Post 16 Prospectus

For Academic Year 2009 -10

Table of Contents3 Principal’s Message

4 Brooke Weston Sixth Form

5 The Brooke Weston Diploma

15 TheCreativeandDigitalArtsCentre

15 Routesofstudy

16 Art

Art and Design (OCR) ............................................ 17Photography (OCR) ............................................... 18National Certificate in Art and Design (OCR)......... 19

21 BusinessStudies

Business Studies (OCR).......................................... 21Economics (AQA) ................................................... 22National Certificate in Travel and Tourism (OCR) .. 24

26 Design&Technology

Product Design (3D Design) (AQA) ........................ 26

28 English

English Language (AQA) ........................................ 28English Literature (AQA) ........................................ 29English Language and Literature (AQA) ................. 31Drama and Theatre Studies (Edexcel) ................... 32Media Studies (OCR) ............................................. 33

35 Humanities

Geography (AQA) .................................................. 35History (OCR) ..................................................... 36Psychology (AQA) .................................................. 38Religious Studies: Philosophy and Ethics (OCR) .... 39Sociology (AQA) ................................................... 40National Certificate/Diploma in ICT (OCR) ............ 41National Award/Certificate in Business (eBusiness Software) (Edexcel) ............................................... 43

46 Mathematics

Mathematics (OCR-MEI) ....................................... 46Further Mathematics (OCR-MEI) .......................... 47Accounting (OCR) .................................................. 49

50 ModernForeignLanguages

German, French or Spanish (AQA) ........................ 50Certificate in Business Language Competence in French (OCR) ..................................................................... 52

53 PerformingArts

Music (Edexcel) ..................................................... 53National Award in Music (Performing) (Edexcel) .. 55National Award in Music Technology (Recording) (Edexcel) ................................................................ 56

58 PhysicalEducation

National Award in Sport (Edexcel) ........................ 58

60 Science

Salters-Nuffield Biology (EDEXCEL) ....................... 60Salters Chemistry B (OCR) ..................................... 62Advancing Physics (OCR) ....................................... 63National Certificate in Health, Social Care and Early Years (OCR) ........................................................... 64

65 FAQs–Post16

67 HowtofindBrookeWeston

68 UsefulInformation

Principal’s Message 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 recognised that students receive an outstanding quality of education in our Sixth Form. Furthermore, alongside the high levels of student attainment, they particularly mention “the high levels of care, support and guidance ... the quality of this support is exceptional, going well beyond the taught curriculum and the taught day. Students make a strong contribution to their learning community and set an excellent example to others”.

Our expectations are that students will work hard and be able to take full advantage of the expertise and commitment of our staff. We will provide high quality teaching within an excellent learning environment with first-class ICT facilities. 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 first choice course. Brooke Weston has an impressive record of sending students to the finest institutions of higher education each year; every year it sends students to Oxford and Cambridge universities. Staff will give you their full support and advice in preparing you for your future beyond secondary education. The Sixth Form also provides students with a wealth of opportunities for self development and a range of extra-curricular activities, 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 final two years of secondary education 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

Brooke Weston Post 16 Prospectus 20096

Brooke Weston Sixth FormSupporting your Learning - Enhancing your opportunitiesAt 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 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, a senior member of staff, 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.

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 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

Brooke Weston Post 16 Prospectus 2009 7

universities. These courses include Nationals and Applied A Levels. It is entirely appropriate for some students to take a mix of academic and applied courses.

The Brooke Weston DiplomaAs 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 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.

WhytheBrookeWestonDiploma?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 demonstrate a breadth to your skills and experience.

Structure of the DiplomaThe 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.

CoreAcademicStudiesStudents 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. 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.

ALevelCourses AppliedCourses

Accounting

Art and Design

Biology

Business Studies

Chemistry

Drama and Theatre Studies

Economics

English Language

English Literature

English Language and Literature

French

Further Mathematics

Geography

German

History

Mathematics

Media Studies

Music

Philosophy and Ethics

Photography

Physics

Product Design (3D Design)

Psychology

Sociology

Spanish

Art and Design

Business Language Competence

eBusiness

Health, Social Care and Early Years

ICT

Music Technology (Performing)

Music Technology (Recording)

Sport

Travel and 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 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:

� Duke of Edinburgh Award

� Engineering in Education Scheme

� French Work Experience

� Health and Social Care Work Experience

� Level 2 Award in Community Sports Leadership

� Lower School Mentoring

� Masterclass Classroom Assistants

� Music

� Northamptonshire Voluntary Youth Action

� Professional Placement

� Sport

� Young Enterprise

Wednesdayafternoonoptions:

Duke of Edinburgh Award:The Duke of Edinburgh award aims 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. The timescale for the


programme can be as short as six months or can run until the individual reaches their 25th birthday. The four areas within the award (five at Gold level) are assessed by external trainers and then confirmed by the regional office.

At Gold level, we can offer advice and guidance for all five areas of the award and put students in touch with the regional office, which set up open expeditions and residential packages. For additional information please see the website: http://www.theaward.org/

Health and Social Care Work Experience:As part of the Health and Social Care course, students are required to undertake a period of work experience in a care setting of their choice. In the past this has included nurseries, primary schools, nursing homes, a care home for people with eating disorders and various departments at the local hospital. Whilst undertaking their placement, students are expected to observe care workers performing everyday tasks in the care setting as well as interacting themselves with the service users.

The purpose of this is to develop the student’s communication skills in a formal setting and also to allow them to see how the theories they learn in class are applied in real life situations. In order to develop a thorough understanding of the work placement, students are asked to undertake their placement on a weekly basis for a minimum of a year, although many students choose to stay with one placement for the whole two year course.

Level 2 Award in Community Sports Leadership:The award gives people aged 16 and over the skills needed to lead groups in safe sporting and recreational activity. 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 a practical course with an emphasis on learning by doing. The course involves 35 hours of tutored time and an additional 10 hours of voluntary leadership experience that all students must complete. It is accredited by Sports Leaders UK. The course can lead onto a Level 3 Award in Higher Sports Leadership, which involves 90 hours of tutored time and 30 hours of voluntary work.

Lower School Mentoring:Students are able to gain experience in mentoring younger students particularly those in Year 7, in a range of subjects to support their development and University or career objectives. Students with an ambition to progress into the healthcare or teaching sector find this opportunity invaluable. Mentoring can be for Year 12 only or for the full two years of Sixth Form study.

Northamptonshire Voluntary Youth Action:Brooke Weston has close links with Northamptonshire Voluntary Youth Action, which promotes and supports volunteering amongst young people between the ages of 13 and 24 in the Northamptonshire area. Students who are involved in activities associated with volunteering such as working with charitable organisations (e.g. Beavers, Brownies or Age Concern), on community projects, coaching sports or completing a Duke of Edinburgh Award for example, can gain a nationally recognised certificate.

Last year our students became very involved in the ‘Green Patch’ initiative, a community-based social enterprise in Kettering. This offers a real contrast with academic studies, offering hands-on experience in conservation work, organic agriculture and horticulture.

Professional Placement:In addition to subject associated work experience, we encourage students to undertake their own work experience, particularly for their chosen profession. A key component of any UCAS application for medicine, dentistry, law and veterinary science is work experience; ideally over a period of time. 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.


Sport:For those interested in sport, our Physical Education department runs various sports teams competing in leagues and tournaments. This year our boys’ football team is competing in the ESFA Under 18s National Cup and our Rugby team in the Daily Mail Under 18s National Cup; both are also competing in their sport’s Under 17s County Cups. We also have girls’ Basketball and Netball teams competing in the Kettering and Corby Under 18s Leagues.

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.

Young Enterprise:Young Enterprise is a nationally run scheme which gives students the opportunity to set up and run their own business.

In addition to the practical experiences associated with setting up a business (selling shares, voting in directors, allocating roles) students will also be expected to work together to run their business on a day-to-day basis (developing, promoting and selling new products, recruiting and training workers and keeping accurate financial records).

Students taking part in the scheme will be expected to commit themselves to attending one meeting per week, plus a number of hours per week (between October and March) in which they complete more practical tasks, such as producing their products or devising promotional materials.

There is a Young Enterprise competition which takes place in March with students competing against other schools in the area. They will produce a display of their products, make a presentation to judges and write a formal business report. In addition to the chance to win a prize in this competition, students are also free to decide what to do with any profit that they make. In previous years, students have donated their profits to charity, paid themselves a wage and treated themselves to a day at a theme park.

Participation in Young Enterprise is highly regarded by both university admissions officers and employers, particularly graduate recruiters for major PLCs.

AvailableactivitiesinadditiontotheWednesdayafternoonprogramme:

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.

French Work Experience:This is a one week stay in France, during which students are found work experience placements in various workplaces, ranging from primary schools to radio stations. This is not a compulsory part of the A Level French course as it has to be funded by the student themselves. However, in practice, the majority of A Level students take part in it


during their Year 12, as they recognise the value it provides for their language development. There is no accreditation or assessment.

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 2008-09, we offered art, drama, humanities, ICT, mathematics, media studies 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.

Music:The Music 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 too

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 Chamber Choir The Senior 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

Senior Clarinet Group The Senior Clarinet Group brings together the advanced 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

Saxophone Group The Saxophone Group brings together all of the Saxophone players to rehearse and play music. It is open to students of all standards and ages

Junior Clarinet Group The Junior Clarinet Group brings together all the clarinet players who have not yet reached the standard to be involved with the Senior Clarinet Group. It is open to students of all ages and abilities

The Music department arranges performances by the above 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. 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.

HigherStudiesThese 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.

Advanced Extension Awards (AEA)The AEAs are designed to:

� Challenge the top 10 percent of students nationally in each subject

� Ensure that the most able students are tested against standards comparable with the most demanding to be found in other countries

� Help differentiate between the most able students

� Included in the UCAS tariff: 40 points for Distinction and 20 for a Merit

� Test students’ depth of understanding and their ability to think critically and creatively

� Test students’ ability to demonstrate an understanding of the connections between different elements of the subject

� Require no additional teaching content

� Have an external assessment of 100%

Brooke Weston will support your study towards an AEA in Year 13 of the Sixth Form by either providing an additional lesson of study or by assisting you in studying off-site at an approved centre. Awards in the following subjects will be offered:

� Biology - AQA

� Business - OCR

� Chemistry - AQA

� Critical thinking - OCR

� Economics - AQA

� English - OCR

� French - OCR

� Geography - WJEC

� German - CCEA

� History - Edexcel


� Irish - CCEA

� Latin - OCR

� Mathematics - Edexcel

� Physics - CCEA

� Psychology - AQA

� Religious studies - Edexcel

� Spanish - Edexcel

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:WhoistheDiplomaaimedat?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:WhywouldIwishtostudyforaBrookeWestonDiploma?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:WhatistheRussellGroupofuniversities?A: The Russell Group is an organisation of the research-lead universities, including 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 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 Russell Group of universities tend to be those with the most demanding entry requirements.

In 2004/5, Russell Group Universities accounted for 65% (over £1.8 billion) of UK Universities’ research grant and contract income, 56% of all doctorates awarded in the United Kingdom and over 30% of all students studying in the United Kingdom from outside the EU. In the 2001 national Research Assessment Exercise, 78% of the staff in Grade 5 departments and 57% of the staff in Grade 4 departments were located in Russell Group Universities and in 2004/5 Russell Group Universities were allocated approximately 64% of the total quality-related research funding (QR) allocated by the Funding Councils.

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.

http://www.russellgroup.ac.uk/


The Creative and Digital Arts CentreIn September 2008, Brooke Weston became an Academy. As part of our conversion to an Academy, we received a £4.5m capital grant from the Department of Children, Schools and Families in order to enhance the teaching and learning facilities we have. This has resulted in the building of our Creative and Digital Arts Centre.

The new centre offers a range of purpose built state-of-the-art facilities which enable us to enhance our curriculum in the following subject areas: dance, drama, food technology, media and music. The development includes specialist music teaching rooms which facilitate the teaching of both traditional music and music technology; a suite of music practice rooms; and a state of the art recording studio. Two large studios have been built for dance and drama. The dance and drama studios also benefit from their own changing areas in the centre. A state-of-the-art media and TV recording studio with specialist ICT facilities supports the delivery of the media courses.

The creation of the centre has been an exciting opportunity in our development which allows us to continue to extend and improve both the curriculum and the teaching and learning in these subject areas. As a Sixth Form student joining Brooke Weston, you would benefit from these facilities both in terms of the taught curriculum and extra-curricular opportunities.

Routes of studyBrooke 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 and OCR Nationals; 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 eBusiness; Health, Social Care and Early Years; ICT; Music (Recording); Music (Performing); Sport; and Travel and Tourism using this qualification.

In mathematics (accounting) and English (literature and language) we also offer applied courses which although A Levels, take a more applied approach of study. They are examined using a mixture of internal coursework and external examinations.


Art The Art department offers three exciting Post 16 courses; A Level Art and Design, A Level Photography and an OCR National Certificate in Art and Design. 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 4 spacious classrooms each containing a vast wealth of subject specific equipment. The ceramics room houses 2 large kilns with a capacity for split level firing 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 can also be experimented with in this department. 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 feature to the Art department with 2 colour printers, one of which is A3-sized and all computers are installed with the CS3 Photoshop package. The graphics room holds a number of computers; here keen draughtsmanship is augmented by technology to thrust students into the cutting edge world of advertisement and design.

Photography students will find a new haven in their photography suite; the generously sized darkroom is fully fitted out and contains 8 enlargers for the development of black and white photography. The photography room also accommodates 12 computers with the CS3 Photoshop package, scanners and an interactive whiteboard. The department also benefits from the use of state-of-the-art digital SLR cameras as well as numerous digital and manual cameras, all of which can be borrowed for student use at any given time.

Courses offered in Art:

� A Level Art and Design

� A Level Photography

� Level 3 National Certificate in Art and Design

“I like having the

opportunity to be creative

and express myself whilst

producing work for my

course.”


Art and Design (OCR)

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

Overview:Four units to be studied over a 2 year period; 2 coursework units and 2 controlled assignments. At the end of each year, students will hold an exhibition open to the public.

Unit descriptors:

Unit1:Coursework(30%ofthetotalA2marks)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 themes 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.

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.

Unit2:Thecontrolledassignment(20%ofthetotalA2marks)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.

Unit3:Coursework(30%ofthetotalA2marks)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.

Unit4:Controlledassignment(20%ofthetotalA2marks)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 15 hours of controlled conditions 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 the end of year exhibition in term 4. 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 end of year exhibition in term 4 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,

“This is a general foundation in all

aspects of art and design. It’s a course

that encourages you to be more

independent in your work.”


illustration, photography, media studies, fashion design, fashion journalism, art history, art theory, product design and advertisement amongst others.

Career Opportunities:There is a wealth of career opportunities following art-based A Levels and involving 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. Students who have studied photography at GCSE would be at an advantage; however this is not a prerequisite for the course.

Overview:Photography contains 4 units over a 2 year period; 2 coursework units and 2 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.

Unit descriptors:

Unit1:Coursework(30%ofthetotalA2marks)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.

Unit2:Controlledassignment(20%ofthetotalA2marks)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.

Unit3:Coursework(30%ofthetotalA2marks)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.

Unit4:Examination(20%ofthetotalA2marks)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.

“ The best bit of photography is the

creativity involved; not only taking

photographs but learning to enhance

them as well.”


Assessment:The final assessment of students’ work in Year 12 will take place during the end of year exhibition in term 4. 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 take place during the end of year exhibition in term 4 by an externally set 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.


National Certificate 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 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 design sector.

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 this qualification. At the end of each year, students will hold an exhibition open to the public. They will lead the display of their art work and the advertisement of the event to celebrate their achievements.

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

The mandatory units 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. The units cover the following areas:

� Graphic Design (Design Technology)

“The course structure allows us to

develop our own areas of interest and

work in a variety of media.”


� 3D Design (Design Technology)

� Fashion (Textiles based)

� Fine Art

Assessment:Students can achieve an OCR National Certificate in Art and Design (Level 3) at grades Pass, Merit and Distinction; this is equivalent to one A Level. The final assessment of students’ work in Year 12 will take place during the end of year exhibition in term 4. The assessment in Year 13 will take place during the end of year exhibition in term 4 by an externally set moderator. (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: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.



Business StudiesThe Business Studies department consists of four subject specialists with experience of both teaching and working in industry. In addition to the range of A Level courses available, the department also has a link with the University of Northampton which provides students with the opportunity to complete an undergraduate degree module in Enterprise alongside their Sixth Form studies. 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

� A Level Economics

� Level 3 National Certificate in Travel and Tourism

Business Studies (OCR)

Entry:Open to students who have gained a profile of B grades at GCSE. Students who have studied GCSE business studies or leisure and tourism would be at an advantage; however these are not prerequisites for the course.

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:

Unit1:Anintroductiontobusinessstudies(20%ofthetotalA2marks)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 a combination of short-answer and data-response questions.

“These courses give a

general grounding in

business and how modern

companies operate in the

21st century.”


Unit2:Businessfunctions(30%ofthetotalA2marks)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.

Unit3:Marketing(20%ofthetotalA2marks)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.

Unit4:Strategicmanagement(30%ofthetotalA2marks)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.

Economics (AQA)

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

Overview:This two year course encourages students to develop an interest and enthusiasm for economics and its contribution to the wider economic and social environment; an understanding of a range of concepts and acquire an ability to use these concepts in a variety of different contexts; an enquiring, critical and thoughtful “economist’s mind” and practise skills, qualities and attitudes which will equip them for the challenges, opportunities and responsibilities of adult and working life.

“ It’s quite a general subject; you need

to know the theory and once you do

then it’s quite commonsense.”


Unit descriptors:

Unit1:Economics:marketsandmarketfailure(25%ofthetotalA2marks)Students will learn how to apply their economic knowledge and skills to a variety of “real life” economic situations. This could include investigating questions as diverse as “who pays for global warming?”, “why is it important to build more houses in the UK?”, and “is a smoking ban the most effective way to reduce cigarette consumption?”

This unit is assessed by means of an objectives test (multiple choice) and the completion of one data response question during a 1 hour 15 minute examination.

Unit2:Economics:thenationaleconomy(25%ofthetotalA2marks)Students will have the opportunity to find out about how the UK government attempts to solve problems such as inflation and unemployment through setting taxes and managing interest rates. As budding economists, students will be able to consider how effective different policies might be and will have the opportunity to devise their own economic policies.

This unit is assessed by means of an objectives test (multiple choice) and the completion of one data response question during a 1 hour 15 minute examination.

Unit3:Economics:businesseconomicsandthedistributionofincome(25%ofthetotalA2marks)Students will use their economic knowledge to challenge economic models as a means of explaining and evaluating the way that firms operate in the real world. Students will also learn about the labour market and the factors that influence relative wages, poverty and the distribution of income and wealth. In addition to considering the UK economy, students also consider how economic policy can be related to global and EU contexts.

This unit is assessed by the completion of two data response questions and one essay question. The examination will take the form of a 2 hour paper. This is a synoptic unit.

Unit4:Economics:thenationalandinternationaleconomy(25%ofthetotalA2marks)During this unit students will acquire a good knowledge of trends and developments in the UK economy over the past ten years. They will also gain an appreciation of the ways in which developments in the United Kingdom economy can be related to both global and EU contexts.

This unit is assessed by the completion of two data response questions and one essay question. The examination will take the form of a 2 hour paper. This is a synoptic unit.


Opportunities for Higher Education:Economics and related subjects make up the largest range of higher education courses available at universities and colleges. Economics makes an excellent qualification to support applications for almost any course because of its practical value in the workplace.

Career Opportunities:Many students find their A Level in economics helps them gain a career in the financial sector, business, local government or teaching. Similarly, the skills that are developed through the study of economics, particularly analysis and evaluation, are marketable in a wide variety of professional areas.

“It’s about finance and policy; from how

countries work all the way down to

grass roots level, seeing how companies

work.”


National Certificate in Travel and Tourism (OCR)

Entry:Open to all students.

Overview:This is a two year course equivalent to one A Level. It enables students to gain an understanding of the travel and tourism industry. Students will develop six portfolio pieces on topics such as customer service and living and working overseas. 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 Humanities department.

Unit descriptors:

Unit1:ThetravelandtourismindustryThis unit provides students with a broad introduction to the travel and tourism industry, investigating key developments, its importance to the UK economy and the range of employment opportunities available.

Unit2:TravellocationsworldwideStudents will select a wide range of worldwide travel locations to investigate, from the UK seaside to all-inclusive Caribbean resorts. They will identify the main features that make these popular destinations as well as considering how different types of holiday appeal to different types of customer.

Unit3:MarketingtravelandtourismThis unit encourages students to discover the importance of marketing to the travel and tourism industry. They will learn how to use some key marketing tools (such as SWOT analysis) as well as understanding what market research methods are used in the travel and tourism industry.

Unit4:CustomerserviceandsellingskillsCustomer service and selling skills are particularly important in this industry. This unit provides students with the opportunity to select a particular business in the travel and tourism industry and evaluate its customer service. Students will also be able to demonstrate and practice their own customer service and selling skills in a variety of role play situations.

Unit5:HumanresourcesThe nature of the travel and tourism industry means that human resource planning is especially important, since a significant amount of employment in the industry is seasonal. Students will research ways in which travel and tourism organisations manage their human resources and find out about the different

stages of the recruitment process. Students will gain practical experience of the interview process and have the opportunity to develop their skills as both an interviewer and an interviewee.

Unit6:LivingandworkingoverseasThis unit enables students to develop the knowledge and understanding of the opportunities and legal requirements for working overseas. They will investigate the range of employment opportunities available overseas, as well as considering practical issues such as legal requirements and health and safety. They will also spend time considering the cultural differences experienced by UK citizens working overseas.

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)


“It’s a general introduction to the world

of travel and tourism. Focussing on the

travel industry is fun.”


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 human resources 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.


Design & TechnologyThe DT department recently underwent an extensive refurbishment. The newly refurbished department offers: two well-equipped workshops; a specialist electronics room; excellent ICT facilities that include CAD/CAM; and a dedicated textiles suite. These new 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)

Product Design (3D Design) (AQA)

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

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:

Unit1:Materials,componentsandapplication(25%ofthetotalA2marks)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 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.

“The course comprises

a manufacturing project

where we make items from

resistant materials. There’s

also an exam.”


Unit2:Learningthroughdesigningandmaking(25%ofthetotalA2marks)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.

Unit3:Designandmanufacture(25%ofthetotalA2marks)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.

Unit4:Designandmakingpractice(25%ofthetotalA2marks)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.

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.

“We make things out of wood, metal

or plastic. We can make what we want;

things like coffee tables and children’s

furniture.”


EnglishThe 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 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 aspects of all the A Levels we offer.

Courses offered in English:

� A Level English Language

� A Level English Literature

� A Level English Language and Literature

� A Level Drama and Theatre Studies

� A Level Media Studies

English Language (AQA)

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

Overview:This course provides students with a natural progression from their GCSE study of English language. This 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.

“English at A Level is

engaging, practical and

very useful for everyday

life. The courses allow you

to broaden your knowledge

and build upon aspects of

English you have already

learned.”


Unit descriptors:

Unit1:Categorisingtexts(30%ofthetotalA2marks)Students will commence their studies by completing basic 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.

Unit2:Creatingtexts(20%ofthetotalA2marks)In this unit students will be encouraged to develop their own writing skills, producing writing in different genres and styles and for different audiences and purposes. Coursework length will be between 2500 – 3500 words.

Unit3:Developinglanguage(30%oftotalA2marks)Students will build on the textual analysis skills acquired at AS Level. They will also tackle two new language focuses. Students will examine Language Acquisition and Language Change.

Unit4:Investigatinglanguage(20%ofthetotalA2marks)Students are able to develop their own interests gained from the source 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


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 encourages students to take responsibility for their own learning and gives them a strong grounding in the academic principles relating to working with data.

Career Opportunities:Many students find that their A Level in English language helps them to gain 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 areas. Some areas which have traditionally attracted English language students include advertising, marketing and PR, arts administration, library and information management, the legal profession the media.

English Literature (AQA)

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

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.

“We learn how the English language is

used in a wide variety of texts and get a

chance to do our own writing.”


Unit descriptors:

Unit1:Textsincontext(30%ofthetotalA2marks)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.

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.

Unit2:Creativestudy(20%ofthetotalA2marks)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.

Unit3:Genrestudy(30%ofthetotalA2marks)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.

Unit4:Comparativestudy(20%ofthetotalA2marks)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.


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.

“We analyse texts ranging from modern

novels to Shakespeare plays.”


English Language and Literature (AQA)

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

Overview:This course provides a full and coherent integration of literary and linguistic study in each of the four units. It offers students an accessible and stimulating course in which they will engage with a variety of spoken and written texts. The course is suitably demanding, leading students beyond the levels expected at GCSE towards an independence in analysing and commenting on texts, thus providing a firm foundation for study in higher education. An attractive feature of the specification is the opportunity it provides students to respond creatively to texts, both in coursework and examined units.

Unit descriptors:

Unit1:Introductiontolanguageandliteraturestudy(30%ofthetotalA2marks)This is essentially a textual analysis unit. It will be assessed by means of an open book examination. The paper will supply thematically linked texts to analyse, concentrating on context. These will be unseen texts. Students work also with an anthology provided by AQA, which also provides thematically linked texts, which may be literary or non-literary.

Unit2:Themesinlanguageandliterature(20%ofthetotalA2marks)Working from a choice of set texts, students will complete two coursework tasks:

Part A (1200-1500 words) – students will select and analyse extracts from the chosen texts. They will work on a theme prescribed by the exam board.

Part B (500-800 words) – students will produce a piece of creative writing which builds on the themes from Part A.

Unit3:Talkinlifeandliterature(30%ofthetotalA2marks)Students will have the opportunity to study with a focus on spoken language. It will be assessed by means of a closed book examination. They will study one play in detail and will be required to answer a question in the exam based on an extract from that play. The focus will be on language and dramatic effects. The second part of the exam will look at one transcript and one literary text on the same theme. Students will be required to compare the two texts.

Unit4:Texttransformation(20%ofthetotalA2marks)Students will choose two texts from a prescribed list and transform them into different genres. They will then need to complete a commentary to evaluate their production work.

Part A – Transformation(s) 1500 – 2500 words

Part B – Commentary(s) 1000 – 2000 words


Opportunities for Higher Education:Students of English language and literature can progress from this course onto a degree course in either language or literature. Similarly, this A Level provides excellent grounding in degree level courses such as sociology, humanities, creative writing, journalism and media studies.

“This course links up all we’ve learned

about both language and literature.”


Career Opportunities:Many students find that their A Level in English language and literature helps them to gain a career in publishing, teaching, journalism and the media. Similarly, the skills you develop through the study of English language and literature are marketable in a wide variety of professional areas. Some areas which have traditionally attracted English language and literature students include advertising, marketing and PR, arts administration, library and information management, the legal profession the media.

Drama and Theatre Studies (Edexcel)

Entry:Open to students who have gained at least a grade B in GCSE English literature and/or drama.

Overview:This course provides an opportunity to study plays from the point of view of director, designer, performer and critic. The qualification is designed to enable students to obtain a knowledge and understanding of the language of drama and theatre as well as to improve their performing and analytical skills. The skills and knowledge acquired in Year 12 is developed in Year 13, allowing students to apply what they have learned in their own creative work. This course requires that students attend numerous live performances.

Unit descriptors:

Unit1:(20%ofthetotalA2marks)Exploration of two play texts. This is internally assessed through practical workshops, coursework and a theatre review.

Unit2:(30%ofthetotalA2marks)Externally assessed performance of both a monologue/duologue and a professionally published play, in front of an audience.

Unit3:(20%ofthetotalA2marks)Internally assessed devised performance in front of an identified audience. Notes on both the development process and evaluation are also assessed.

Unit4:(30%ofthetotalA2marks)Externally assessed written exam on one set play text and one prescribed historical period of theatrical development.

Assessment:Students are assessed both internally and externally on their practical and written work throughout the two years; this is followed by a written examination in the summer of Year 13.

Opportunities for Higher Education:Students will devise, perform and interpret, operating at a highly intellectual level as well as a highly skilled practical level. Students completing the two year course will have a thorough understanding of drama and theatre, highly toned analytical

and creative skills and an ability to communicate effectively with others. This course will provide an advantage for students wishing to study the performing arts at degree level; however the skills gained will also benefit students pursuing any course at higher education.

Career Opportunities:Following the completion of this course, students may progress into employment in the performing arts sector.

“Great theatre trips and practical

projects - what more could you want?”


Media Studies (OCR)

Entry:Open to students who have a grade B profile, including English language/literature. 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 enabling students to use and produce such media in their coursework.

Unit descriptors:

Unit1:Foundationportfolioinmedia(25%oftotalA2marks)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.

Unit2:Keymediaconcepts(Drama)(25%oftotalA2marks)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

Unit3:Advancedportfolioinmedia(25%oftotalA2marks)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 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 Powerpoint; a blog or website; a podcast; a DVD with extras.

Unit4:Criticalperspectivesinmedia(25%oftotalA2marks)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


“ You learn about media ownership,

the history of major media companies

and so much more. It’s extremely

worthwhile.”


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.


HumanitiesThe Humanities department offers 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 interactive whiteboards, video / DVD players and laptop computers. 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 offered in Humanities:

� A Level Geography

� A Level History

� A Level Psychology

� A Level Religious Studies: Philosophy and Ethics

� A level Sociology

Geography (AQA)

Entry:Open to students who have a grade B profile 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 residential and day field trips to a variety of locations.

Unit descriptors:

Unit1:Physicalandhumangeography(35%ofthetotalA2marks)Students will study rivers, floods and management; population change, coastal environments, and energy issues or food supply issues.

Unit2:Geographicalskills(15%ofthetotalA2marks)Students will study cartographic, graphical, ICT and statistical skills based on fieldwork investigations.

“There’s five different

subjects in Humanities

so there’s something for

everyone; whether they’re

interested in people, places

or how we view the world

around us.”


Unit3:Contemporarygeographicalissues(30%ofthetotalA2marks)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: Geography fieldwork investigation OR Geographical issue evaluation (20% of the total A2 marks)

Geographical fieldwork investigation: Students take their fieldwork folder into the exam and use this to analyse and evaluate their own data and results in response to the questions set.

Geographical issue evaluation: 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 (OCR)

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.

“ Compared to GCSE, this is quite hands-

on. We go on field trips and residentials

to study a range of geographical

features.”


Unit descriptors:

Unit1:Britishhistoryperiodstudy:HenryVIIItoMaryI,1509-1558(25%ofthetotalA2marks)Students will study the reigns of Henry VIII, Edward VI and Mary I of England, and will be expected to demonstrate a knowledge and understanding of the nature of Tudor government and of the domestic, religious and foreign policies of the three monarchs and their ministers. In the course of their study, students will develop their ability to explain, assess and analyse events. This unit will be assessed in a 1.5 hour written examination in which students answer two essay questions.

Unit2:Europeanandworldhistoryenquiries:TheGermanReformation,1517-1555(25%ofthetotalA2marks)Students will study the ideas and impact of Martin Luther in 16th century Germany. They will develop skills in comparing and evaluating source material for this topic. These skills will be assessed in a 1.5 hour written examination.

Unit3:Historicalinterpretationsandinvestigations(20%ofthetotalA2marks)This is a coursework unit. Students complete 2 extended essays of up to 2000 words in length each. One essay focuses on interpretations of historical evidence and the other focuses on constructing an argument based on independent investigation of the same topic area. There will be some opportunity for students to choose the question they wish to investigate.

Unit4:Historicalthemes:rebellionanddisorderundertheTudors,1485-1603(30%ofthetotalA2marks)This is a synoptic unit which requires a broad overview of social discontent in England under the Tudor monarchs. 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 2 hour written examination in which students answer two essay questions.

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

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.

“ I like the fact that it links us back to the

past and you can see how things like the

church and state have developed over

time.”


Psychology (AQA)

Entry:Open to students who have gained at least a grade B in GCSE English language and maths, and grade A in GCSE 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:

Unit1:Cognitivepsychology,developmentalpsychologyandresearchmethods(25%ofthetotalA2marks)This unit is assessed by means of a written paper of 1.5 hours.

Unit2:Biologicalpsychology,socialpsychologyandindividualdifferences(25%ofthetotalA2marks)This unit is assessed by means of a written paper of 1.5 hours.

Unit3:Topicsinpsychology(25%ofthetotalA2marks)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)

Unit4:Psychopathology,psychologyinactionandresearchmethods(25%ofthetotalA2marks)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.

“ I find this really interesting; it’s just a

different way of thinking about things

and I now look at things analytically.”


Religious Studies: Philosophy and Ethics (OCR)

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

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

Unit descriptors:

Unit1:Philosophyofreligion(25%ofthetotalA2marks)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.

Unit2:Religiousethics(25%ofthetotalA2marks)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.

Unit3:Philosophyofreligion(25%ofthetotalA2marks)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.

Unit4:Religiousethics(25%ofthetotalA2marks)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.

“ I like the fact that it links us back to the

past and you can see how things like the

church and state have developed over

time.”


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:

Unit1:Familiesandhouseholds(20%ofthetotalA2marks)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.

Unit2:Educationplusresearchmethods(30%ofthetotalA2marks)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.

Unit3:Beliefsinsociety;globaldevelopmentormassmedia(20%ofthetotalA2marks)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.

Unit4:Crimeanddevianceplustheoryandmethods(30%ofthetotalA2marks)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 other sociological topics, such as the family and the media, in addition to showing knowledge of sociological theories and research methods linked to crime and deviance. 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, 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.

“It’s all about looking at society; seeing

how we all fit together and interact with

each other.”


Information & Communication TechnologyThe ICT department consists of five dedicated ICT suites, each containing up-to-date equipment including PCs, scanners, laser printers as well as a projector and interactive whiteboard. In addition 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 software to ensure that current, industry-standard software can be used throughout Brooke Weston. Currently, Microsoft Office 2007, Adobe CS3 Premium and a range of Serif software is installed.

Courses offered in ICT:

� Level 3 National Certificate/Diploma in ICT

� Level 3 National Award/Certificate in Business (eBusiness Software)

National Certificate/Diploma in ICT (OCR)

Entry:Open to all students who have studied a Level 2 ICT course.

Overview:This is a new, applied course developed as an alternative to other courses that focus heavily on theory. By studying this course, students will work on a range of practical units, covering such diverse areas as multimedia, spreadsheets, graphics, databases and collaborative working.

Unit descriptors:

NationalCertificate–6units(singleaward)–equivalenttooneALevelThe 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.

“These are 21st century

qualifications that

students should find

motivating, interesting

and relevant.”


Unit1:BusinesscommunicationusingICTThis unit looks at how businesses can use different methods of communication to effectively disseminate information. Students also need to create a variety of these in order to fulfil a real world scenario such as business letters, presentations and agendas.

Unit2:CollaborativeworkingStudents will develop a thorough knowledge and understanding of collaborative working to produce a final product.

Students will plan a project as part of a group, investigate ICT tools to support collaborative working, investigate how search engines work carry out research for the group project, create the allocated part of the group task containing information from a range of sources, work collaboratively with others to review the results of the research and produce the final product and then review and evaluate the project and collaborative tools used.

Unit3: Problem solvingStudents will choose a problem to investigate and using statistical methods, aim to solve this problem by collecting and interpreting real world data. This will then lead to the students drawing appropriate conclusions from their data.

Unit4: Creating a digital showcaseThis unit involves choosing a real world need for an educational piece of software, designing It then implementing, testing and analysing it. Students need to employ a range of skills Including the editing and creating of multimedia elements such as sounds, video, animation and interactive quizzes.

Unit20: Web authoring Students will develop a thorough knowledge and understanding of how to plan, design and build a functional website. Students

will analyse existing websites to help their website design, how to effectively plan the creation of a website that is fit for purpose, how to build a website they have designed, they will then test, upload the website to the

Internet and evaluate the website they created.

Unit24:InternetpastpresentandfutureStudents will develop a thorough knowledge and understanding of the growth, use and possible future development of the Internet. This includes looking at the reasons for the growth of the Internet, the current features of the Internet and how to use them, the moral, ethical, social and commercial implications of the Internet and the future developments of the Internet.

NationalDiploma–12units(doubleaward)–equivalenttotwoALevelsThe double award covers a range of core skills in the four mandatory units. A large range of both specialist and optional units are offered, covering key areas of ICT, including computer games. Graphics 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:

Unit5:AdvancedSpreadsheetsStudents will develop a thorough knowledge and understanding of designing and using spreadsheets to process numerical data. They will design a spreadsheet then create it according to the design ensuring they use advanced spreadsheet features. Then they will use the spreadsheet to process numerical data and present required information. Finally they will produce user documentation and technical information and test the spreadsheet.

Unit15:ArtandanimationforcomputergamesBy completing this unit students will develop a thorough knowledge and understanding of practical skills in the conception and creation of art and animation for use in computer games. Students will need to analyse the principle components of game art, then produce concept art for a game project, recognise the technical constraints associated with the creation of game art then create a simple 3D game level containing a simple game character.

Unit16:ProgrammingforcomputergamesStudents will develop a thorough knowledge and understanding of the concepts and practice of programming for computer games at an introductory level. Students will demonstrate an understanding of programming principles and analyse game-specific code examples and describe professional programming languages and development tools and entry level systems for hobbyists. They will also need to demonstrate an understanding of games

“I’ve grown up with computers and have

been using one since I was five so they’re

an essential part of life now. They’re the

future.”


programming practice and specialist areas and describe the principles and practice of game prototyping and small scale development using authoring tools. They will plan a simple game demonstration using a game authoring system or simple programming language with the aim to produce a simple working game demonstration using a game authoring system or basic programming language.

Unit17:ComputergamesproductionStudents will develop a thorough knowledge and understanding of the production and project management for computer games projects. Students will need to describe the functions of a computer games development team, define the role of the producer within the development team, investigate the stages of games development , develop an understanding of the role of the publisher in game development and create a production plan for the development of a computer game title.

Unit18:ComputergamestechnologyStudents will develop a thorough knowledge and understanding of the ongoing evolution of computer games technologies. Students will compare and contrast major console platforms, analyse games related PC technologies, compare and contrast hand-held or mobile devices, describe game development tools and technologies, explore current technical challenges for computer games and investigate and describe future developments.

Unit26:ProjectManagementStudents will develop a thorough knowledge and understanding of the role project management has in the development and introduction 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.

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. Students wishing to do the Diploma (double) OCR award will need to select both the certificate and diploma options.

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.

National Award/Certificate in Business (eBusiness Software)

(Edexcel)

Entry:Open to all students that have studied a Level 2 ICT course.

Overview:This is a new, 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 descriptors:

NationalAward-6units(singleaward)-equivalenttooneALevelThe 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.


Unit1:ExploringbusinessactivityStudents 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.

Unit2:InvestigatingbusinessresourcesStudents 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.

Unit3:IntroductiontomarketingStudents 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.

Unit4:Effectivepeople,communicationandinformationStudents 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.

Unit33:WebsiteproductionandmanagementStudents will design an interactive website complete with all interactive elements, create the website they have designed using their designs, understand factors that influence website

performance and understand the constraints and problems relating to the production and use of websites.

Unit34:DigitalgraphicsandcomputersStudents will look at the hardware and software that is required to work with graphics and understand types of graphic images compression methods and file formats. They will then design a variety of graphics and use editing tools to edit and manipulate technically these complex images they have designed they will need to meet the user requirements for the graphics that have been designed and created.

NationalCertificate–12units(doubleaward)–equivalenttotwoALevelsThe double award covers a range of core skills in the four mandatory units. A large range of both specialist and optional units are offered, covering key areas of eBusiness, including eMarketing. Web-based work forms 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:

Unit29:IntroductiontotheInternetandeBusinessStudents will look at what the internet is and how it was created, they will then explain how the internet can be used and use this information to perform research on different types of businesses and how they use the internet and what they do to remain competitive. Finally students look at how what businesses could do to improve their business use of the internet.

Unit35:AdvancedDatabasesStudents will look at what databases are, then decide on a business to create to design and create a database on before finally populating and testing the database operates to suit the end user.

Unit30:WebsitedesignstrategiesStudents will research how different website designs are used and why these lead to success of failure. Students will use real world research to back up their theory.

Unit12:InvestigatingInternetMarketingStudents will study how internet marketing is different to normal marketing and how certain techniques can lead to success of failure. Research will need to be carried out and examples used when justifying the theory learnt.

“ In eBusiness we learn how to make

web pages and look at all aspects of

business to do with the Internet. It’s very

in-depth.”


Unit37:StartingasmallbusinessStudents will look at how small businesses can be started, looking at how financing 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.

Unit32:OrganisationalSystemsSecurityStudents will study the vulnerabilities of IT systems within businesses and what precautions and steps can be taken to alleviate and minimize these areas. Students will also need to show a real world appreciation of existing security threats and action that could be taken to solve these.

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. Students wishing to do the Certificate (double) award will need to select both the award and certificate options.

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.


MathematicsThe 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.

As well as the traditional AS and A2 in Mathematics and Further Mathematics, we are also offering students the opportunity to study Accounting.

Courses offered in Mathematics:

� A Level Mathematics

� A Level Further Mathematics

� A Level Accounting

Mathematics (OCR-MEI)

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

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:C1Module– 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.

C2Module– Students are introduced to basic differentiation and integration techniques, applying them to polynomials. Sequences and series are also investigated.

“Studying maths can help

you in lots of other subject

areas as well; it combines

well with subjects like

business, economics and the

sciences.”


S1Module– The techniques of single variable statistics are studied, including calculations of averages and measures of spread. The Binomial Distribution is applied to the study of probability and hypothesis testing.

C3Module– 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.

C4Module– 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

M1Module– 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.

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:D1Module– 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.

D2Module– 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.

FP1Module– 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 and C2.

“In maths you do different modules. You

have the core modules and then applied

ones like mechanics and statistics.”


FP2Module– 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.

M2Module– 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.

M3Module– Students will build further on the concepts of mechanics 1 and mechanics 2. The students will be introduced to circular motion and simple harmonic motion and use calculus to solve problems with solid bodies.

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

Opportunities for Higher Education:Further mathematics is a highly desirable qualification for students who which to study mathematics or engineering at university. It is often a requirement for those wishing to apply to Oxford or Cambridge.

Career Opportunities:Further 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.

“ In further maths you cover a broader

range of subjects and it’s more in depth;

it’s to do with patterns.”


Accounting (OCR)

Entry:Open to students who have gained at least a grade C in GCSE mathematics.

Overview:This two year course enables students to develop an understanding of the importance of effective accounting information systems and the limitations of these considering current financial issues and modern business practices. Students will consider the purpose, principles, concepts and techniques of accounting and develop their skills in numeracy, communication, ICT, application, presentation, interpretation, analysis and evaluation in an accounting context. In addition to developing a capacity for critical thought, students will develop an appreciation of economic, legal, social, environmental and technological influences on accounting decisions.

Unit descriptors:

Unit1:Accountingprinciples(20%ofthetotalA2marks)This introduces students to the basic concepts and principles of accounting. Students are expected to use the double entry system of bookkeeping to produce final accounts. They will change asset value, and classify expenditure when producing a Balance Sheet, Trading Account and Profit and Loss Account.

Unit2:Accountingapplications(30%ofthetotalA2marks)Students will build on the ideas introduced in unit one. They will learn to correct errors, produce revised balance sheets and complete control accounts for debtors and creditors. This unit will introduce a variety of organisations and explains the accounting role in each of them.

Unit3:Companyaccountsandinterpretation(20%ofthetotalA2marks)This unit specifically deals with the preparation of final accounts for a limited company. Students will develop their accounting skills further and produce a Cash Flow Statement. The unit will also develop the students understanding of how organisations are financed and the analysis and interpretation of accounts.

Unit4:Managementaccounting(30%ofthetotalA2marks)This unit will explore how accounting can be used by an organisation. Students will be expected to produce a cash budget, calculate the value of stock and investigate costing within an organisation. Students will discuss at length the social implications of decision making.


Opportunities for Higher Education:The course provides an excellent foundation for further study of accountancy at pre-professional and professional levels.

Career Opportunities:The course provides an excellent foundation for students wishing to pursue a wide range of careers in business management. They will find the management accounting, reporting and interpretation skills of great benefit.

“ If you want to have a career in

business or accounting then this seems

like an obvious choice.”


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

The Department offers A Level courses in Spanish, German and French and is fortunate in having an experienced staff including two French native speakers and one native German speaker. The Department currently has the support of a Spanish and a Senegalese Assistant who are able to give additional help with spoken language and conversation.

Courses offered in Modern Languages:

� A Level French

� A Level German

� A Level Spanish

� Certificate in Business Language Competence in French

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 Writing. At the same time, and equally importantly, students are expected to develop their knowledge of the societies in those countries where these languages are spoken and their understanding 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.

“I did a French work

placement and this year

I’m going to Spain on an

exchange trip. There’s

nothing like visiting the

country to become a better

linguist and use what you

learn in the classroom in

real-life situations.”


Unit descriptors:

Unit1:(35%ofthetotalA2marks)The course is divided into four general topic areas, relating to The Media, Popular Culture, Family Relationships and Healthy Living/Lifestyle. Unit 1 is assessed through a 2-hour examination that tests reading, listening and writing skills.

Unit2:(15%ofthetotalA2marks)This is a fifteen minute Speaking test that covers the same topics as Unit 1.

Unit3:(35%ofthetotalA2marks)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 3 is assessed in a two and a half hour written examination that tests skills in reading, writing and listening.

Unit4:(15%ofthetotalA2marks)This is a fifteen minute speaking test that covers the same topics as Unit 3.


Opportunities for Higher Education:The range of courses has expanded greatly from the traditional honours degrees in one specific language to such combinations as French and European studies, Spanish with law and European computing 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 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.

“We learn a lot about European culture;

things like social issues and politics

which are relevant and

useful.”


Certificate in Business Language Competence in French (OCR)

Entry:Open to students who have gained at least a grade C in a French GCSE.

Overview:This OCR Level 3 course has been designed to recognise students’ competence in communicating effectively in French in a variety of business contexts. It aims to extend students’ ability to extract information from a range of spoken and written materials, to compose business correspondence, to operate effectively on the telephone and to make business presentations. (Please note that this qualification does not attract UCAS points)

Unit descriptors: Unit1: Listening (20% of the total marks)Students will be expected to understand broadcast sources such as interviews, answerphone messages and recordings of business meetings. (Assessed by a 45 minute Listening examination)

Unit2: Reading (20% of the total marks)Students will be expected to understand written messages and requests, business documents or articles. (Assessed by a 45 minute Reading examination)

Unit3: Doing business by telephone (20% of the total marks) Students will be expected to respond correctly on the telephone and to give Information in French. (Assessed by a 10 minute examination on the telephone)

Unit4: Delivering a presentation (20% of the total marks)Students will be able to prepare a business presentation about a work role and respond to questions from the examiner on the content of the presentation. (Assessed by a 4 minute presentation and 2 minute question and answer session)

Unit5: Writing: (20% of the total marks)Students will be expected to summarise information and

compose a business letter, fax or e-mail giving relevant information. (Assessed through a 60 minute examination)

Assessment:Each of the units is assessed externally by OCR examiners.

Opportunities for Higher Education:This course would be helpful to students wishing to study a course containing a language dimension at university.

Career Opportunities:Recent research has shown that graduates able to speak another language have one of the lowest levels of unemployment of any discipline except medicine and education. In an increasingly globalised world, employers value not only the linguistic and communication skills but also the ability to understand other cultures and ways of thinking.

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.

“Living in a global society means that the

ability to conduct business in French can

be a huge advantage.”


Performing ArtsThe Performing Arts department currently consists of three 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 a computers with a selection of music software. The department is also equipped with a recording studio. The 3 practice rooms and a bigger ensemble room are all sound-proofed and benefit from being hooked up 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 Music:

� A Level Music

� BTEC National Award in Music (Performing)

� BTEC National Award in Music Technology (Recording)

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

“Studying music at

Brooke Weston gives

you the opportunity to

develop and express

your creative side using

a variety of techniques,

styles and resources.”


Unit descriptors:

Unit1:PerformingMusic(15%ofthetotalA2marks)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.

Unit2:Composing(15%ofthetotalA2marks)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.

Unit3:DevelopingmusicalUnderstanding(20%ofthetotalA2marks)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.

Unit4:ExtendedPerformance(15%ofthetotalA2marks)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.

Unit5:CompositionandTechnicalStudy(15%ofthetotalA2marks)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.

Unit6:Analysingmusic(20%ofthetotalA2marks)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.

“ This is a traditional approach to music

involving theory, performance and

analysis.”


National Award in Music (Performing) (Edexcel)

Entry:Open to students who have gained at least a grade C in a music-related GCSE. Students who play a musical instrument to ABRSM (or equivalent) Grade 5 and above would be at an advantage.

Overview:This two year course is equivalent to one A Level. It develops students’ ability to perform in a variety of situations and styles/genres. Students should have a vested interest in performing and will look to be developing their practical skills as an instrumentalist/vocalist. Students should consider themselves to be ‘independent’ learners.

Unit descriptors:

Unit22:MusicperformancetechniquesThis unit is focussed around 2 areas; physically being able to sing/play with fluency, dexterity and experience and arriving at that point through a logical and structured practice regime. There is great emphasis on the production of tone, timing and control of a professional player.

Unit23:MusicprojectStudents will create and promote a live music event. This may include the development of original material. They will face the same issues and demands as any commercial products/bands they aspire to. This should develop a greater understanding of the challenges a performer faces throughout their career.

Unit29:PlanningamusicprojectThroughout the unit, students will explore the challenges of planning and evaluating a substantial live performance project. Students can choose to experience this as either a project manager OR a performer. To make this decision a student will compare different organisational strategies for rehearsal and event planning so that they can make their own plans and take on board relevant responsibilities.

Unit13:ImprovisingmusicinajazzstyleThis unit encourages students to explore improvisation from a jazz perspective and can be applied to any style of music that has evolved from or contains elements of jazz. This can include genres such as progressive rock; fusion; jazz funk; Latin jazz; jazz rock; as well as the many jazz styles. Students will also be sympathetic in their response to other performers in their groups and ensembles.

Unit27:MusicaltheatreperformanceThis unit provides a particular context in which skills acquired in acting, sing and dancing can be applied and developed. As a significant area of employment within live performance industry students will be expected to understand musical theatre as an art form and be able to develop, rehearse and realise a role in a musical.

Unit34:SingingtechniquesandperformanceThis unit encourages the development and maintenance of the voice through regular and sustained practice. An understanding of how practice can contribute to good technique is central to the unit. Singing at sight is introduced and developed through the realisation of simple vocal lines. Any musical style can be studied and realised through this unit.



“ This course gets you used to

performing. It gives you a chance to

express yourself and improve your

techniques.”


Opportunities for Higher Education:This BTEC in music can lead to further study in music 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 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.

National Award in Music Technology (Recording) (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 equivalent to one A Level. It develops 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:

Unit3:AudioengineeringOn completion of this unit, students will understand the issues surrounding the connection and interfacing of a range of analogue and digital equipment. Students will learn how to design, connect and operate audio systems. They will carry out first-line maintenance on equipment and connectors, recognise and troubleshoot problems.

Unit7:ComputermusicsystemsThroughout the study of this unit, learners will develop a practical knowledge and understanding of the functions that a computer can now serve in working with music. They will work with a computer and peripheral music equipment to create a working computer-based music system. Students will demonstrate how to set up and configure their own workstation.

Unit9:CreatingamusicproductThis 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. Each team will plan and create an audio CD with a number of tracks.

Unit14:IntroductiontoacousticsOn completion of this unit, students will have a grasp of basic principles and an awareness of the impact of acoustics upon the creation of musical products. They will understand how sound behaves in a range of environments and will be able to measure and predict that behaviour to inform their practice.

Unit30:PlanningamusicrecordingDuring this unit, students will work as a team to plan a recording session. Each team member will have a variety of clearly defined roles as the process moves through pre-production, recording of basic tracks, overdubbing and mixing, editing and mastering.

“ We learn to multi-track record, use

microphones and go to local recording

studios for hands-on experience.”


Unit34:SoundrecordingtechniquesThe purpose of this unit is to equip learners with an understanding of the practical skills involved in sound recording.

Starting with the capture of sounds into the recorder, students will then balance and mix sounds before finally producing the stereo master recording.



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.


Physical EducationThe 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.

Courses offered in Physical Education:

� Level 3 BTEC National Award in Sport

National Award 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 is equivalent to one A Level. It 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:

Unit1:ThebodyinactionThis unit explores the structure and function 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.

Unit2:HealthandsafetyThis unit analyses and promotes the culture of health and safety in sport. Students will study the key areas of National Health and Safety Guidelines and in addition will construct effective risk assessments to facilitate the planning of safe sporting activity.

“There’s more to sport than

just the obvious tactics.

It involves teamwork,

communication, fitness and

determination.”


Unit3:TrainingandfitnessforsportThe first part of this unit analyses the skill related and physical fitness requirements of a range of sporting activities. The second part of the unit involves students in planning, performing and evaluating an effective fitness training programme.

Unit4:SportscoachingThis unit analyses the roles, responsibilities 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 practical coaching sessions.

Unit5:PracticalindividualorteamsportsThis unit is delivered in a practical context. Students will study the skills, rules and tactics of two individual or team sports of their choice. During this module students will learn how to apply advanced match analysis techniques to enhance performance.

Unit6:SportandsocietyThis unit examines the historical development of sport and the key organisations responsible for the control of sport in the UK. The module also examines contemporary sporting issues and analyses cultural influences that affect sports participation.



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

Career Opportunities:The BTEC in sport will help students gain a career in all sports related vocational fields including, exercise and fitness, coaching and teaching, sports development and sports and leisure management.

“ You learn about fitness, health, safety

and training techniques. It’s about

getting the best out of yourself and

others.”


ScienceThe Science department has a large number of subject specialists and is supported by a team of four technicians. Learning takes place in a block of ten modern purpose built laboratories. All laboratories have recently been enhanced to 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)

� Level 3 National Certificate in Health, Social Care and Early Years

Salters-Nuffield Biology (EDEXCEL)

Entry:Open to students who have gained at least a grade B in either GCSE additional science or 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 topic as well as those to develop and support maths and ICT skills.

Unit descriptors:

Unit1:Lifestyle,transport,genesandhealth(20%ofthetotalA2marks)Comprises two topics. Topic 1 - Lifestyle, health and risk and Topic 2 - Genes and Health.

“Science provides the

starting point for so many

options and careers.”


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.

Unit2:Development,plantsandtheenvironment(20%ofthetotalA2marks)Comprises 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.

Unit3:Practicalbiologyandresearchskills(10%ofthetotalA2marks)Students write a report of between 1500 and 2000 words either of a visit or an area of biological interest.

Unit4:Thenaturalenvironmentandspeciessurvival(20%ofthetotalA2marks)Comprises 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

Unit5:Energy,exerciseandco-ordination(20%ofthetotalA2marks)Comprises 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.

Unit6:PracticalBiologyandInvestigativeskills(10%ofthetotalA2marks)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.

“ This covers everything from the

structure of the tiniest cells to the huge

issue of global warming.”


Salters Chemistry B (OCR)

Entry:Open to students who have gained at least a grade B in either GCSE additional science or 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:

Unit1:Chemistryforlife(15%ofthetotalA2marks)This involves the study of the Chemistry of Life and Developing Fuels.

Unit2:Chemistryofnaturalresources(25%ofthetotalA2marks)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.

Unit3:Chemistryinpractice(10%ofthetotalA2marks)Students are assessed on their practical work in five skill areas: competence, measurement, analysis and evaluation, observation and interpretation.

Unit4:Chemistryofmaterials(15%ofthetotalA2marks)This involves the study of What is in a Medicine?, The Materials Revolution, The Thread of Life and The Steel Story.

Unit5:Chemistrybydesign(20%ofthetotalA2marks)This involves the study of Agriculture and Industry, Colour by Design, The Oceans and Medicines by Design.

Unit6:Chemistryindividualinvestigation(15%ofthetotalA2marks)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.

“ It’s interesting to have varied

subject material; we might be doing

presentations one lesson and practicals

the next.”


Advancing Physics (OCR)

Entry:Open to students who have gained at least a grade B in either GCSE additional science or physics. If a student wishes to study a physics related 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 outside world. It is heavily supported by the Institute of Physics and is very well resourced including specially designed text books, CD ROMs and an internet site.

Unit descriptors:

Unit1:Physicsinaction(15%ofthetotalA2marks)This unit involves the study of Communication and Designer Materials.

Unit2:Understandingprocesses,experimentationanddatahandling(25%ofthetotalA2marks)This unit involves the study of Waves and quantum behaviour.

Unit3:Physicsinpracticecourseworkunit(10%ofthetotalA2marks)This unit involves the Quality of measurement which is a report of a measurement or study of a physical relationship, and Physics in Use which is a presentation on the use, properties and structure of a material.

Unit4:Riseandfalloftheclockworkuniverse(15%ofthetotalA2marks)This unit involves the study of Model Rules and Matter in Extremes.

Unit5:Fieldandparticlepictures(25%ofthetotalA2marks)This unit involves the study of Fields and Fundamental Particles.

Unit6:Researchingphysicscoursework(10%ofthetotalA2marks)There are two coursework tasks in the A2 half of the advanced GCE course. Each provides an opportunity for students to work independently, choosing their own topic for study.


Opportunities for Higher Education:Physics is very useful, if not essential, 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.

“ The coursework is particularly

interesting; you get to design your own

experiments.”


National Certificate in Health, Social Care and Early Years (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.

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

The mandatory units are:

Unit1: Working to quality practice in care settings

Unit2: Working with service users in care settings

Unit3: Behavioural awareness in care

Unit4: Applied practical care in settings

The two optional units studied will be:

Unit11: Career planning for the health, social care and early years sectorUnit25: 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 and wishing to progress to further qualifications in the health sector may undertake a qualification in one of the following areas: nursing, 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 and teaching assistants, working with people with disabilities, counselling.

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.

“ If you want to learn about health,

social or early years care and education

then this course gives you a basic

foundation and lots of optional modules

to choose from.”


FAQs – Post 16Willallthecourseslistedinthisbooklettakeplace?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.

Isitpossibletoselecttwosubjectsfromthesameoptionblock?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.

WhenwillIhavetomakemyfinaloptionchoices?Your final choices do not have to be made until you have your GCSE results. The 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.

WhendoIhavetoattend?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.

Dowehavetoattendassemblyandtutortime?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.

Isthereanywheretobuyrefreshmentsduringtheday?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.

WhathappensifIhaveadrivinglessonduringschooltime?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.

Howdomyparentsgetamessagetome?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.

Howoftenwillmyparentsbeinformedofmyprogress?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.

WhatafterschoolclubsareavailabletoSixthFormers?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.

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

AreSixthFormersallowedtoleaveduringtheday?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.


WillIbeabletotakepartintheresidentialprogramme?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.

Isitpossibletousemyownlaptopontheinternalnetwork?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.

WherewillIstoreallmypersonalpropertyduringtheday?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.

AmIallowedtousemymobilephone?Mobile phones cannot be used inside the building. They should be switched off before entering and stored securely in your locker.

AmIallowedtouseaniPod?Sixth Form students are allowed to use an iPod or other music 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.

WhatICTfacilitiesareavailabletomewhenIamnotinlessons?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.

HowwillIaccesstheICTfacilities?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.

WhodoIgotoifIhaveaproblem?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.

WhathappensifIamunhappywithmysubjectchoicesafterashortperiodoftime?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.

IsitpossibletoresitanyGCSEsintheSixthForm?Brooke Weston is able to support you, if necessary, to resit your GCSEs in English language and/or mathematics.

WhatadviceisavailabletomeinchoosingauniversitycourseorcareeraftertheSixthForm?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 Period One programme will be devoted to this and you will have individual consultations with the careers advisor during your time in the Sixth Form.


How to find Brooke Weston

CORBY

M1 / M6 North

To Market Harborough

To Uppingham

To Stamford

M1 SouthM11 / A1M

Geddington

Stanion

Weldon

A6003

A6003

A6003

A427

A427A427

A427

A6003

A6003

A14

A14

A14

A43

A43

A43

A43

A43

A43

A43

GreatOakley

LittleOakley

Newton

Lyveden Way

Oakley

Road

KETTERING

7

8

Weekley

A4300

A6014

A6116

A6116

A4300

BW

Coomb Road


Useful InformationContact DetailsBrooke Weston Coomb Road Great Oakley Corby Northants NN18 8LA

t: 01536 396366

f: 01536 396867

[email protected]

www.brookeweston.org

Term Dates for Year 12 Students

Term Starts Finishes HolidayEnds

Term 1 Mon 7 Sep 2009 Fri 9 Oct 2009 Sun 25 Oct 2009

Term 2 Mon 26 Oct 2009 Fri 18 Dec 2009 Sun 3 Jan 2010

Term 3 Mon 4 Jan 2010 Fri 26 Feb 2010 Sun 14 Mar 2010

Term 4 Mon 15 Mar 2010 Fri 7 May 2010 Sun 23 May 2010

Term 5 Mon 24 May 2010 Fri 16 Jul 2010 Sun 15 Aug 2010

For Academic Year 2009 -10

Documents

Post 16 Prospectus