising TeamThis option provides students with the opportunity to work together on innovative fundraising ideas. In addition to using Wednesday afternoons to plan, promote and run these initiatives, students will be expected to commit themselves to any additional time required in evenings or on weekends to carry out their fundraising activities if/when necessary. There is huge scope for creativity and undertaking a wide range of activities throughout the year with this option. Charitable activities also make an excellent addition to UCAS applications and CVs as they show altruism, community spirit and a willingness to work hard as part of a team for the benefit of others. It may also be possible to qualify for the nationally recognised V50 awarded by our partner organisation, Northamptonshire Voluntary Youth Action. To date the hard work of BW students in this field have raised almost £16,000 for Teenage Cancer Trust.

Available activities in addition to the Wednesday afternoon programme:

Engineering in Education Scheme:The Engineering Education Scheme provides participants with the opportunity to be involved with an engineering project in association with a local company. This allows

students to gain accreditation for the BA CREST Gold award. This award requires around 100 hours of project work which also includes a 3-day residential programme at a local University. Students who are interested in this programme will go through a formal interview and selection process.

Masterclass Classroom Assistants:Sixth Form students have an opportunity to support the Masterclass programme that is organised each year for over 400 local gifted and talented children. It runs for approximately 20 Saturdays, from September to March. During the academic year of 2010-12, we offered performing arts, mathematics, media studies/English and science classes.

Between six and ten Sixth Form classroom assistants are recruited each year to help the teaching staff to deliver this programme. They are expected to attend weekly on Saturdays between 8:45 and 1:20 and are paid for their services. Their duties include setting an example of excellence and behaviour for the participating students, helping to keep a register of their class, helping to maintain clean conditions in the restaurant and most importantly directly helping the students with their learning.

No accreditation is directly linked with this provision but past students have included their involvement in their University application personal statements.


Performing Arts:The Performing Arts department offers a variety of extra-curricular activities for students in the Sixth Form. These activities take place every day after the formal taught lessons have finished and work towards an established annual concert programme:

Activity Description

Music Theory Class The theory class provides students with the opportunity to work at improving their music theory skills and take ABRSM theory exams in support of practical instrumental lessons that a student might study

Concert Band The Concert Band brings together many instrumental students to rehearse and play as an ensemble. Whilst it is generally reserved for traditional woodwind and brass players, it also has places for piano, guitar and drummers

Jazz Band The Jazz Band continues to be one of the more popular ensembles and looks to increase the musical awareness of the participating students. As well as rhythm and wind sections, the band requires a singer

Senior Girls Chamber Choir

The Senior Girls Chamber Choir gives those students considered to be more able singers the opportunity to work on a harder, more taxing repertoire. Members of the choir are auditioned based on quality and not age

Flute Group The Flute Group brings together all of the flute players at Brooke Weston to rehearse and play music. It is open to all students of all standards and ages

Clarinet Group The Clarinet Group brings together all the clarinet players to rehearse and play music. It is open to students of all ages but students are invited to join based on the standard of their playing ability

Choir The Choir is the biggest ensemble at Brooke Weston and is open to students of all ages and abilities. It performs a variety of music styles and genres and performs locally and nationally

Brooke Weston Dance Company

The Brooke Weston Dance Company gives those students considered to be more able dancers the opportunity to work on a harder, more taxing repertoire. Members of the company are auditioned based on quality and not age and invited to become part of the company

Brooke Weston Theatre Company

The Brooke Weston Theatre Company is open to students of all ages and abilities. It focuses on a variety of theatre styles and develops students’ theatrical abilities.

The Performing Arts department arranges performances by the activity groups throughout the year, for example in showcase events, prizegiving, choir concerts and assemblies.

Other performance opportunities are available throughout the year. The Jazz Band has played at ‘Wicksteed Park’ as part of the Bastille Day Celebrations for primary schools during Term 5 and the choir has previously been invited to sing in Corby town centre for the Christmas tree lighting ceremony and the Dance Company has performed at numerous dance platforms.


Brooke Weston is looking to increase its performance programme throughout the year and give as many students as possible the opportunity to take part in practical music making.

Higher StudiesThese are a range of courses, normally externally accredited that prepare students for the specific study style at University level or help prepare them for admission to more selective courses such as those offered by the Russell Group of Universities.

Subject Aptitude TestsThese studies will complement the core curriculum and give students a head start when making an application to university or applying for a job.

These are additional examinations often specified by Universities for entry onto courses for which there is considerable competition for places. They include:

� Thinking Skills Assessment Test (TSA);

� Bio-Medical Admissions Test (BMAT);

� National Admissions Test for Law (LNAT);

� History Aptitude Test; English Aptitude Test;

� Physics Aptitude Test;

� UK Clinical Aptitude Test (UKCAT);

� Generic and Reasoning Skills (uniTEST)

The diploma programme will prepare students for these tests through tutoring, provision of resources, practice papers and external courses designed to improve performance in these areas. This support would normally be offered during Year 13 for those students applying for relevant courses.

Open University CoursesBrooke Weston has built up an excellent relationship with the Open University over a number of years and we now offer a wide range of degree level courses. These are funded by Brooke Weston, provided the student successfully completes the course.

This scheme gives the opportunity to study at University level, encourages independent learning, builds confidence and has the added bonus of differentiating students from others when it comes to applying to traditional Universities including the Russell Group.

Studying at a higher level whilst in the Sixth Form bridges the gap between school and University or enables students to begin their degree studies with The Open University early.

Students study Open University modules in their own time; mostly in the evenings or weekends, although they are also able to use study time available to them during the school day. Open University modules, which are offered at different times in the year, can be fitted around their school studies (as is the case for mature students). The modules are highly structured and paced but offer considerable flexibility, particularly at the time of public examinations.

An acknowledged strength of Open University study is that it introduces students to a different approach to learning.

The courses we offer at present include the following:

Digital Photography; Writing Essays; Writing Fiction; Writing Poetry; Writing Plays; Shakespeare; Introduction to Business; Computing Systems; Data, Computers and Information; Networked Living; Beyond Google; French; German; Spanish; Using Mathematics; Open Mathematics; Listening to Music; Personal Finance; Social Sciences; Health and Social Care; Discovering Science; Risk and Health; Fossils; Human Genetics; Life in the Oceans; Studying Mammals; Human Nutrition; Medicines and Drugs; How the Universe works; Astronomy; Maths for


Science; Engineering the Future; Design and the Web; Robotics; Vandalism in Cyber Space; and Environmental Technology.

Enterprise Module (University of Northampton)The University of Northampton Enterprise Module is open to all Year 12 students who are interested in setting up their own business or who simply want to develop their entrepreneurial skills.

This undergraduate module gives students the opportunity to experience University level study in a University environment. Students will take part in three one-day workshops at the University and will be supported in the completion of their two assignments by online resources, email contact with their tutor and access to the University library, as well as guidance from teachers at Brooke Weston.

In order to complete the module, students will write their own personal development plan and a business plan. Former students of the University are now running their own successful businesses using the business plans that they wrote as part of this module.

Extended ProjectThe Extended Project is the equivalent of an AS qualification and is accredited by an Examination Board. It is designed to either enhance a subject already being studied or give the opportunity to explore an area of personal interest.

Delivery of the Extended Project involves some teaching of the relevant skills plus mentoring and supervision of your progress. It will also involve extended independent work by the learner and will require 120 hours of study in total.

The course involves:

� choosing an area of interest; drafting a project title; drafting aims of the project; planning, researching and carrying out the project; providing evidence of the project production; delivering a presentation

It is assessed by:

� a production log; a written report; evidence, as appropriate, depending on the topic or subject area chosen e.g. recording of a performance; a presentation

FAQ

Q: Who is the Diploma aimed at?A: The Diploma is suitable for any student in the Sixth Form. However, to gain a Distinction you are likely to be starting the course with at least 8 grade A/A* at GCSE. At this level the diploma is a demanding course designed to allow access to the best universities in the world. The Merit grade is suitable for students with at least 5 Bs and 3 Cs at GCSE and is designed to complement applications to University or for employment.

Q: Why would I wish to study for a Brooke Weston Diploma?A: The Diploma has been carefully put together so that by completing it you will significantly increase your chances of successfully applying to the best Universities in this country and internationally including those in the Russell Group. It would also enhance any CV when applying for employment.

Q: What is the Russell Group of Universities?A: The Russell Group is an organisation of Oxford, Cambridge, the University of Birmingham, the University of Bristol, Cardiff University, the University of Edinburgh, the University of Glasgow, Imperial College London, King’s College London, the University


Care and Early Years; ICT; Music (Recording); Music (Performing); Sport; and Travel and Tourism using this qualification.

University Applications

In order to obtain a place at University to study a specific Degree course you will normally be required to have studied facilitating subjects at A Level or equivalent. The Russell Group of Universities have issued on their Website guidance to Sixth Form students as to the Advanced Level Qualifications which will either be essential or useful if you wish to pursue a Degree Course in a particular field of expertise. All prospective students are strongly advised to read the ‘Informed Choices’ document before making their A Level choices which is available at no cost at www.russellgroup.ac.uk

The separate UCAS Website, available at www.ucas.ac.uk , also lists entry requirements for all University Courses under its Course Search section and prospective students are advised to look on this website at the entry requirements for potential University Courses that they are interested in before finalising Sixth Form subject choices

of Leeds, the University of Liverpool, the London School of Economics & Political Science, the University of Manchester, Newcastle University, The University of Nottingham, Queen’s University Belfast, the University of Sheffield, the University of Southampton, University College London and the University of Warwick.

The aims and objectives of The Russell Group are to promote the interests of Universities in which teaching and learning are undertaken within a culture of research excellence and to identify and disseminate new thinking and ideas about the organisation and management of such institutions.

www.russellgroup.ac.uk

Routes of study

Brooke Weston offers a range of courses to Sixth Form students, which will allow them to play to their personal strengths. Students with a grade profile of mainly grade Bs or higher are likely to follow an academic route studying four A Level courses.

The applied courses allow students to focus on areas in which they have a particular talent, for example in music or sport, or a particular career they wish to follow for example health and social care or travel and tourism. Universities now recognise these applied courses as excellent preparation for most degrees. For many students a combination of applied and academic courses would be most appropriate so that the demands of the two types of course are balanced.

The Nationals qualification is an applied course which includes the BTEC Nationals and Cambridge Tecs; they are internally assessed using coursework. They require continuous commitment over the two years as all work contributes towards the final grade; they would not suit students who struggle with meeting coursework deadlines. We aim to offer Art and Design; eBusiness; Health, Social



feature to the Art department with three colour printers, two of which are A3-sized including a professional photographic printer. All computers are installed with the CS3 Photoshop package, which is utilised in most of the specialist areas. The second fine art room also holds a computer bank; here keen draughtsmanship is augmented by technology to thrust students into the cutting edge world of digital art.

Photography students will find a new haven in their photography suite; the generously sized darkroom is fully fitted out and contains eight enlargers for the development of black and white photography. The photography room also accommodates twelve computers with the CS3 Photoshop package, scanners and an interactive whiteboard. The department also benefits from the use of digital SLR cameras as well as a small library of digital and manual cameras, all of which can be borrowed for student use.

Art

The Art department offers four exciting Post 16 courses. Students have the opportunity to experience every facet of artistic techniques ranging from 3 dimensional ceramic constructions to the tactile world of textiles, fine painting and draughtsmanship to digitally manipulated imagery. The choice of materials is endless and the support of subject specialist teachers enables students to reach a new plethora of creativity.

The Art department comprises of four spacious classrooms each containing a vast wealth of subject specific equipment. The ceramics room houses two large kilns and a pug mill which ensures that there is a steady supply of clay, for even the most ambitious of sculptors. 3D construction is not limited by material; recycled materials such as rubber, card and fabrics are available for experimentation.

The fine art room contains all manner of mark-making equipment including a printing press, lino, acrylic paint, batik pots, silk screens and many more. The light that floods into this room creates the feel of a professional studio to inspire artists of all age ranges. Technology has become a main

In lessons, students are active participants and their positive attitudes contribute to their outstanding progress and achievement. – Ofsted 2011


Courses offered in Art:

� A Level Fine Art (with a Critical and Contextual option)

� A Level Photography

� A Level Art 3D

� Cambridge TEC Level 3 Subsidiary Diploma in Art and Design

Fine Art (OCR)

Entry:Open to students who have gained at least a grade B in GCSE Art and Design, 3D art or Fine Art.

Overview:Four units to be studied over a two year period; two coursework units and two controlled assignments. At the end of each year, students will hold an exhibition open to the public.

Unit descriptors:Unit 1: Coursework (30% of the total A2 marks)

The Year 12 Art and Design students select their own investigation for their coursework unit with guidance from their teachers. Students will experiment with a variety of mark-making techniques to gain a full understanding of their chosen subject matter. Students will explore a number of materials during the first term to give a firm basis in the techniques involved at A Level and will make use of all the materials that the department has at its disposal. Students will select one of two awards; fine art painting, sculpture and printmaking or critical and contextual studies.

The study of artists and crafts people will aid understanding of the art world which will be enhanced by a trip to a major London art gallery. Written responses to such experiences will be of an A Level English format, requiring students to undertake several essays and

written assignments throughout the course. Research and experimentation will culminate in the creation of a major final piece in reflecting the journey they have taken through their assignment.

Unit 2: The controlled assignment (20% of the total A2 marks)

Students will be given an externally set controlled assignment in term 3. They will have a finite time to prepare resources and studies on a given topic. Students will then undertake a 5 hour exam to create a major final piece which will be assessed by an external moderator.

Unit 3: Coursework (30% of the total A2 marks)

The Year 13 Art and Design coursework unit is completely individualised. Students will select a theme based on their own personal interests. They will maintain a high level of experimentation with materials and techniques over two terms. Students will build upon their existing contextual understanding of the art world through further exploration and examination of contemporary and historical art practitioners. Students will consolidate their work into professional portfolios to showcase their abilities to prospective university interview panels.

Unit 4: Controlled assignment (20% of the total A2 marks)

The A2 controlled assignment will be distributed in Term 3 which again will require students to prepare resources and visual studies on a given topic. This unit will culminate in a 15 hour time frame in which students will be required to create a final piece based on their supporting work.

Assessment:The final assessment of students’ work in Year 12 will take place during a sixth form exhibition in Term 5. Students will be assessed on the basis of the evidence presented that they have fulfilled the four assessment objectives. An external moderator will view


the entire body of work for each individual student and will award grades accordingly.

The assessment in Year 13 will also take place during the aforementioned exhibition in Term 5 by an external moderator.

Opportunities for Higher Education:Students will have the opportunity to follow many different routes at higher education. Students may wish to study degrees in fine art, jewellery design, automotive design, architecture, interior design, ceramic design, graphic design, illustration, photography, media studies, fashion design, fashion journalism, art history, art theory, product design and advertisement amongst others.

Career Opportunities:There are a wealth of career opportunities following art-based A Levels in the creative industries; art therapist, interior decorator, architect, automotive designer, teacher, University lecturer, art practitioner, freelance photographer, illustrator, fashion designer, fashion journalist, gallery curator, product designer, advertiser, graphic designer, layout designer, website designer, set designer, theatre designer and costume designer amongst others.

Photography (OCR)

Entry:Open to students who have gained at least a grade B in an art-based GCSE subject and a grade B in GCSE English. Students who have studied photography at GCSE would be at an advantage; however this is not a prerequisite for the course.

Overview:Photography contains four units over a two year period; two coursework units and two controlled assignments. At the end of each year students will hold an exhibition open to the public. They will lead the displaying of

their art work and the advertisement of the event to celebrate their achievements.


Photography students will explore the world of dark room and digital photography within the first term. They will be introduced to the CS3 Photoshop suite and will produce high quality imagery through a comprehensive investigation into chosen subject matters.

The study of artists and crafts people will aid student’s understanding of the art world which will be enhanced by a trip to a major London Art Gallery. Written responses to such experiences will be of an A Level English format, requiring students to undertake several essays and written assignments throughout the course. During the second term students will consolidate the knowledge gained and will select individualised projects to investigate. This will culminate in the creation of a major final piece in reflection of their journey they have taken through the programme.


Students will be given a controlled assignment in Term 3. They will be given a finite time to prepare resources and studies on a given topic. Students will then undertake a 5 hour exam to create a major final piece which will be assessed by an external moderator.


The Year 13 Photography coursework unit is completely individualised. Students will select a theme to investigate based on their own personal interests which will run over a two-term period. They will maintain a high level of experimentation with materials and techniques. Students will build upon their existing contextual understanding of the art world through exploration and examination of contemporary and historical art practitioners.


Students will consolidate their work into professional portfolios to showcase their abilities to prospective University interview panels.

Unit 4: Examination (20% of the total A2 marks)

The Year 13 externally set exam will be distributed in Term 3 which again will require students to prepare resources and visual studies on a given topic. This unit will culminate in a 15 hour time frame in which students will be required to create a final piece based on their supporting work.

Assessment:The final assessment of students’ work in Year 12 will take place during a sixth form exhibition in Term 5. Students will be assessed on the basis of the evidence presented that they have fulfilled the four assessment objectives. An external moderator will view the entire body of work for each individual student and will award grades accordingly.

The assessment in Year 13 will also take place during the before mentioned exhibition in Term 5 by an external moderator.


Career Opportunities:There are a wealth of career opportunities following art-based A Levels in the creative industries; art therapist, interior decorator, architect, automotive designer, teacher, university lecturer, art practitioner, freelance photographer, illustrator, fashion designer, fashion journalist, gallery curator, product

designer, advertiser, graphic designer, layout designer, website designer, set designer, theatre designer and costume designer amongst others.

Art 3D (OCR)

Entry:Open to students who have gained at least a grade B in GCSE Art and Design, 3D Art or Fine Art.

Overview:Four units to be studied over a two-year period; two coursework units and two controlled assignments. At the end of each year, students will hold an exhibition open to the public.


The Year 12 Art 3D students select their own investigation for their coursework unit with guidance from their teachers. Students will experiment with a variety of construction techniques to gain a full understanding of their chosen subject matter. Students will explore a number of materials during the first term to give a firm basis in the techniques involved at A Level and will make use of all the materials that the department has at its disposal. Students will select one of three disciplines; ceramics, performance design or jewellery design.

The study of artists and crafts people will aid understanding of the art world which will be enhanced by a trip to a major London Art Gallery. Written responses to such experiences will be of an A Level English format, requiring students to undertake several essays and written assignments throughout the course. Research and experimentation will culminate in the creation of a major final piece in reflecting the journey they have taken through their assignment.


Unit 2: The controlled assignment (20% of the total A2 marks)

Students will be given an externally set controlled assignment in Term 3. They will have a finite time to prepare resources and studies on a given topic. Students will then undertake a 5 hour exam to create a major final piece which will be assessed by an external moderator.


The Year 13 Art and Design coursework unit is completely individualised. Students will select a theme based on their own personal interests. They will maintain a high level of experimentation with materials and techniques over two terms. Students will build upon their existing contextual understanding of the art world through further exploration and examination of contemporary and historical art practitioners. Students will consolidate their work into professional portfolios to showcase their abilities to prospective university interview panels.


The A2 controlled assignment will be distributed in Term 3 which again will require students to prepare resources and visual studies on a given topic. This unit will culminate in a 15 hour time frame in which students will be required to create a final piece based on their supporting work.

Assessment:The final assessment of students’ work in Year 12 will take place during a sixth form exhibition in Term 5. Students will be assessed on the basis of the evidence presented that they have fulfilled the four assessment objectives. An external moderator will view the entire body of work for each individual student and will award grades accordingly.

The assessment in Year 13 will also take place during the aforementioned exhibition in Term 5 by an external moderator.


Career Opportunities:There are a wealth of career opportunities following art-based A Levels in the creative industries; art therapist, interior decorator, architect, automotive designer, teacher, University lecturer, art practitioner, freelance photographer, illustrator, fashion designer, fashion journalist, gallery curator, product designer, advertiser, graphic designer, layout designer, website designer, set designer, theatre designer and costume designer amongst others.

Cambridge TEC Level 3 Subsidiary Diploma in Art and Design (OCR)

Entry:Open to students who have gained at least a grade B in Design Technology and Art-based GCSE subjects.

Overview:This qualification is a single award, equivalent to one A Level. It aims to develop a knowledge and understanding of the art and design sector and how to work autonomously and effectively in an art and design context. It is also relevant to employment situations, thereby enhancing employability within the art and design sector and application to University courses.

To achieve this qualification, students must complete a total of six units consisting of four mandatory units and two optional units. There are no timetabled exams for


The final assessment of students’ work in Year 12 will take place during term 5. The assessment in Year 13 will take place during a moderation session in term 5 by an externally set examiner. The OCR National qualification is 100% coursework based; requiring the completion of six portfolios (please note that this course requires consistent dedication and homework commitment). Students will not get any credit for completing only one year of this course.


Career Opportunities:There are a wealth of career opportunities following art-based Level 3 qualifications in the creative industries; art therapist, interior decorator, architect, automotive designer, teacher, university lecturer, art practitioner, freelance photographer, illustrator, fashion designer, fashion journalist, gallery curator, product designer, advertiser, graphic designer, layout designer, website designer, set designer, theatre designer and costume designer amongst others.

this qualification. This is a combined Art and Design Technology qualification; students will be taught by subject specialist teachers in both departments throughout the two year period.

Unit descriptors:Students must complete six units of work to gain the full qualification. Of the six units required, four topics are mandatory (which are prescribed by OCR and must be achieved by all students taking this qualification). The remaining two units are chosen from a wide variety of topics.

The mandatory topics are:

Unit 1: Planning, researching and developing ideas for a specialist brief

Unit 2: Materials, techniques and processes

Unit 3: Realising an outcome to a specialist brief

Unit 4: Presenting, displaying, promoting and selling work

Students must then select two out of the available optional units to complete the course. Students can specialise in the following areas:

� Graphic Design

� Product Design

� 3D Design

� Fashion Design

� Photography

� Automotive Design

� Architecture

� Interior Design

� Fine Art

Assessment:Students can achieve an OCR Level 3 National Certificate in Art and Design at grades Pass, Merit and Distinction; this is equivalent to one A Level at grades A-E.


Overview:This is a two year course which enables students to gain a broad understanding of business and how businesses operate in the wider world. Students will develop skills of analysis and evaluation as well as applying their knowledge to a variety of case study situations.

Unit descriptors:Unit 1: An introduction to business studies (20% of the total A2 marks)

This unit will provide students with the opportunity to consider different types of business, from locally-based sole traders to multi-national public limited companies. Students will analyse the ways in which businesses can be affected by external factors such as the impact of new technology and changes in legislation.

This unit is assessed by means of a 1 hour written examination. Students will answer

Business Studies

The Business Studies department consists of two subject specialists with experience of both teaching and working in industry. The department makes use of a range of technology, including the use of interactive whiteboards and extensive use of computers around the building.

Courses offered in Business Studies:

� A Level Business Studies

� BTEC Level 3 Subsidiary Diploma in Travel and Tourism (Edexcel)

Business Studies (OCR)

Entry:Open to students who have gained a profile of B grades at GCSE, including English Language and English Literature GCSEs at B grades. Students who have studied GCSE business studies would be at an advantage; however these are not prerequisites for the course.

Classrooms are stimulating places to learn; lessons have a buzz of activity that reflect students’ excellent attitudes and teachers’ high level of commitment.. – Ofsted 2011


a combination of short-answer and data-response questions.

Unit 2: Business functions (30% of the total A2 marks)

During this unit, students will gain an appreciation of the different functions within businesses, including marketing, finance, human resources and operations management.

This unit is assessed by means of a 2 hour written examination. The examination is divided into two sections, the first requires students to answer a 6 part question, whilst in the second section students will answer four questions based on pre-released case study material.

Unit 3: Marketing (20% of the total A2 marks)

This unit will enable students to further develop their knowledge of marketing, focusing on market segmentation, market research, models of marketing, such as the Boston Matrix as well as the 5 Ps of the marketing mix.

This unit is assessed by means of a 2 hour written examination. The unit is partly synoptic and therefore requires students to draw on all their business studies knowledge, as well as that acquired specifically for this unit.

Unit 4: Strategic management (30% of the total A2 marks)

During this unit, students will appreciate how business objectives and strategy are formulated and applied. Students will also appreciate issues relating to business analysis. A range of external influences will be considered as well as how organisations deal with change.

During a 2 hour written examination, students will answer four questions based on a pre-released case study. This unit is synoptic and requires students to apply all their business studies knowledge to the case study.

Assessment:Each of the four units is assessed by means of an externally set written examination.

Opportunities for Higher Education:Business studies and related subjects make up the largest range of higher education courses available at universities and colleges. In addition, there are many university courses which give students the opportunity to specialise in one particular area of business studies, such as marketing or marketing and finance. Students are also able to combine business studies with another subject such as a language.

Career Opportunities:Business studies students have a wide range of career opportunities available to them, from financial management to marketing and commerce and human resources management. Business Studies provides students with an understanding of the way that businesses and organisations operate and could therefore be applied to virtually any career.

BTEC Level 3 Subsidiary Diploma in Travel and Tourism (Edexcel)

Entry:Open to all students.

Overview: This is a two year course which enables students to gain an understanding of the travel and tourism industry. Students will develop a portfolio consisting of work based on each of the six topics listed below. Students will have an interest in the industry and the drive and motivation to complete in-depth, independently researched portfolio work. This course is taught in collaboration with the Business Studies department.


understanding of factors that are currently affecting business travel, and will also develop skills in selecting, costing and providing information for business trips.

Assessment:This is a two year course, assessed internally by portfolios of equal weighting which are then externally moderated. There are no formal examinations. (Please note that there is a heavy coursework demand associated with this course). Students will not get any credit for completing only one year of this course.

Opportunities for Higher Education:As well as supporting students with an application for a higher education course specifically in travel and tourism, this qualification also gives students a strong grounding in customer service and marketing which would support an application for a business related course.

Career Opportunities:The travel and tourism industry is the biggest employer worldwide, with careers ranging from events management to tour operations. In addition to providing students with an understanding of this interesting and diverse industry, this qualification also equips students with skills of analysis and independent research which can be applied to a variety of courses and future careers.

Unit Descriptors:Unit 1: Investigating the Travel and Tourism Sector.

This unit develops knowledge and understanding of the travel and tourism sector, its component industries, their role and the interrelationships within the sector. This includes how the sector has developed over the last 50 years, what it is today and how it is being affected by current trends and factors.

Unit 2: The business of Travel and Tourism.

This unit develops knowledge and understanding of travel and tourism as a business. Students will demonstrate business skills in presenting a business case for a feasible business enterprise.

Unit 3: The UK as a Destination

This unit develops skills in locating destinations in the United Kingdom and also gives an overview of the UK tourism product and how it attracts and meets the needs of domestic and inbound visitors.

Unit 4: Customer Service in Travel and Tourism

This unit develops understanding of how excellent customer service contributes to the success of travel and tourism organisations. Students will develop knowledge and skills to provide customer service and achieve sales in travel and tourism situations.

Unit 5: European Destinations

In this unit students will gain skills to enable them to locate and explore the diverse destinations that make up the European travel market. They will develop their knowledge of the appeal of destinations for different leisure experiences and gain an understanding of the factors affecting the development and decline of selected destinations.

Unit 6: Business Travel Operations

This unit develops knowledge of the business travel environment and the operational practices necessary to meet the needs of customers. Students will gain an


Overview:The course has been designed to encourage students to take a broad view of design and technology, to develop their capacity to design and make products and to appreciate the complex relations between design, materials, manufacture and marketing.

Unit descriptors:Unit 1: Materials, components and application (25% of the total A2 marks)

This will cover developing an understanding of the physical and mechanical properties in a range of materials and components; the broader issues for the designer including the environmental sustainability of products and their manufacture; methods in which materials and components can be manipulated to manufacture products; health and safety issues relevant to working

Design & Technology

The Design & Technology department has two well-equipped workshops; a specialist electronics room; excellent ICT facilities that include CAD/CAM; and a dedicated textiles suite. These facilities enable our A Level students to have access to a wide variety of manufacturing processes that will assist them in the manufacture of their coursework projects in Years 12 and 13.

Courses offered in Design & Technology:

� A Level Product Design (3D design)

� Cambridge TEC Level 3 Subsidiary Diploma in Art & Design (see page 20)

Product Design (3D Design) (AQA)

Entry:Open to students who have gained at least a grade B in a technology-based GCSE.

Assessment, particularly in informing students on how well they are doing and what they need to do to further improve, is used by teachers to set suitably ambitious targets that are well matched to students’ different needs. – Ofsted 2011


Opportunities for Higher Education:Design and technology is a good complement to courses in mathematics, physics, art, business and ICT. It prepares students for a number of career paths in industry and business and gives access to further study at degree or HND level in some of the following areas: engineering/production/manufacturing design; fashion, textiles and 3D design; graphic and advertising design; landscape, environmental and architectural design; product and industrial design.

Career Opportunities:An A Level in product design opens up many opportunities for a career in various aspects of design and engineering; marketing and project planning.

with materials; computer aided design (CAD) and computer aided manufacture (CAM); ergonomics and anthropometrics, inclusive design, and consumer safety; and the life cycle of products including manufacture, use and functional aspects and final disposal.

Unit 2: Learning through designing and making (25% of the total A2 marks)

This is a design and make unit where knowledge of the AS subject content is applied to the design and making of students’ own projects. Students may choose to submit a single design and make one project, two smaller projects and/or a portfolio of work.

Unit 3: Design and manufacture (25% of the total A2 marks)

This will cover classifying materials and identifying, testing and comparing their application to product manufacture; the implications of Health and Safety as an element of design activity; examination of alternative designs and redesigning existing products; use of natural resources, materials utilisation, conservation, waste disposal/management, pollution, recycling; appreciation and understanding of the use of CAM for industrial production; moral, economic, social and environmental responsibilities of the designer; and planning production procedures and methods.

Unit 4: Design and making practice (25% of the total A2 marks)

This is a design and make unit where knowledge of the AS and A2 subject content is applied to the design and manufacture of the student’s own project. Students submit evidence of a single, substantial designing and making activity.

Assessment:Two units are assessed through coursework and two units are assessed by means of an externally set written examination paper.


English Language (AQA)

Entry:Open to students who have gained at least a grade B in both GCSE English language and English literature.

Overview:This course provides students with a natural progression from their GCSE study of English language. The course encourages students to develop their interest in and appreciation of English through learning about its structures and its functions, its developments and its variations. Similarly, this course allows students to develop their ability to express themselves in speech and writing, producing texts for different audiences, purposes and in different genres.

Unit descriptors:Unit 1: Categorising texts (30% of the total A2 marks)

English

The English department benefits from a range of spacious classroom environments, all with interactive ICT facilities. We also have a specialist editing suite and a full-time audio visual technician who is on hand to train and support students in their practical moving image and print media work. The department also benefits from a 360 seat theatre and a lecture theatre both of which are used for the teaching of drama and media studies.

All of our courses are delivered by subject specialists who have a passion for their subject as well as significant experience and expertise. We view A Levels as an opportunity for students to become independent learners who have the courage and conviction to have individual views. In all the courses we offer, we challenge our students to be creative thinkers and active participators; speaking and listening skills are an essential aspect of all the A Levels we offer.

Courses offered in English:

� A Level English Language

� A Level English Literature

� A Level Media Studies

Exemplary care, guidance and support pervade all aspects of the academy’s provision. – Ofsted 2011


psychology. The subject encourages students to take responsibility for their own learning and gives them a strong grounding in the academic methods required at undergraduate level.

Career Opportunities:An A level qualification in English language is useful for students aiming to pursue a career in publishing, teaching, journalism and the media. Similarly, the skills you develop through the study of English language are marketable in a wide variety of professional sectors. Some areas which have traditionally attracted English language students include advertising, marketing and PR, arts administration, library and information management, the legal profession and even speech therapy.

English Literature (AQA)

Entry:Open to students who have gained at least a grade B in both GCSE English literature and GCSE English language.

Overview:This two year course encourages students to develop interest in and enjoyment of English literature, through reading widely, critically and independently, across centuries, genre and gender, and through experience of an extensive range of views about texts and how to read them.

Unit descriptors:Unit 1: Texts in context (30% of the total A2 marks)

This unit will examine one set poetry text chosen from Victorian Literature, World War One Literature or the Struggle for Identity in Modern Literature and three texts covering all three genres as wider reading. These three texts may be supplemented with a collection of relevant extracts and shorter pieces of writing.

Students will commence their studies by completing a textual analysis on a range of texts from a variety of different modes, genres and styles. They will learn how to analyse by grouping and categorising the sources. In addition, students will study three linguistic social contexts: Language and Power; Language and Gender and Language and Technology.

Unit 2: Creating texts (20% of the total A2 marks)

In this unit students will be encouraged to develop their own writing skills by producing writing in different genres and styles and for different audiences and purposes. They will produce a commentary of their own pieces. Coursework length will be between 2500 – 3500 words.

Unit 3: Developing language (30% of total A2 marks)

Students will build on the textual analysis skills acquired at AS Level. They will also tackle two new language focuses. Students will explore the topics of Language Acquisition and Language Change.

Unit 4: Investigating language (20% of the total A2 marks)

Students are able to develop their own interests gained from the course so far. A linguistic investigation will be completed. Students will use the broad focus of their language investigation to produce a media text for a non-specialist audience. Coursework length: 2500 – 3500 words

Assessment:Units 2 and 4 are assessed through coursework and Units 1 and 3 are assessed by means of an externally set written examination paper.

Opportunities for Higher Education:This course is particularly suitable for those students who wish to study English language, linguistics or English studies in higher education. It also combines very well with other subjects such as business and


The examination will take the form of a 2 hour paper. The paper will consist of two sections (Contextual Linking and Poetry) and students will answer one question in each section. Students may bring their set poetry text into the examination room. This text should be a clean text, free from annotation.

Unit 2: Creative study (20% of the total A2 marks)

This unit is assessed by means of a coursework portfolio. The coursework folder will contain two pieces of writing; one will be on a selected prose text and the other will be on a selected drama text. The two pieces of work should be 2000-2500 words in total.

Unit 3: Genre study (30% of the total A2 marks)

Unit three has the theme Love through the Ages as its focus. In order to prepare students for the examination, teachers need to construct a course of reading and study which spans the centuries and explores the theme as it is expressed through all genres and by both genders. The examination paper will consist of unprepared texts, thematically grouped. Skills of close reading and analysis, interpretation, comparison and the ability to evaluate the influence of various contextual factors will be assessed.

The examination will take the form of a 2½ hour written paper. The paper will contain four unseen extracts. There will be two compulsory questions to answer. Each question will be marked out of 40.

Unit 4: Comparative study (20% of the total A2 marks)

In their coursework, students will have the opportunity to write a sustained comparative essay on three texts of their own choice linked by the theme of “Love Through the Ages”. One text will be a Shakespeare play; the other two texts will be wider reading texts of any genre. Students will write an extended comparative essay on the three texts.

Assessment:Units 2 and 4 are assessed through coursework and units 1 and 3 are assessed by means of an externally set written examination paper.

Opportunities for Higher Education:Students of English literature go on to study a wide range of subjects at degree level including English literature, English language, history, journalism, philosophy, law, sociology and media studies.

Career Opportunities:Many students find that their A Level in English literature helps them to gain a career in publishing, teaching, journalism, literary criticism. Similarly, the skills you develop through the study of English literature (effective written and verbal communication, time-management, organisational skills, team-work, independent study and research, developing persuasive arguments to name but a few), are marketable in a wide variety of professional areas. Some areas which have traditionally attracted English literature students include advertising, marketing and PR, arts administration, library and information management, the legal profession the media.

Media Studies (OCR)

Entry:Open to students who have a grade B in English language. Students who have studied GCSE media studies would be at an advantage; however this is not a prerequisite for the course.

Overview:With a focus on innovation, creativity and enterprise, this two year course seeks to ensure that students have a full understanding of the new media which dominate the contemporary landscape by


combination of two or more of the following media: video, print, web-based, audio, games software and a presentation of their research, planning and evaluation in electronic format. This may take the form of one, or a combination of two or more, of the following: a presentation using slideshow software such as Power Point; a blog or website; a podcast; a DVD with extras.

Unit 4: Critical perspectives in media (25% of total A2 marks)

The purpose of this unit is to assess students’ knowledge and understanding of media concepts, contexts and critical debates, through their understanding of one contemporary media issue and the ability to evaluate their own practical work in reflective and theoretical ways.

The examination is 2 hours and students are required to answer two questions. There are two sections to this paper, each of equal weighting: Theoretical Evaluation of Production and Contemporary Media Issues.

Assessment:Two units are assessed through coursework and two units are assessed by means of an externally set written examination paper.

Opportunities for Higher Education:Students of media go on to study a wide range of subjects at degree level including media and communication, film studies, film making, journalism, marketing and PR.

Career Opportunities:An A Level in media opens up many opportunities for students. It can help them to gain a career in advertising, marketing, web design, journalism, radio, television and new media. Similarly, key skills such as time management, organisational skills, the undertaking of research and the opportunities to learn about and understand ever changing technology make media students very competitive in the marketplace.

enabling students to use and produce such media in their coursework.

Unit descriptors: Unit 1: Foundation portfolio in media (25% of total A2 marks)

This is a coursework unit where students must produce two paired media artefacts from a series of briefs. The purpose of the unit is to assess students’ ability to plan and construct media products and to test their knowledge and understanding of how meaning and responses are created. The unit requires students to engage in contemporary media technologies, giving them the opportunity for development of skills in these technologies. The briefs offered are: print, video, audio and website. This unit is internally assessed and externally moderated.

Unit 2: Key media concepts (Drama) (25% of total A2 marks)

This unit assesses students’ media textual analysis skills and their understanding of the concept of representation using a short unseen moving image extract. It also assesses their knowledge and understanding of media institutions, their production processes, distribution strategies, use of technologies and related issues concerning audience reception and the consumption of media texts.

The examination is 2 hours. There are two sections to this examination paper, each of equal weighting: Textual Analysis and Representation and Institutions and Audiences.

Unit 3: Advanced portfolio in media (25% of total A2 marks)

This is a coursework unit which allows students to develop skills learnt in Unit One. It also enables them to develop the skills of presentation that are required for further study at higher levels and in the workplace. Students will be given a brief and from this students will produce: a media portfolio, comprising main and ancillary texts. This portfolio will be produced through a


Geography (AQA)

Entry:Open to students who have a grade B profi le including either GCSE geography or English language. Students who have studied geography at GCSE would be at an advantage; however this is not a prerequisite for the course.

Overview:This course encourages students to develop an interest in and enjoyment of the world around them. The course is varied and includes a residenti al and day fi eld trips to a variety of locati ons. Please note that the fi eld trips, including the residenti al, are mandatory and will incur a cost.

Unit descriptors:Unit 1: Physical and human geography (35% of the total A2 marks)

Humanities

The Humaniti es department off ers a wide range of subjects in the Sixth Form and uses a variety of learning approaches. The department is based in a suite of rooms with access to interacti ve whiteboards and video / DVD players. Courses are well resourced with text books and audio visual resources, which students are encouraged to supplement with other resources from the library in order to enhance their knowledge.

Courses off ered in Humaniti es:

� A Level Geography

� A Level History

� A Level Psychology

� A Level Philosophy and Ethics

� A level Sociology

� BTEC Level 3 Subsidiary Diploma in Travel and Tourism (Edexcel) – (see page 23)

The staff work incredibly hard to meet the needs of every individual student regardless of their background. – Ofsted 2011


Students will study rivers, floods and management; population change, coastal environments, and energy issues or food supply issues.

Unit 2: Geographical skills (15% of the total A2 marks)

Students will study cartographic, graphical, ICT and statistical skills based on fieldwork investigations.

Unit 3: Contemporary geographical issues (30% of the total A2 marks)

Students choose three topics from the list below. At least one must be from the human options.

Physical options:

� Plate tectonics and associated hazards

� Weather and climate and associated hazards

� Ecosystems: Change and challenge

� Human options:

� World cities

� Development and Globalisation

� Contemporary conflicts and challenges

Unit 4: Geographical issue evaluation (20% of the total A2 marks)

This unit examines the synoptic links between the other geography units that have been studied. An advanced information booklet is pre-released 2 months prior to the exam to allow student research into the topic, which is then examined.


Opportunities for Higher Education:Geography students go on to study a very wide range of subjects at University as

geography is seen as both a science and an arts subject.

Career Opportunities:Qualifications in geography allow students to gain a career in many professional areas. Geographers are highly prized by employers as they have scientific, written and verbal skills. They have the ability to research, work independently and develop arguments. Traditional areas which have attracted geographers are cartography including GIS, retail management, town planning, countryside management and journalism.

History (AQA)

Entry:Open to students who have gained at grade B profile including either GCSE history or English language. Students who have studied history at GCSE would be at an advantage; however this is not a prerequisite for the course.

Overview:This two year course focuses on the 16th century; a period of great change in the history of Europe. There is also an opportunity to study another historical period for the coursework unit.

Unit descriptors:Unit 1: Change and Consolidation – The Reformation in Europe C.1500 – 1564 (25% of the total A2 marks)

Students will study an overview of religious change and development in sixteenth century Europe, looking at the emergence of differing forms of Protestantism and efforts to renew the Catholic Church and focusing on the impact of Luther. In the course of their study, students will develop their ability to explain, assess and analyse events. This unit will be assessed in a 1 hr 15 min examination in which students complete two essay questions.


Opportunities for Higher Education:History is useful for students planning to take higher-education courses in history, American studies, international relations and law. It is also recognised as important for developing research skills.

Career Opportunities:History A Level develops skills that can help you to enter many careers, some of which directly relate to history but many of which do not. These include law, journalism, broadcasting, civil service, teaching, police force, publishing, personnel work, banking, management, social work, insurance and accountancy.

Psychology (AQA)

Entry:Open to students who have gained at least a grade B in GCSE Psychology or at least a B grade in English Language and Science.

Overview:In this two year course, students will develop a broad knowledge and understanding of the core areas of psychology (social, cognitive, developmental, biological and individual differences) through a range of topics, chosen for their accessibility and popularity.

Unit descriptors:Unit 1: Cognitive psychology, developmental psychology and research methods (25% of the total A2 marks)

This unit is assessed by means of a written paper of 1.5 hours.

Unit 2: Biological psychology, social psychology and individual differences (25% of the total A2 marks)

This unit is assessed by means of a written paper of 1.5 hours.

Unit 3: Topics in psychology (25% of the total A2 marks)

Unit 2: Historical Issues: Periods of Change - The Church in England: the Struggle for Supremacy, 1529–1547 (25% of the total A2 marks)

Students will investigate the reasons for, and the extent of, change in the English Church and State in the years 1529 to 1547. In the course of their study, students will develop their ability to explain, assess and analyse events and also to evaluate a range of appropriate source material with discrimination.

This unit will be assessed in a 1.5 hour written examination in which students answer two essay questions, one of which will be based on the evaluation of historical sources.

Unit 3: – The State and the People: Change and Continuity (30% of the total A2 marks)

This is a synoptic unit. Students will need to establish historical patterns of change and continuity, and to select appropriate exemplars to illustrate similarities and differences across the whole period. This unit will be assessed in a 1.5 hour written examination in which students answer two essay questions.

Unit 4: Historical Enquiry (30% of the total A2 marks)

This is a coursework unit which requires students to examine a 100-year period of history. Students will be expected to produce a 3500 word historical investigation which demonstrates understanding of synoptic themes and an awareness of changing historical interpretations. In addition, students will be expected to produce a 500 word critical evaluation of the sources used in their historical investigation.

Assessment:One unit is assessed through coursework and three units are assessed by means of an externally set written examination paper.


Students study such topics as biological rhythms and sleep, perception, relationships, aggression, eating behaviour, gender, intelligence and learning and cognition and development. The unit is assessed by means of a written paper of 1.5 hours (Three essay style questions chosen from the eight topics)

Unit 4: Psychopathology, psychology in action and research methods (25% of the total A2 marks)

The topics covered include biological approach, behaviourism, social learning theory, cognitive, psychodynamic and humanistic approaches; comparison of approaches; debates in psychology; and methods in psychology, inferential statistics, and issues in research. The unit is assessed by means of a written paper of 2 hours.


Opportunities for Higher Education:Students of psychology go on to study a wide range of subjects at degree level including clinical psychology, forensics, counselling, health, occupational, sport & exercise and teaching and research.

Career Opportunities:There are now eight specialist areas of psychology that are recognised by the British Psychological Society that will lead to chartered status. These are clinical, forensic, educational, counselling, health, occupational, sport & exercise and teaching and research. The majority of chartered psychologists specialise in clinical but counselling and forensic psychologists are increasing in popularity. Most of these careers tend to involve working with clients on a one-to-one basis whilst others are more research based.

Religious Studies: Philosophy and Ethics (OCR)

Entry:Open to students who have gained at least a grade B in GCSE English language.

Overview:This is a two year course in philosophy from Plato to Freud concerning religion and ethics.

Unit descriptors:Unit 1: Philosophy of religion (25% of the total A2 marks)

This unit includes a basic knowledge of Plato and Aristotle, arguments for the existence of God from Descartes to Kant and the problems of religion and science. The unit is assessed by means of a written paper of 1.5 hours.

Unit 2: Religious ethics (25% of the total A2 marks)

This unit includes the ethical theories of Aquinas and Kant, Utilitarianism, and studies in applied ethics including medical ethics and war and peace issues. The unit is assessed by means of a written paper of 1.5 hours.

Unit 3: Philosophy of religion (25% of the total A2 marks)

This unit involves the study of religious language and experience from Plato to Wittgenstein. There are also studies on life and death from Hume to Richard Dawkins. The unit is assessed by means of a written paper of 1.5 hours.

Unit 4: Religious ethics (25% of the total A2 marks)

This unit involves the study of meta-ethics, free will and conscience from Augustine to Freud. There are studies in applied ethics concerning sexuality, environment and business. The unit is assessed by means of a written paper of 1.5 hours.



Opportunities for Higher Education:Students doing philosophy and ethics papers in religious studies can go on to study a wide range of subjects at degree level, including English literature, history, philosophy, law, sociology and anthropology as well as theology and religious studies.

Career Opportunities:An A Level in religious studies is highly valued in personnel work, education, librarianship, media and social services, including the police force. As with any subject in the area of humanities, students acquire a great range of skills such as analysis, interpretation, critical thinking and the ability to produce extended evaluative pieces of writing. These are skills very much appreciated in employment generally.

Sociology (AQA)

Entry:Open to students who have gained at least a grade B in either GCSE sociology or English language. Students who have studied sociology at GCSE would be at an advantage; however this is not a prerequisite for the course.

Overview:Sociology is the study of societies and the way that they shape people’s behaviour; beliefs, and identity. This two year course has been designed so that students will acquire a knowledge and understanding of central aspects of sociological thought and methods, together with the application of a range of skills that may be applied in other subject areas.

Unit descriptors:Unit 1: Families and households (20% of the total A2 marks)

For this unit students will study the role of the family in societies past and present, and also study how families and households are

changing. The unit is assessed by means of a written paper of 1 hour.

Unit 2: Education plus research methods (30% of the total A2 marks)

This unit will involve both the study of the sociology of education and of sociological research methods. Students will develop an understanding of the role and purpose of education, reasons for differences in achievement, subcultures in schools and the significance of educational policies. They will also study the various research methods used by sociologists and carry out small scale research projects of their own. The unit is assessed by means of a written paper of 2 hours.

Unit 3: Beliefs in society; global development or mass media (20% of the total A2 marks)

For this unit, students will study one of the following topics, which will be assessed by means of a 1.5 hour written paper. ‘Beliefs in Society’ looks at the sociology of religion. ‘Global Development’ considers sociological interpretations of the developed and developing worlds. ‘Mass Media’ looks at how the media affects and is affected by society.

Unit 4: Crime and deviance plus theory and methods (30% of the total A2 marks)

This is a synoptic unit, where students will be expected to show a knowledge and understanding of how crime and deviance in society links with sociological theories and research methods. The unit is assessed by means of a written paper of 2 hours.


Opportunities for Higher Education:Sociology is accepted for admission to a wide range of university degree courses in the social sciences (e.g. social policy, social work and education), the arts, humanities and business studies. It is also accepted for


training courses in health and social care, personnel management, leisure and tourism, journalism, the police and legal professions.

Career Opportunities:Sociology A Level can lead directly to a career in social work, nursing, the police force or other professions where an understanding of people is an asset. The skills it develops are also valued for a variety of professions from human resource management to journalism.


Cambridge TEC Level 3 Subsidiary Diploma/Diploma in IT (OCR)

Entry:Open to all students who have studied a Level 2 ICT course. Students wishing to do the Diploma (double) OCR award will need to select both the certi fi cate and diploma opti ons.

Minimum grade expectati ons for students would be MERIT achieved at OCR Level 2 in ICT.

Overview:The Cambridge TEC in IT encapsulates a wide range of vocati onal skills such and is an ideal foundati on for learners entering the workplace, providing students with a theoreti cal background reinforced with practi cal skills that transfer into the modern

Information & Communication Technology

The ICT department consists of a number of dedicated ICT suites, each containing up-to-date equipment including PCs, scanners, laser printers as well as a projector and interacti ve whiteboard. In additi on to this resource, open study areas, the library and a wireless network allow students to access their work both in and out of lessons. Brooke Weston invests heavily in soft ware to ensure that current, industry-standard soft ware can be used throughout Brooke Weston. Currently, Microsoft Offi ce 2010, Adobe CS5 Premium and a range of Serif soft ware is installed.

Courses off ered in ICT:

� Cambridge TEC Level 3 Introductory Diploma/Diploma in IT (OCR)

� BTEC Level 3 Nati onal Subsidiary Diploma/Diploma in Business (Edexcel)

Students make outstanding progress because of consistently high-quality teaching, teachers’ exemplary use of assessment, rigorous tracking, sharply focused interventi ons, and excellent support and guidance.– Ofsted 2011


workplace. It is delivered using a real world example in which learners provide viable solutions for a commercially realistic organisation. The diploma course has much more emphasis on the more technical side of IT than the introductory diploma and therefore would suit those with a genuine interest in IT.

Unit descriptors:Introductory Diploma: 6 units (Single Award) – equivalent to one A Level

The single award covers a range of core skills in the two mandatory units (Units 1 and 2). The optional units offered to complete this qualification are ones which, based on past experience, students find highly motivating.

Unit 1: Communication and employability skills for IT

This unit will equip students to use a variety of communication skills, and provide them with an understanding of the skills an employer wants and how to adapt the message to their audience.

Unit 2: Information systems

This unit demonstrates the types of information held in the workplace, how it can be used to gain a competitive edge and how it must comply with legislation.

Unit 6: E-commerce

Most businesses also operate on the internet; this unit gives students the opportunity to create an e-commerce strategy and the knowledge that underpins it.

Unit 12: Website production

A website can make or break a business; students will design, create and test a functioning website, including understanding architecture, design and security issues.

Unit 17: Interactive media authoring

Students will study the principles of interactive media before putting their creative skills to use by developing their own product.

Unit 18: Web animation for interactive media

Students will understand the skills that are required in the creation of an interactive animation that is designed to be delivered over the internet.

Assessment:This is a two year course, assessed internally by portfolios of equal weighting which are then externally moderated. There are no examinations. (Please note that there is a heavy coursework demand associated with this course). Students will not get any credit for completing only one year of this course.

Diploma: 12 units (Double Award) – equivalent to two A Levels

The double award covers a range of core skills in the two mandatory units. A large range of both specialist and optional units are offered, covering key areas of ICT, including computer games. IT systems and web-based work form a major part of this qualification. Students opting for double award, study the same six units of work as students following the single award plus:

Unit 3: Computer systems

This unit will provide students with an insight into the role of an IT support technician as they learn about working with software, including two types of operating systems.

Unit 5: Organisational systems security

Students will gain an understanding of the importance of securing organisational IT systems, the impact of the law and the application of security policies within the workplace.

Unit 9: Project planning with IT

Creating project plans, undertaking them and evaluating their success are the aims of this unit, which provides students with a valuable transferable skill.

Unit 10: Developing computer games

Students will gain an insight into the computer gaming industry as they understand


Unit descriptors:National Subsidiary Diploma - 6 units (Single Award) - equivalent to one A Level

The single award covers a range of core skills in the four mandatory units. The optional units offered to complete this qualification are ones which, based on past experience, students find highly motivating.

Unit 1: The Business Environment

Students will look at different types of business activity and ownership how they set strategic aims and objectives what at functional activities and organisational structure they have and at how external factors impact on business organisations. They will use real organisations and relate the theory learnt to these in a real world context.

Unit 2: Business Resources

Students will look at how human resources are managed, the purpose of managing physical and technological resources, how to access sources of finance and at how to interpret financial statements. Examples will be used throughout this module to enforce the taught theory.

Unit 3: Introduction to Marketing

Students will look at the concept and principles of marketing, how and why marketing research is conducted and used and how marketing techniques can be used to increase demand for goods and services. Real world examples will be researched and used to enable students a real life view of the theory.

Unit 4: Business Communication

Students will look at the importance of employing suitable people, how to communicate within organisations using appropriate methods, how different types of information can be processed and analysed and at how to present information effectively through the use of different media and medium.

the social impact of gaming and design, by developing and testing their own game.

Unit 14: Computer animation

Students will learn about different types of animation and how they can be used in different media; they will also create their own animation.

Unit 19: Spreadsheet modelling

Spreadsheets are an important tool in business; students will learn how to create a complex spreadsheet and use it to highlight information and solve problems.

Opportunities for Higher Education:Students of ICT go on to study a range of subjects at degree level. Many university courses offer ICT modules for which this course would assist.

Career Opportunities:ICT is a valuable subject over a range of careers. There are very few careers for which ICT would not be a useful supporting qualification.

BTEC Level 3 National Subsidiary Diploma/Diploma in Business (Edexcel)

Entry:Open to all students that have studied a Level 2 ICT course. Students wishing to do the Certificate (Double Award) BTEC award will need to select both the award and certificate options.

Overview:This is an applied course designed to cover aspects of eBusiness within the UK. Some of the units involve practical “hands-on” use of ICT packages. The course encompasses areas of business studies that overlap with areas of ICT. There are no examinations in this course.


Unit 28: Business Project Management

Students will develop a thorough knowledge and understanding of the role project management has in the development and introducti on of ICT projects. Students will study the stages of project management, how to carry out project planning, how to use project management tools for undertaking an ICT project, what project deliverables are and then to review the project.

Unit 29: Understanding Retailing

Students are introduced to the retail industry, where they understand diff erent areas of a business fi t together to create eff ecti ve retailers. Students will understand the diff erent types of stores and their functi on. Understand how retailing has created many opportuniti es to att ract customers and expand consumpti on.

Unit 30: Visual Merchandising in Retail

Students will introduced to how visual merchandising is used to promote the sale of goods, through a variety of techniques and making the best use of selling space in store.

Unit 36: Starti ng a Small Business

Students will look at how small businesses can be started, looking at how fi nancing is obtained through to common mistakes. Students will also look at the advantages small businesses have over larger businesses and methods employed to ensure success.

Unit 37: Understanding Business Ethics

Students are introduced to the concept of business ethics and the applicati on of ethical values to business behaviour. The topic applies to any aspect of business conduct, from boardroom strategies to how organisati ons treat their suppliers, to sales techniques, to accounti ng practi ces and to how they respond to wider issues of social concern such as sustainability. Ethics go beyond the legal requirements and are therefore, discreti onary. It is about how an organisati on does its business and how it behaves intrinsically.

Unit 12: Internet Marketi ng in Business

Students will study how internet marketi ng is diff erent to normal marketi ng and how certain techniques can lead to success of failure. Research will need to be carried out and examples used when justi fying the theory learnt.

Unit 34: Website Design Strategies

Students will research how diff erent website designs are used and why these lead to success of failure. Students will use real world research to back up their theory.

Nati onal Diploma – 12 units (Double Award) – equivalent to two A Levels

The double award covers a range of core skills in the four mandatory units. A large range of both specialist and opti onal units are off ered, covering key areas of Business, including eMarketi ng. Web-based work forms a major part of this qualifi cati on. Students opti ng for double award, study the same six units of work as students following the single award plus:

Unit 9: Creati ve Product Promoti on

Students get the opportunity to put together their own product promoti on, which allows them to ‘tap into’ their creati vity and provides a wide variety of learning experiences focusing on the delivery of other marketi ng techniques.

Unit 16: Human Resource Management in Business

Students will explore the importance of the human resources department for an organisati on, to an advanced level from Unit 2, covered in the Subsidiary Diploma (Single Award) unit.

Unit 17: Training in the Business Workplace

Students will be introduced to performance improvement in the workplace, through understanding the importance of staff training and development by identi fying training needs, translati ng these needs into training programmes, and evaluati ng their success.


Assessment:This is a two year course, assessed internally by portf olios of equal weighti ng which are then externally moderated. There are no examinati ons. (Please note that there is a heavy coursework demand associated with this course). Students will not get any credit for completi ng only one year of this course.

Opportunities for Higher Education:Students of ICT go on to study a range of subjects at degree level. Many university courses off er ICT modules for which this course would assist.

Career Opportunities:ICT is a valuable subject over a range of careers. There are very few careers for which ICT would not be a useful supporti ng qualifi cati on.


Overview:The two year course provides students with a thorough grounding in pure mathematics, mechanics and statistics which would support university applications not only for maths related subjects but also for engineering, science, and business studies courses. Two pure modules (C1 and C2) and one statistics module (S1) are studied in Year 12. Two more pure modules (C3 and C4) and one mechanics module (M1) are studied in Year 13 to complete the A2 course.

Unit descriptors:C1 Module: This takes elements of the GCSE syllabus and applies them to polynomials and coordinate geometry in more detail. All work is conducted without a calculator.

C2 Module: Students are introduced to basic differentiation and integration techniques, applying them to polynomials. Sequences and series are also investigated.

S1 Module: The techniques of single variable statistics are studied, including calculations

Mathematics

The Mathematics department gives students the opportunity to study mathematics in the Sixth Form and to prepare them for university and college courses which require a Post 16 qualification. The department is well equipped with resources to support students, including the use of software packages and PowerPoint presentations.

Courses offered in Mathematics:

� A Level Mathematics

� A Level Further Mathematics

Mathematics (OCR-MEI)

Entry:Students who have gained a grade A or A* in GCSE mathematics are ideally suited to the course. Students who have obtained a grade B in GCSE mathematics are advised to talk to their teachers and may be allowed to join the course but are advised that the level of algebra will be much more complex.

Behaviour is outstanding, both in classrooms and around the academy. – Ofsted 2011


Further Mathematics (OCR-MEI)

Entry:Open to students who have gained at least a grade A in GCSE mathematics. It is not possible to study this course without studying mathematics as well.

Overview:The two year course provides students with the opportunities to study some wider aspects of mathematics. Matrices and complex numbers are just two areas which are investigated on this course. The applied units studied are designed to develop logical problem solving through the use of algorithms and to study mechanics at a greater depth.

Unit descriptors:D1 Module: Explores the application of mathematical modelling to solve real life problems. This unit investigates using algorithms and linear programming to solve problems involving networks, e.g. computer, road, rail and telephone networks.

D2 Module: This module builds on topics introduced in D1. Extensive use of computer software is used in order to solve more complex problems. Applications range from solving ‘The Travelling Salesman Problem’, to the use of logic, switching and combinatorial circuits.

FP1 Module: Develops an understanding of the rigour and technical accuracy needed for more advanced studies of mathematics. This unit studies complex numbers and matrices for the first time, as well as building on proof and graphs that are studied in C1 andC2.

FP2 Module: Builds and extends students’ knowledge of pure mathematics and associated techniques. In this unit students learn to make appropriate use of graphical calculators, and investigate inverse trigonometrical and hyperbolic functions.

of averages and measures of spread. The Binomial Distribution is applied to the study of probability and hypothesis testing.

C3 Module: Functions are defined and investigated in detail including exponentials and logarithms. Further differentiation and integration techniques are studied and applied to more complex functions. There is a piece of coursework on numerical methods for solving equations.

C4 Module: Students learn how to apply trigonometric identities to solving problems. The binomial expansion and partial fractions are applied to functions in order to differentiate and integrate them. A short comprehension paper on a mathematical problem concludes this module

M1 Module: Newtonian mechanics is studied and applied to problems. There is a strong link to physics and problems involving simple forces and motion.

Assessment:All six units are assessed by means of an external examination paper however the module C3 has a coursework component equivalent to 20% of that module.

Opportunities for Higher Education:Students of A Level mathematics go on to study a wide variety of subjects at degree level, ranging from law to languages. It is recommended that students wishing to study sciences at university have at least an AS Level qualification in mathematics.

Career Opportunities:Mathematics is a highly regarded qualification in most professions. The skills of logical thinking and an analytical approach to problem solving are sought after in most managerial posts. Careers in mathematics, finance, science and engineering are open to students studying mathematics.


M2 Module: Students will build on the work of the mechanics 1 module by extending the range of concepts. The rigid body model is introduced for use in cases involving moments.

M3 Module: Students will build further on the concepts of mechanics 1 and mechanics 2. The students will be introduced to circular moti on and simple harmonic moti on and use calculus to solve problems with solid bodies.

Assessment:Each of the six units is assessed by means of an externally set writt en examinati on.

Opportunities for Higher Education:Further mathemati cs is a highly desirable qualifi cati on for students who which to study mathemati cs or engineering at university. It is oft en a requirement for those wishing to apply to Oxford or Cambridge.

Career Opportunities:Further mathemati cs is a highly regarded qualifi cati on in most professions. The skills of logical thinking and an analyti cal approach to problem solving are sought aft er in most managerial posts. Careers in mathemati cs, fi nance, science and engineering are open to students studying mathemati cs.


� A Level French

� A Level German

� A Level Spanish

German, French or Spanish (AQA)

Entry:Open to students who have gained at least a grade B in the relevant language at GCSE.

Overview:This course seeks to extend and develop the four skills learned at GCSE, namely Reading, Listening, Speaking and Writi ng. At the same ti me, and equally importantly, students are expected to develop their knowledge of the societi es in those countries where these languages are spoken and their understanding

Modern Foreign Languages

The Modern Foreign Languages department is situated in a suite of fi ve classrooms, all of which are equipped with data projectors and interacti ve whiteboards. In additi on, students have access to computers which can be used for both class work and private study.

The Department off ers A Level courses in Spanish, German and French and is fortunate in having an experienced staff including nati ve speakers in French, German and Spanish. The Department currently has the support of Language Assistants, who are able to give additi onal help with spoken language and conversati on in their respecti ve languages.

Each year, the department organises a series of trips to France, Germany and Spain. In previous years, students of French spent a week doing Work Experience in Britt any and there were also Sixth Form trips to Berlin and Barcelona. In recent years students of German at A-Level have att ended a one-week Language School course in Berlin, which has proved both popular and benefi cial in preparing for the Speaking examinati ons.

Courses off ered in Modern Languages:

Because teachers consistently have high expectati ons of what students should achieve, lessons proceed at a brisk pace using acti viti es that constantly engage and challenge them. – Ofsted 2011


Opportunities for Higher Education:The range of courses available to students with A-Level Languages has expanded greatly from the traditional honours degrees in one specific language and now includes such combinations as French and European Studies, Spanish with Law and even Bio-chemistry with German.

Career Opportunities:Recent research has shown that graduates with Modern Language degrees have the lowest level of unemployment of any discipline except medicine and education. In an increasingly globalised world, employers value not only the linguistic and communication skills, which are the backbone of the A level course, but also the ability to understand other cultures and alternative ways of thinking, which is an integral part of language study.

Modern Languages give graduates highly marketable skills and languages graduates develop careers in many sectors of the economy, including marketing, business and commerce, finance and banking, advertising, public relations, communications and transport.

of the problems and challenges that these societies face. In this context, students will find themselves discussing such diverse topics as immigration and racism, Europe and the environment or wealth and poverty in modern Europe.

Unit descriptors:Unit 1 AS: (35% of the total A2 marks)

The course is divided into four general topic areas, relating to:

The Media, including the role of advertising, television and communication technology in modern society;

Popular Culture, including discussion of trends in cinema, music and fashion;

Family Relationships, examining relationships within the family, marriage and other forms of partnership;

Healthy Living/Lifestyle, which looks at sport, holidays, health and well-being.

Unit 2 AS: (15% of the total A2 marks)

This is a fifteen minute Speaking test that covers the same topics as Unit 1.

Unit 3 A2: (35% of the total A2 marks)

For this Unit, students are expected to study two Cultural Topics relating to a target-language country and three additional subject areas relating to the Environment, Multiculturalism and Contemporary Social Issues.

Unit 4 A2: (15% of the total A2 marks)

This is a fifteen minute speaking test that covers the same topics as Unit 3.

Assessment:Units 1 and 3 are assessed by means of an externally set written examination that test students’ skills in Reading, Listening and Writing. Units 2 and 4 are assessed in the form of 35 minute speaking tests, which involve discussion and conversation on subjects related to the course.


� BTEC Level 3 Subsidiary Diploma in Music Technology (Production)

� BTEC Level 3 Subsidiary Diploma in Performing Arts (Musical Theatre)

Music (Edexcel)

Entry:Open to students who play a musical instrument to ABRSM (or equivalent) Grade 5 and above and who are able to read music. Students who have studied music at GCSE would be at an advantage; however this is not a prerequisite.

Overview:The course demands performing, composing, listening and analytical skills in almost equal measure. You will improve your skills in performing and composing in a range of styles. You will listen to a wide variety

Performing Arts

The Performing Arts department currently consists of four specialist teachers. There is also a strong and well-developed peripatetic provision within the school. The department offers a variety of extra-curricular activities for students and has established a regular concert programme which takes different ensembles to perform nationally, in collaboration with other groups.

Teaching takes place in a state-of-the-art purpose built Creative Arts and Media wing. There is a main music room to cater for practical music and extra-curricular rehearsals and a music technology suite that houses computers with a selection of music software. The department is also equipped with a recording studio. The 3 practice rooms and a larger ensemble room are all sound-proofed and benefit from being connected to the studio control room. This new interactive learning environment is a superb and exciting addition to Brooke Weston that aims to develop the learning experience of all performing arts students.

Courses offered in Performing Arts:

� A Level Music

Technology is used exceptionally well by both staff and students to enhance the learning and well being of all concerned. – Ofsted 2011


Unit 5: Composition and Technical Study (15% of the total A2 marks)

This unit has two sections: Composition and Technical Study. The composition section further develops students’ composition skills, leading to the creation of a final three minute piece in response to a chosen brief. The technical study section builds on the knowledge and awareness of harmony gained in Unit 3 through the medium of pastiche studies.

Unit 6: Analysing music (20% of the total A2 marks)

This unit focuses on listening to music, familiar and unfamiliar, and understanding how it works. Set works from the anthology provide the focus for much of the unit. Students will be expected to listen to a wide range of unfamiliar music which relates to two compulsory areas of study. Students will develop the ability to compare and contrast pairs of excerpts , contextualise music and identify harmonic and tonal features.

Assessment:There is a mix of assessment consisting of both practical skills and externally set written examination papers.

Opportunities for Higher Education:This A Level in music can lead to further study in music or performing arts in higher education at degree or HND level and may lead on to a career in the music industry.

Career Opportunities:Many students find that an A Level in music helps them to gain a career in performing, teaching, journalism, media and creative arts. It is also well noted that skills and personality traits developed through the practise of music (such as commitment, determination, teamwork, communication, time management, organisational skills and independent study) are desirable in a wide variety of professions.

of music and develop a more informed appreciation of how and why it was written and/or performed.

Unit descriptors:Unit 1: Performing Music (15% of the total A2 marks)

You can perform on any musical instrument or sing and you will have the opportunity to take part in ensemble performances as well as performing solo. You will perform one or two solo pieces of your choice, with or without accompaniment, lasting between five and six minutes. As part of the performing during the course, you will be expected to play one of your own compositions either as a soloist or as part of an ensemble or group.

Unit 2: Composing (15% of the total A2 marks)

This unit encourages students to develop their composition skills leading to the creation of a three-minute piece in response to a chosen brief. Students also write a CD sleeve note to describe the aspects of their final composition and explain how other pieces of music have influenced it.

Unit 3: Developing musical Understanding (20% of the total A2 marks)

This unit focuses on listening to familiar music and understanding how it works. Set works from an anthology provide the focus for the first two sections, through listening and studying scores. Students will learn to identify important musical features and social and historical context. Students will also use a score to identify harmonic and tonal features and then apply this knowledge in the completion of a short and simple passage for SATB.

Unit 4: Extended Performance (15% of the total A2 marks)

This unit gives students the opportunity to extend their performance skills as soloists and/or as part of an ensemble. Balanced performances can be in any style for any instrument and will be 12-15 minutes in duration.


BTEC Level 3 Subsidiary Diploma in Music Technology (Production) (Edexcel)

Entry:Open to students who have some musical ability or who are able to play a musical instrument or sing at some level. Students who have studied a music-related GCSE or equivalent qualification would be at an advantage; however this is not a prerequisite for the course.

Overview:This two year course is set to develop students’ awareness on how to produce a variety of musical recordings through the practical application and expansion of music technology skills. Students will experience the vocation of sound engineer with visits to professional studios and will study a variety of recording techniques and methods.

Unit descriptors:Unit 9: Delivering a Music Product

This unit will encourage students to undertake a range of roles in the studio as part of a team, with the aim of creating a product that satisfies current technical and creative trends whilst utilising the best of current technology by planning and creating an audio CD with a number of tracks.

Unit 14: Listening Skills for Music Technologists

The aim of this unit is to enable students to develop their listening skills, with a focus on the sonic and musical components particularly of interest to music technologists. Students will explore the potential of hearing by learning to listen actively instead of passively and will explore what it is that they need to be listening for and how sounds relate to each other musically and in the natural world.

UNIT 17: Marketing and Promotion in the Music Industry

The aim of this unit is to enable learners to develop their knowledge of the types of marketing strategies used by music organisations. Learners will then apply their learning to the marketing of a recording production or event.

Unit 25: Music Production Techniques

This unit will develop students’ awareness of the equipment and techniques used in recording studios to the extent that they can produce a complete studio recording. Students will be required to demonstrate every aspect of the recording process; setting up the chosen equipment to suit the musical situation, capture a range of musical sources for a multi-track recording and mix their recordings to a format suitable for distribution to a non-technical audience.

UNIT 29: Live Sound Techniques

The aim of this unit is to develop skills in the use of live sound reinforcement equipment. Learners will become familiar with the sound equipment used in a music venue and will set up a sound system, use outboard equipment and set up monitor mixes.

Unit 32: Sequencing Systems and Techniques

The aim of this unit is to develop students’ knowledge of music sequencing software and the transferable skills that facilitate the realisation of musical ideas in both audio and MIDI environments. Students will develop the skills to set up, use and discuss sequencing systems and techniques.



This unit focuses on the realisation of a rehearsed performance work to a live audience. Students will focus individual strengths in a performance role within the context of a theatrical performance. Students will gain a realistic experience of carrying out a defined performance role or roles, and of transferring and applying relevant performance skills.

Unit 9: Devising Plays (Optional Unit)

This unit requires students to engage with the devising process in a group context, thus allowing the group to choose their own subject or theme for the play. The process of creating the play will become the responsibility of the group who will need to share the necessary tasks that will result in a unique and original performance piece.

Unit 19: Principles of Acting (Optional Unit)

In this unit students will study key principles of acting using a range of techniques. Students will explore these principles both theoretically and practically and use the skills and techniques to develop characterisation and rehearse material for performance. The unit will also enable students to evaluate their rehearsal and performance processes and to consider the relative success of different acting styles in communicating with an audience.

Unit 25: The Practice of Directing Theatre (Optional Unit)

This unit will cover what a director actually has to do to ensure that a show arrives successfully on a stage at the agreed time. It deals with the processes involved from the selection and evaluation of a performance text, through the planning and preparation stages (liaising with key members of the production team) to the working with actors – from the casting period, through early rehearsals, to the final technical and dress rehearsal phase, leading to the first night and the run.

Opportunities for Higher Education:This BTEC in music technology can lead to further study in music technology at higher education or HND level and may lead on to a career in the music industry.

Career Opportunities:Many students find that a BTEC in music technology helps them to gain a career in sound engineering, recording, media, acoustic capture, sound manipulation, journalism and performing. It is also well noted that skills and personality traits developed through the practise of music (such as commitment, determination, teamwork, communication, time management, organisational skills and independent study) are desirable in a wide variety of professions.

BTEC Level 3 Subsidiary Diploma in Performing Arts (Edexcel)

Entry:Open to students who have gained at least a grade C in a dance, drama or music GCSE.

Overview:This two-year course is set to develop students’ ability to perform in a variety of performing arts styles. Students should have a vested interest in performing and will look to be developing their practical skills as a performer in possibly the three disciplines of singing, acting and dancing. Students should consider themselves to be ‘independent’ students. There is one mandatory unit that the students must complete and a range of optional units that are chosen in conjunction with the course tutor from the listed options. This allows for an individualised programme in students’ chosen disciplines of dance or drama.

Unit descriptors:Unit 7: Performing to an Audience (Mandatory Unit)


focus. Working as a contemporary dancer in performance, students will improve their confidence, develop interpretative skills and enhance their communication between audience and performer.

Unit 54: Dance Appreciation (Optional Unit)

In this unit students will view examples of choreography from a wide range of genres and styles that complement the rest of their course, so as to underpin the different styles, choreographic approaches and perhaps techniques covered. Students will reconstruct short extracts from those professional works.

Assessment:This is a two-year course, assessed internally by portfolios of equal weighting, which are then internally moderated. There are no examinations. (Please note that there is a heavy coursework demand associated with this course). Students will not get any credit for completing only one year of this course.

Opportunities for Higher Education:This BTEC in performing arts can lead to further study in performing arts at higher education or HND level and may lead on to a career in the performing arts industry.

Career Opportunities:Many students find that a BTEC in performing arts helps them to gain a career in dance, drama or music related performing. It is also well noted that skills and personality traits developed through the practise of performing arts (such as commitment, determination, teamwork, communication, time management, organisational skills and independent study) are desirable in a wide variety of professions.

Unit 32: Developing Physical Theatre (Optional Unit)

Students will have opportunities to try out different styles of physical theatre, to interpret both contemporary and traditional texts. They will learn how to create appropriate work for different kinds of audiences; for instance pieces made specifically for children and young people, based on fairy tales, contemporary issues and themes. However, the main feature of this unit will be the exploration and acquisition of the very broad range of skills that help a performer work in this field.

Unit 38: Dance Performance

This unit is performance based and will require students to perform work from the tutor, professional repertoire and their own work. They will explore at least two different dance styles performing in large groups to duos or trios. They will be required to attend regular technique classes, including those outside of class time, and rehearsals where they develop a range of physical and expressive skills.

Unit 40: Choreographing Dance (Optional Unit)

Throughout this unit there will be opportunities for creating original work, from students’ own ideas, to a choice of accompaniment. There will be chances to create dances for staged productions, musical numbers and dance showcases. Students are required to produce dance in more than one style and for different numbers of performers, from solos to small groups.

Unit 46: Applying Contemporary Dance Technique (Optional Unit)

This unit aims to give students the opportunity to recall combinations, sequences and phrases in order to build on movement memory and technical skills. Students will be encouraged to refine their skills as performers by challenging their movement memory and technical ability and extending their performance quality and


BTEC Level 3 Subsidiary Diploma in Sport (Edexcel)

Entry:Open to students who have an interest in or enthusiasm for sport. Students who have studied a sport-related GCSE or equivalent qualification would be at an advantage; however this is not a prerequisite for the course.

Overview:This two year course provides an introduction to a wide range of areas within the sporting sector. The course is taught through a practical and theoretical context and is suited to students looking to build a career in sport or to progress to Higher Education.

Unit descriptors:Unit 1: Principles of Anatomy, Pysiology and Fitness in sport

Physical Education

The Physical Education department has a wide range of resources that fully meet the needs of students studying physical education at both core and examination level. In practical areas, students have access to a fully equipped sports hall, dedicated fitness equipment , two Astroturf pitches, a high quality rugby pitch, a high quality football pitch, five tennis courts, three netball courts and access to theatre for dance activities. Work in the classroom is supported by the latest technology to ensure the curriculum is developed to meet the learning needs of all our students and in addition the curriculum is supported by visits to performance level facilities at local Universities, local sports facilities and professional clubs.

Courses offered in Physical Education:

� BTEC Level 3 Subsidiary Diploma in Sport

Students make outstanding progress as a result of mostly outstanding teaching and excellent monitoring and intervention strategies. – Ofsted 2011


learn how to apply advanced match analysis techniques to enhance performance.

Unit 6: Fitness testi ng for sport and exercise

This unit will give learners the skills and knowledge to safely and eff ecti vely select fi tness tests, carry them out and give feedback to an individual. The need for, and importance of, medical screening is covered. Sessions involve practi cal and theoreti cal elements.

Assessment:This is a two year course, assessed internally by portf olios of equal weighti ng which are then externally moderated. There are no examinati ons. (Please note that there is a heavy coursework demand associated with this course). Students will not get any credit for completi ng only one year of this course.

Opportunities for Higher Education:Students of sports studies go on to study a wide range of subjects at degree level including, physical educati on, recreati on management, sport science, teaching and social science.

Career Opportunities:The BTEC in sport will help students gain a career in all sports related vocati onal fi elds including, exercise and fi tness, coaching and teaching, sports development and sports and leisure management.

This unit explores the structure and functi on of the skeletal, muscular, cardiovascular and respiratory systems and how each responds to exercise. To complete the unit each of the three energy systems used by athletes are examined in detail.

Unit 2: Assessing risk in sport

This unit analyses and promotes the culture of health and safety in sport. Students will study the key areas of Nati onal Health and Safety Guidelines and in additi on will construct eff ecti ve risk assessments to facilitate the planning of safe sporti ng acti vity.

Unit 3: Fitness training and programming

The fi rst part of this unit analyses the skill related and physical fi tness requirements of a range of sporti ng acti viti es. The second part of the unit involves students in planning, performing and evaluati ng an eff ecti ve fi tness training programme.

Unit 4: Sports coaching

This unit analyses the roles, responsibiliti es and skills of successful sport coaches. It requires students to compare and contrast the methods of high performing coaches and also to plan, deliver and analyse practi cal coaching sessions.

Unit 5: Practi cal individual or team sports

This unit is delivered in a practi cal context. Students will study the skills, rules and tacti cs of two individual or team sports of their choice. During this module students will


Science

Salters-Nuffield Biology (EDEXCEL)

Entry:Open to students who have gained at least a grade B on higher papers in either GCSE additional science or GCSE biology.

Overview:The course provides an exciting, innovative approach to teaching and learning biology. It achieves this by developing ideas and concepts which are taught through contemporary topics, designed to motivate students, in the context of real life applications of biology. Examples of the use of basic biological principals are taken from the contexts of health and everyday living, technology and the environment. The course is supported by an exclusive, dedicated website, multimedia resources and course texts. Online specifically designed activities are available to support learning in each

The Science department has a large number of subject specialists and is supported by a team of technicians. Learning takes place in a block of ten modern purpose built laboratories. All laboratories provide excellent facilities including built in video and Internet access and interactive white boards. There are two preparation rooms enabling the department to be fully stocked with the chemicals and equipment needed for Post 16 courses. The sciences are a very popular choice amongst Sixth Form students.

Courses offered in Science:

� A Level Biology (SNAB)

� A Level Chemistry (Salters)

� A Level Physics (Advancing)

� Cambridge TEC Level 3 Subsidiary Diploma in Health and Social Care

Brooke Weston Academy provides students with an outstanding education. – Ofsted 2011


Comprises of two topics. Topic 7 – Run for your life and Topic 8 – Grey matter.

This involves the study of ATP, glycolysis, anaerobic/aerobic respiration. Control and functioning of the heart, ventilation and cardiac output, homeostasis, impact of exercise on the body, hormonal coordination, brain structure and development, imbalances in brain chemicals and the human genome project.

Unit 6: Practical Biology and Investigative skills (10% of the total A2 marks)

Students complete a written report of an experimental investigation which they have devised and carried out.

Assessment:Two units are assessed through coursework and four units are assessed by means of an externally set written examination paper.

Opportunities for Higher Education:Biology is often an essential requirement for higher education courses in medicine, dentistry, agricultural sciences, anatomy, animal sciences, biochemistry, biological sciences, biotechnology, ecology, genetics, food science, microbiology, natural sciences, occupational therapy, physiotherapy and veterinary science.

Career Opportunities:Careers directly related to biology include conservation officer, lab technician, science writer, botanist, environmental health officer, research, teaching and biological sales. Many other careers are open to biology graduates such as law, journalism, librarianship, museum work and publishing.

topic as well as those to develop and support maths and ICT skills.

Unit descriptors:Unit 1: Lifestyle, transport, genes and health (20% of the total A2 marks)

Comprises of two topics. Topic 1 - Lifestyle, health and risk and Topic 2 - Genes and Health.

This involves the study of the structure and function of carbohydrates, lipids, proteins and cell membranes. Passive and active transport. Structure of DNA/RNA. Replication, protein synthesis, Monohybrid inheritance, gene mutations and gene therapy.

Unit 2: Development, plants and the environment (20% of the total A2 marks)

Comprises of two topics. Topic 3 – The voice of the genome and Topic 4 – Biodiversity and natural resources.

This involves the study of cell structure and ultrastructure, meiosis, genotype and environmental influence, stem cell research, biodiversity, adaptations and natural selection, taxonomy, transport of water in plants and uses of plant products.

Unit 3: Practical biology and research skills (10% of the total A2 marks)

Students write a report of between 1500 and 2000 words either of a visit or an area of biological interest.

Unit 4: The natural environment and species survival (20% of the total A2 marks)

Comprises of two topics. Topic 5 – On the wild side and Topic 6 – Infection, immunity and forensics.

This involves the study of photosynthesis, energy transfer, evidence for global warming, evolution through natural selection and speciation, nutrient recycling, DNA profiling and PCR, structure of bacteria and viruses, infectious diseases

Unit 5: Energy, exercise and co-ordination (20% of the total A2 marks)


Salters Chemistry B (OCR)

Entry:Open to students who have gained at least a grade B on higher papers in either GCSE additional science or GCSE chemistry.

Overview:The course provides an exciting, innovative approach to teaching and learning chemistry. It achieves this by developing chemical ideas in the context of real-life applications of chemistry. Examples of the use of basic chemical principals are taken from the contexts of industry, everyday life and the environment. The course is supported by a comprehensive set of student materials. The chemical ideas and skills are developed by means of a storyline, leading to activities which include laboratory practical work, research activities, group discussions, data analysis and applications of ICT. The course has been designed to build up understanding of chemical ideas in a gradual way, meeting a concept in more than one unit.

Unit descriptors:Unit 1: Chemistry for life (15% of the total A2 marks)

This involves the study of the Chemistry of Life and Developing Fuels.

Unit 2: Chemistry of natural resources (25% of the total A2 marks)

This involves the study of Elements from the Sea, The Atmosphere and Polymer Revolution. The unit serves to bridge the gap between GCSE and A level.

Unit 3: Chemistry in practice (10% of the total A2 marks)

Students are assessed on their practical work in five skill areas: competence, measurement, analysis and evaluation, observation and interpretation.

Unit 4: Chemistry of materials (15% of the total A2 marks)

This involves the study of What is in a Medicine?, The Materials Revolution, The Thread of Life and The Steel Story.

Unit 5: Chemistry by design (20% of the total A2 marks)

This involves the study of Agriculture and Industry, Colour by Design, The Oceans and Medicines by Design.

Unit 6: Chemistry individual investigation (15% of the total A2 marks)

Students carry out a single practical investigation taken from any aspect of chemistry.


Opportunities for Higher Education:Chemistry is almost always an essential requirement for higher education courses in: medicine, dentistry, agricultural sciences, animal sciences, biochemistry, biological sciences, biotechnology, chemical engineering, chemical physics, earth sciences, geology, human sciences, materials science, ecology, genetics, food science, microbiology, natural sciences, pharmacology, occupational therapy, physiotherapy, pharmacy and veterinary science.

Career Opportunities:These are many and varied and include subject related opportunities as well as those which rely on the processes met during the study of chemistry related subjects such as Law.

Advancing Physics (OCR)

Entry:Open to students who have gained at least a grade B on higher papers in either GCSE additional science or GCSE physics. If a student wishes to study a physics-related


There are two coursework tasks in the A2 half of the advanced GCE course. One is a major practical investigation and the other is a piece of individual research.


Opportunities for Higher Education:Physics is very useful for courses in architecture, all types of engineering, computer science, instrument physics, materials science, mineral sciences, telecommunications science and technology.

Career Opportunities:These are many and varied and include subject related opportunities as well as those which rely on the processes met during the study of physics related subjects. Qualified physicists are highly valued by a surprising range of employers.

Cambridge TEC Level 3 Subsidiary Diploma in Health and Social Care (OCR)

Entry:Open to students who have gained at least a grade C in both GCSE English language and a science.

Overview:This two year course leads to a Level 3 National Certificate in Health, Social Care and Early Years, equivalent to one A Level. It provides a sound basis for those wishing to follow a career in health, social care or child care, and develops skills and understanding that are directly relevant to these careers. This course is not considered on its own a suitable route for those interested in gaining a nursing qualification.

subject at university it is recommended that mathematics is also chosen.

Overview:The course provides an exciting, innovative approach to teaching and learning physics which is relevant to the modern world outside. It was developed by the Institute of Physics and is very well resourced including specially designed text books, CD ROMs and an Internet site.

Unit descriptors:Unit 1: Physics in action (15% of the total A2 marks)

This unit involves the study of modern images, sensing the real world electronically, digital signalling, testing materials and looking at their microscopic structure.

Unit 2: Understanding processes, experimentation and data handling (25% of the total A2 marks)

This unit involves the study of waves and quantum behaviour and then mapping space and time.

Unit 3: Physics in Practice coursework unit (10% of the total A2 marks)

This unit involves two pieces of coursework – a practical investigation called the Quality of Measurement plus Physics in Use which is a presentation on the use, properties and structure of a material.

Unit 4: Rise and fall of the clockwork universe (15% of the total A2 marks)

This unit involves the study of the very big (space and the whole universe) and the very small (molecules and energy).

Unit 5: Field and particle pictures (25% of the total A2 marks)

This unit involves the study of electromagnetic machines, the fundamental particles of nature and include nuclear fusion and fission.

Unit 6: Researching physics coursework (10% of the total A2 marks)


Career Opportunities:The skills and knowledge acquired through study for the certificate can lead directly to employment in health work, social work and “early years” occupations.

Unit descriptors:In order to achieve the full Certificate, students complete 4 mandatory units and 2 optional units.

The mandatory units are:

Unit 1: Working to quality practice in care settings

Unit 2: Working with service users in care settings

Unit 3: Behavioural awareness in care

Unit 4: Applied practical care in settings

The two optional units studied will be:

Unit 5: Advanced First Aid and Health and Safety

Unit 25: Child development


Opportunities for Higher Education:Students who achieve this qualification will be prepared to enter a variety of HND or degree level courses in health, social care and early years care-related subjects.

For example, a student achieving an OCR Level 3 National in Health, Social Care and Early Years, supported by a suitable A level subject, and wishing to progress to further qualifications in the health sector may undertake a qualification in one of the following areas: professions allied to medicine, complementary healthcare, sports health, dietetics. Similarly, a student wishing to progress to further qualifications in the social care sector may undertake a degree in social work at age 21+, NVQs to become home care organisers, teaching assistants, or working with people with disabilities.


FAQs – Post 16

options day will allow you to attend subject presentations by departments to give you a feel for the subjects you are considering. You will also get the opportunity to attend a fifteen minute consultation session with your parent/guardian and a senior member of staff to ensure the choices made are the most appropriate for you and your future aspirations.

When do I have to attend?You should be in school from 08:30 until 16:05 every day in term time. You can arrive earlier (from 07:00) and stay later until 18:00 Monday-Thursday. Access is also possible during the holidays although access to certain areas may be restricted at times due to maintenance work.

Do we have to attend assembly and tutor time?Every day, you will be expected to attend your tutor time and an assembly. As a Sixth Form student you will attend both whole school assemblies in the Weston Theatre and individual Sixth Form Assemblies in the Lecture Theatre.

Will all the courses listed in this booklet take place?We hope to be able to offer all the courses listed in this booklet. However, if there are insufficient numbers to allow a course to run then we will endeavour, where possible, to offer an alternative. There may also be some changes to the offering as a result of staffing and timetabling constraints and changes made to specifications by the Awarding Bodies.

Is it possible to select two subjects from the same option block?Lessons in the same option block take place at the same time so it not possible to, for example, take two subjects in option block A. Where possible, we try to construct the blocks to maximise the choice and to suit the largest proportion of students. Unusual combinations of subject can result in a “clash” in this way.

When will I have to make my final option choices?Your final choices do not have to be made until you have your GCSE results. The Post 16


Is there anywhere to buy refreshments during the day?The coffee shop is open during the day until 16:30 (excluding breakfast and lunchtimes). There are a range of snacks and refreshments that can be purchased using cash. These must be consumed in the coffee shop. Please note that it is not possible to leave site during the day to purchase food and drink.

What happens if I have a driving lesson during school time?When you reach the age to begin driving lessons you may arrange these during a non-contact lesson(s). These should not be arranged during timetabled lessons.

How do my parents get a message to me?If anyone needs to contact you during the day, they should ring the main reception and leave a message. Your name will appear on the screen so you can collect the message. If the message is urgent, a member of the administration staff will attempt to locate you if you are timetabled to be in lesson.

How often will my parents be informed of my progress?You will receive an interim report at the end of each term. In addition to this, you will get a tutor report once in each year. We hold a parents’ consultation week and a parents’ consultation evening during the course of the academic year.

What after school clubs are available to Sixth Formers?There are a wide range of post 16:05 clubs and activities to take part in. As well as sports clubs and teams, there are offerings from different departments. A full list of current activities can be accessed on our website. They are also listed on the LCD screens each day.

Is there a Sixth Form common room?In line with our ethos, there is no Sixth Form common room. All the facilities are shared by all who work at Brooke Weston.

Are Sixth Formers allowed to leave during the day?It is not possible to leave during the day unless you have a medical appointment or driving lesson. In both cases, a note from your parent/guardian will need to be shown to your tutor and reception in order to gain exit

Will I be able to take part in the residential programme?Students in Year 12 are able to take part in our varied residential programme which occurs each year at the beginning of July. We offer a range of active and cultural trips. Past trips have included water-based activities in Spain, mountain-based activities in the Alps, trips to Berlin, Barcelona, Paris, New York, Greece, Italy, London and a French chateau.

Is it possible to use my own laptop on the internal network?It is possible to use your own laptop on our network. There is a requirement to sign up to a set of terms and conditions to allow this to happen. Certain restrictions will be placed on what you are able to do. We reserve the right to remove this facility at any time in order to maintain the security of the network.

Where will I store all my personal property during the day?You will be allocated a locker where you will be expected to store all your personal belongings during the day. It is not possible to carry a bag around with you. You will need to provide your own padlock in order to secure your belongings in your locker.

Am I allowed to use my mobile phone?Mobile phones cannot be used inside the building. They should be switched off before entering and stored securely in your locker.


Is it possible to resit any GCSEs in the Sixth Form?Brooke Weston is able to support you, if necessary, to resit your GCSEs in English language and/or mathematics.

What advice is available to me in choosing a university course or career after the Sixth Form?Tutors, the Head of Year 12 and the careers advisor are all available to assist you in making choices. You will be guided and helped through the UCAS application process at every stage. Guest speakers will come to talk to you in assemblies, part of the tutorial programme will be devoted to this and you will have individual consultations with the careers advisor during your time in the Sixth Form.

Am I allowed to use an iPod or other MP3 player?Sixth Form students are allowed to use an iPod or other MP3 player when they are in an independent study lesson in the library or a study area. Students are not allowed to walk around listening to music.

What ICT facilities are available to me when I am not in lessons?We are lucky to have many ICT facilities for your use. The first point of call should be the library where there are banks of computers dedicated for Sixth Form use. Laptops can also be borrowed for use around the building on the wireless network. Study areas can also be used for work.

How will I access the ICT facilities?You will be issued with a unique username and password. This will give you access to our network, filtered Internet access and to your personal email account.

Who do I go to if I have a problem?There are many people to help you if you have a problem. In fact, anyone will be prepared to help or to point you in the right direction. Curriculum issues should be addressed to your teacher or to the Head of Department. Pastoral issues should be referred to your tutor. The Head of Year 12 is also able to help with any issues you might have.

What happens if I am unhappy with my subject choices after a short period of time?If you decide early during the first term of Year 12 that you may have made the wrong choices, you should discuss this initially with your subject teachers, tutor and Head of Year 12. In most cases, you will be able to change course without too much difficulty although, of course, you would need to catch up on work missed from the new course.


How to find Brooke Weston

Notes

For more information please visit: www.brookeweston.org

Any further questions please contact us on: 01536 396366

Brooke WestonCoomb Road Corby Northants NN18 8LA

Documents

Post-16 Prospectus 2012