2010

SCIENCE COLLEGE with LANGUAGE SPECIALISM

 Urmston
Grammar
Urmston Grammar School, Newton Road, Urmston, Manchester M41 5UG
School
email: admin@urmstongrammar.org.uk
Web site: www.urmstongrammar.org.uk
Telephone: 0161 748 2875
Fax: 0161 747 2504
Science College
Languages specialism

We are delighted that you are considering pursuing post 16 study here at Urmston Grammar
School. Becoming a Sixth Form student is a huge decision and Urmston Grammar is an
“outstanding” choice, (not just our view, but Ofsted’s too!). Join a dynamic and prestigious
Science College as your stepping stone to the future, and remember – we exist to meet your
needs, work for your successes and support you whenever you need advice, guidance or just a
helping hand.

Our Sixth Form is a vibrant community with our Science College offering exciting, unique and
challenging alternatives, beyond just the teaching room experience. Add world-wide study to
your intellectual agenda, discover our community and enjoy our environment.

Feel confident in your choice, we look forward to working with you.

Mr. M. G. Spinks Mrs. Y. N. Lyons Mr. D. Kearns

Headteacher Head of Sixth Form Assistant Head of Sixth Form

Headteacher: Mr. M. G. Spinks M.Sc., Dip.Ed.

A Foundation School offering Science and Languages specialism
within a Grammar School
Introduction
Thank you for showing an interest in Urmston Grammar School. As a Science College with
Language Specialism, we believe we are unique in providing our students with inspiration,
independence and the star qualities necessary to meet the challenge of the future.

Learning beyond the classroom; in the community; via digital communities and through
international world-wide experience can be yours if you choose to join us for success!

The purpose of our Open Evening, which will be held on Tuesday, 24th November and the
aim of this Prospectus, is to help you to make two very important decisions:

1. You must be sure that as an individual, you select the best environment to study and
one with a proven record of success.
2. The courses you select should be in subjects you are enthusiastic about learning,
areas you are good at and those that will support your future interests and
aspirations.

Join us on the pathway to success in the very best combination of college and school
cultures; the best possible Sixth Form experience.

What do you want from your two years studying A levels?

What other experiences do you already have that you would like to develop?
Are you prepared to gain new skills and to try new activities?
Do you have a positive attitude towards studying and can you be self-disciplined about
revision? Are you ready to make more new friends than you have ever had?

If you can answer most of these questions then: we think you are ready to join us on the
pathway to success in the very best combination of college and school cultures; the best
possible Sixth Form experience.

UGS SIXTH FORM – “an outstanding experience”

There are 150 Sixth Form places available in Year 12. We offer a wide range of Advanced
level courses which lead over 90% of the Upper Sixth into Higher Education. Others go on to
take a well organised gap year, to pursue a specific career interest, such as in dance, some
follow Art Foundation courses and others find opportunities in employment, often in
Professional Modern Apprenticeships, earning a salary and studying simultaneously.

Join our ‘learning campus.’ Students at the Urmston site have access to high-quality
facilities, including a Study Suite for independent learning, ICT suites, a free fitness suite,
library, a full size sports hall, astroturf, drama studio/theatre, a growing number of new
science laboratories and a state of the art music facility, an auditorium in the round and a
Training Suite/Conference Facilities.

In addition, we offer the highest level of personal support to all our Sixth Form, we challenge
you to find a more committed and caring team of teachers anywhere. Our teaching staff are
highly qualified and we think they are simply the best.
The Curriculum
“outstanding”, Ofsted 2008

There is a strong tradition of students staying on from within the school but approximately
30% of our Lower Sixth Form have entered U.G.S. from up to 20 other schools. At present
there are approximately 260 Sixth Form students. We operate a Mentor System to help all
new students to settle in quickly.

What does the post-16 curriculum mean for students in Urmston Grammar School
Sixth Form?
In Year12 all students take 4 AS subjects plus AS General Studies, making 5 AS subjects.
In Year 13 students take 3 of their AS subjects forward to A2 level (dropping one of their 4
AS subjects) plus taking General Studies through to A2 level. Some very able students
choose to continue with all 4 subjects at A2 level or study an additional new AS level, whilst
continuing with 3 A2s plus General Studies.

Which AS and A2 levels should I take?

You may have a number of subjects you like, or you are good at two or three and find it
difficult to find a fourth. There are no set rules but the following points should be borne in
mind:-

• For certain careers in science you will need a complete programme of science and
mathematics if you want to go on to degree courses in those fields, e.g. medicine,
engineering, veterinary science etc.
• For many careers these days, a combination of arts and sciences is acceptable.
What matters is proof of your ability to work hard and to achieve good results. At
present the majority of our students opt for this broad 'mix' of arts and sciences.
• You must enjoy the subject. It is not wise to do something you do not like just
because it may be 'useful'. People who do this often lose incentive and do badly.
Remember that you will only do well if you are interested and happy. If you are not a
competent scientist it will not be wise to choose science because you think that there
will be a lucrative career at the end for you. If you have no definite career in mind as
yet, then you should choose the subjects that you enjoy and are successful in. Let us
worry about guiding you towards a career.

Our best advice is to choose, at A/S level, the 3 subjects that you think you will want to take
through to A2 level. Then, for your fourth AS level, choose a contrasting subject (e.g. if
you are taking Mathematics, Physics and Chemistry at A/S level, then you might choose
History or Geography or a language as a contrasting fourth choice. If you are taking History,
English and Geography you might like to take Biology as your fourth AS level).Another option
is to take a complementary subject (e.g. the Mathematics, Physics and Chemistry student
might choose Biology or I.T. whilst the History, English, Geography pupil might opt for a
language or Psychology or Religious Studies). If you are in doubt however; ask.
 The curriculum continued…

When are AS and A2 subjects assessed?

Most A level subjects consist of 4 modules; 2 of which are taken at both AS and A2 levels.
The exceptions are Mathematics (6 modules) and Biology, Chemistry and Physics where the
3rd and 6th modules examine investigative and practical skills). The 2/3 AS modules are
examined in either January or June of Year 12. (The choice is made by the Head of
Department.) The 2/3 A2 modules are examined in either January or June of Year 13 (again,
the choice is made by the Head of Department). Students may occasionally be able to re-sit
modules in January or June.

What are my subject choices?

Read the prospectus, study the lists of subjects on the option lines and choose one AS level
from each of lines A, B, C and D. Whether all the AS and A2 levels run in any one year
depends on the number of students applying to take them. Until we know firm numbers we
cannot guarantee that all option choices will be on offer.
 Student Support
“simply the best”.

We realise that the two years at Urmston Grammar School Sixth Form will be extremely
important to you.

 Staff will help you to develop sound independent learning skills.

 You will have the benefit of listening to, and questioning, a considerable number of
external speakers on a huge variety of topics from Study Skills, Rights and
Responsibilities, Managing your Finances and Applying for Courses/Jobs, Interview
Techniques, to Business Experience.
 Many free Science lectures are offered by Café Scientifique, local universities and the
Royal Institution.
 The Form Tutor and their Associate will support you on a daily basis and will provide
formal Mentoring Support, three times during the Sixth Form.
 Subject Mentoring will guide and support you on an individual basis.
 AS and A2 Consultation Evenings are there for you if you encounter difficulties.
Students and their parents/guardians will be invited to meet individual Head of
Departments to discuss strategies to improve grades.
 On Parents’ Evening, students and parents discuss progress with subject teachers.
 A Relate Counsellor visits school on a weekly basis.
 You also have access to a member of staff who is a trained counsellor.
 A Connexions Adviser is available in school on a twice weekly basis, ensuring that
up-to-date information and advice is available.
 There is a constantly updated Sixth Form careers library.
 North West Universities come in to present information for you on all aspects of
applying to university.

“outstanding opportunities”.
Enrichment activities
“outstanding opportunities”

Community Work/Physical Education—COPE

 
This is a compulsory, but eminently enjoyable, part of the Year 12 curriculum and operates
every Wednesday afternoon whereby students take part in their own placements. Students
have the option of pursuing a sporting activity on site (Fitness Suite, badminton, soccer,
basketball, table tennis) or off site (swimming at a local leisure centre etc.) At some stage
students may like to try something new like Salsa or fencing. A member of staff will make
regular visits to each student and at the end of the year a report will be compiled based on
staff observations and those from the placement itself. These reports are used extensively
when Higher Education or employment references are written and depending on your
commitments can be very persuasive when added to your qualifications.

Work experience can involve working in a solicitor’s office, travel agency, stockbrokers,
newspaper and media industries, and veterinary practices, and many more. You may even
arrange your own placement such as:

 helping in a local primary or special school or in the school crèche;

 carrying out horticultural work in our UGS garden;
 visiting patients and operating the mobile library at Trafford General Hospital;
 working in old people’s homes;
 helping in charity shops;

These lists are not exhaustive and students do come up with their own ideas. However,
students are expected to pursue the same activity for at least one term block which can, if
desired, be extended for the whole year. Students will be expected to undertake at least one
community activity or period of work experience in the year.

It may be possible for students to follow courses for which a course fee is payable in
advance, such as 2009-10 boxing is offered by the Amateur Boxing Association. The
courses provide the student with a recognised qualification.

Charity Work: our Sixth Formers give generously of their time and energy to
organise functions and sponsored events for charity. Children in Need, Barnardo’s,
N.S.P.C.C., Senior Citizens and disadvantaged children have all benefited from their efforts.
 Enrichment activities continued…

Support for Younger Students

There are many opportunities for Sixth Formers offer support for younger students. There is
a team of ten Senior Prefects elected by staff and the Sixth Form and, in addition, prefects
are attached to every form in the school. These form prefects play a leading role in helping
teachers with the social and academic development of younger pupils. Sixth Formers
engage with younger pupils in such activities as Lower School Discos, Drama Club, coaching
football, netball and basketball teams, form fundraising, school productions, giving talks in
PSE, Science and Language Expo Day—the list is never ending.

Trips Out of School

Opportunities exist for Sixth Formers to go on field trips to Yorkshire (Biologists) and
Snowdonia (Geographers). Art students usually visit the London galleries whilst Theatre
Studies students will visit many different theatres. Both French and German students have
the opportunity to participate in exchanges with foreign students.

A Social life!
In addition to playing an active part in whole school events, there are many rich opportunities
to socialise within the Sixth Form. The Sixth Form enjoy their own Common Room where
they can relax and listen to music. In addition, drinks, sandwiches and snacks are served all
day in the Sixth Form Common Room and full lunches are available in Newton Hall.
Information about universities and colleges is available in the Study Suite where students
can browse through all the prospectuses of Higher Education institutions. There is a large
Sports Hall and all-weather pitch for practices as well as a free membership of our fitness
suite. Seasonal parties are organised independently by the Senior Prefects for the Sixth
Form. The Upper Sixth organise their own leaving ‘Prom’ at a town centre hotel. This is
attended by Sixth Form tutors and teaching staff and a truly memorable night is had by all.
Careers and Guidance
“we challenge you to find better!”

Advice on career opportunities is readily available in the Sixth Form through the tutors, Head
and Assistant Head of Sixth Form, subject teachers and ‘Connexions’. Each year all Year 12
students are taken to a major external Higher Education convention in Manchester. During
the Sixth Form, the Careers Advisor from ‘Connexions’ will interview students who require
advice. There is a seven-week Careers Education Module offered in PSE at the end of Year
12. Students are encouraged to attend university and college Open Days as well as courses
for prospective applicants in many fields, Mathematics, Law, Medicine, Engineering,
Psychology and Sociology and Forensic Science. News of sponsorships, usually for
engineers, is given when sent to school. Speakers from The University of Manchester, The
University of Salford, The University of Liverpool and Manchester Metropolitan University,
give presentations to the Sixth Form.

The school organises a two-day ‘Business Dynamics’ course at the end of Year 12.
Numerous industrialists and business men and women involve students in group work,
problem solving and business games. This is followed by a one-day course on Interview
Technique and Practice. All students have interviews and sit in on those of others, receiving
expert advice from their interviewers. An Admissions Tutor from a local Higher Education
institution gives advice on the writing of the UCAS forms. Students who are uncertain over
Higher Education courses or career direction can seek additional help through the
‘Centigrade Scheme’. Early in Year 13 Manchester Metropolitan University kindly visit us
with their ‘Roadshow’ to help with applications to university. The Manchester Chamber of
Commerce assist us with a lecture on Professional Modern Apprenticeships, for post ‘A’ level
entry.

Young Enterprise is a national scheme that enables students to run their own business for
one year, giving valuable experience and insight into the business world. Like a real
business, a board of directors is elected, shares are sold, a marketing campaign is carried
out and financial records are kept. Communication, organisation and teamwork are
developed by involvement in Young Enterprise. Young Enterprise really does give students
true experience of working in business. For anyone looking to venture into a business-
related career, or for somebody who wants to supplement their involvement in school life,
being part of Young Enterprise in year 12 is extremely worthwhile.

As you can see, we want students to leave Urmston Grammar School with the skills, qualities
and experience that employers and Higher Education institutions require. We believe that
active participation in all that the school has to offer, will allow each student to achieve this.
We challenge you to find better!
Organisation of Sixth Form

The School Week

The timetable is organised over 40 teaching periods in a 5-day week. Each period lasts 35
minutes, but students are mainly timetabled for a ‘double period’ of 1 hour 10 minutes or 4
double lessons per day. On Thursday an additional period of 30 minutes is timetabled after
morning registration for Citizenship and Personal and Social Education (P.S.E.).

Monday/Tuesday/Wednesday/Friday Thursday

Start of day 08.35 08.35

Registration 08.40 08.40

1st break 10.15 10.25

nd
2 break 11.40 11.50
Lunch 13.00 14.10

Registration 14.10 14.10

End of school 15.25 15.25

Lunchtime Arrangements.
Students have the use of Newton Hall for hot meals at lunchtime although many students
buy sandwiches served in the Sixth Form Common Room or pasta from the ‘Hot Snacks
Bar’. A walk in to Urmston is also an option, weather not withstanding!

Tutor Groups and Mentoring.

On entry into the Sixth Form, students are placed in a tutorial group where both a Form Tutor
and an Associate Form Tutor get to know each student. The two tutors assist with the
mentoring process. At the start of the Lower Sixth, all students are set Target Minimum
Grades based on their GCSE results. The mentoring process involves individual interviews
between the tutor and each member of the form on at least two occasions a year when
academic progress is discussed against Target Minimum Grades. Practical support,
improvement strategies and new targets are offered. The targets set are recorded by both
the student and by the Mentor and are then reviewed at the next session. All students are
encouraged to seek help and advice from their form and subject tutors throughout their time
in the Sixth Form and many students will have Subject Mentoring in their chosen subjects.
 Organisation of Sixth Form continued…

Citizenship/Personal and Social Education

A weekly Citizenship/PSE course is timetabled every Thursday. The course aims to help
students on a personal, vocational and academic level. It is hoped that a positive and caring
Sixth Form ethos will be maintained whilst academic work and citizenship will be
complemented.

Examinations & Reporting to Parents

Lower Sixth.
Year 12 have internal Class Progress Reports in October and Result Sheets are sent home
immediately after the first half term. The intention here is to monitor students’ initial
approach to AS levels and to the school. These reports are used in the mentoring process
early in November, and any students giving cause for concern are interviewed by the
Head/Assistant Head of Sixth Form and, in rare cases for concern, parents may be informed.
Newcomers will all be interviewed by the Head and Assistant Head of Sixth Form to check
on their satisfaction with the Sixth Form. This is followed up by a Year 12 Parents’ Evening.
Mock Tests take place in November and results are sent home in December. There is an AS
Consultation Evening after the external module results in March, for underachieving
students. Summer Mock Tests are held in April, as preparation for external AS examinations.
Later, in the summer term, a full written Record of Achievement for the whole year is sent
home.

Progression: The majority of students are successful at AS level and progress into the
Upper Sixth Form to complete their A levels. However, it should be noted that entry into the
Upper Sixth Form is not automatic and that under-performing students may not be
automatically allowed to progress into Year 13.

Upper Sixth.
In September an A2 Consultation Evening is held for students who have underachieved at
AS level. Parents’ Evening is held in November and this is followed by 'mock' class tests
based on one term’s work and a Results Sheet is sent to parents in December. Students
receive their Profile of Achievement before the 'A' level examinations. Summer Mock Tests
are held in April, as preparation for the external June A2 examinations.

You may gain the impression that you are under the spotlight; the reality is that we provide
what we believe to be an outstanding level of support in our work to ensure that you are not
ignored, anonymous and uncertain.
 Organisation of Sixth Form continued…
General Guidelines
Urmston Grammar is a SCHOOL, as well as a Science College with language specialism; an
environment for work and for setting an example to younger students and to the local
community. To recognize growing maturity and individuality, we do not require Sixth Form to
wear uniform. However, we require adherence to some basic standards of business-style
dress.
Students are expected to wear smart, dark, business-like clothing and footwear. Clothing
must be neat, clean and suitable for a school environment. Shabby or dirty clothing and
footwear are not acceptable.
Appearance is one criterion by which students are judged, both in and out of school.

Specific Guidelines
 Students must wear either suits or business-like separates.

 All students are expected to wear a smart jacket around school.

 Trousers for boys and girls must be of a formal-cut, dark, smart and in excellent
condition. Hipsters should not be too low. Jeans or casual trousers (jeans style),
cropped trousers or shorts are not acceptable. Leggings are not allowed.

 Boys are expected to wear shirts. Short-sleeved, open-necked and light-coloured

shirts are acceptable and may be worn over trousers. Polo shirts or t-shirts are
inappropriate. Students may wear ties.

 Footwear must be formal (business-like), clean, dark and in good order. Pupils must
be safe in school, therefore flip-flops, beach-style shoes and high heels are considered
unpractical. Trainers of any description are not allowed.

 Tops & skirts should be appropriate to the school environment.

 Tops must not deliberately reveal immodest amounts of cleavage or midriff.

Sleeveless tops should have a shoulder width of at least 6cm, spaghetti strap shoulders
are not acceptable. Tops need not be dark in colour. Any visible brand logo or pattern
must be small.

 Skirts must be dark (not denim), should be formal-cut and be a reasonable length to
allow sitting decently.

 Headgear/hats must not be worn within school, unless for religious reasons.

 Hair colour should look natural, avoiding colours such as blue, green etc.

 Body piercings, other than earrings, are not allowed in Sixth Form.

It is a condition of entry that students agree to the Dress Code. High standards are
expected in dress as well as in work. Failure to follow the guidelines will result in a
student being asked to go home to change or alternatively to wear clothing/footwear
provided by the school.
 Organisation of Sixth Form continued…

Attendance and Punctuality.

Students are expected to be present at morning and afternoon registration. Punctuality is
particularly important in the Sixth Form. Students arriving late should sign the late book at
the Main Office and inform their Form Tutors that they have arrived.

In Year 12, Sixth Formers can leave the premises at lunchtime but not at break times or at
any other time without first obtaining permission from the Head or Assistant Head of Sixth
Form. Arrangements may differ for Year 13 students.

Requests for known leave of absence should be addressed to the Head or Assistant Head
of Sixth Form accompanied by a completed permission slip, obtainable from the School
Office or Sixth Form Secretary, Mrs. Plano.

On returning to school after absence, a letter of explanation must be produced for the Form
Tutor. However, the student may write this letter provided that it is countersigned by a
parent or guardian. An ‘Absence Notes’ page is also available in the Handbook. This forms
an important part of all reference requests for employment and Higher Education.

Study Leave
Students are given study leave of absence around the time of internal and external
examinations at the discretion of the Head of Sixth Form in order that they may revise.
Parents are informed of the dates as they vary each year according to examination dates.

Parental Contact with School.

The education of students involves a partnership between parents, the student and the
school. For this reason, it is essential that the school and parents are mutually supportive.
The school welcomes parents and they are invited to contact us over any matter which
concerns them about their child. The first point of contact will normally be the Form Tutor
and then the Head of Sixth Form or the Assistant Head. The Headteacher is, of course,
pleased to speak to parents, but he will frequently have to refer to the Head of School in any
case. Parents who wish to see the Head of Sixth Form are asked to telephone for an
appointment. There is a Sixth Form Home - School Agreement for parents and students
to sign at the start of the Sixth Form. The school will inform parents of the academic
performance and social development of their child at Progress Evenings and by written
report.

N.B. Some of the above procedures, rules and the dress code are all included in a
Student Handbook given to each student at the start of Year 12, to assist with their
organisation.
Admissions
Entry Requirements:
You will need to have an estimated 5 ‘B’ grades at GCSE. Most subject teachers would
prefer you to have achieved a grade ‘B’ at GCSE if you have taken the subject and want to
continue with it at AS level. However, if you want to study Art, English, Mathematics or
Science it is essential that you achieve a ‘B’ grade in that subject. However, it is possible to
take up some subjects without having taken them at GCSE. Minimum GCSE grade C’s will
be expected in English Language and Mathematics from all students, even if these subjects
are not being studied beyond GCSE. However, if this is not the case, additional GCSE resit
lessons can be arranged. It is important to have passed these subjects before you leave the
Sixth Form both for employment and university.

Applying as a UGS student:

Return your completed form to your Form Tutor. You will be given the time to discuss your
choices, estimated grades at GCSE and whether ‘A’ level courses are right for you. With
your parents you should attend the Sixth Form Information Evening. Discussions with Heads
of Department and advice and information about the post-16 system will be available for you.
It is important that parents and students understand all the implications. All internal students
will receive a decision as soon as possible. You can then enrol for your ‘A’ levels on GCSE
Results Day.

Applying as a Newcomer:
All external students should send their application forms to Mrs. Plano. Your school will be
contacted for your estimated grades. If they meet our entry requirements, we will offer you a
place. All applicants and their parents should attend the Sixth Form Information Evening.
Discussions with Heads of Department and advice and information about the post-16 system
will be available for you. Students applying from other schools will receive a reply as soon as
we have processed your application. In June you will be invited to an Induction Afternoon
when you can meet other Sixth Form applicants, enjoy a free buffet and remind yourself what
challenges and opportunities lie ahead.

If you obtain the necessary GCSE grades in August, then you should enrol on GCSE
Results Day. All students will be seen individually to confirm their subject choices. In
exceptional circumstances, such as if you are away on holiday, you will be able to confirm
acceptance by email or phone.

If you are on holiday or unable to enrol, please telephone the school on GCSE Results Day
on 0161 748 2875 or email ynl@ugssc.com to confirm that you wish to accept the place.
 Admissions continued…

APPLYING AS A UGS STUDENT APPLYING AS A NEWCOMER TO UGS

PRESENTATION on Entry to
Sixth Form
OPEN EVENING
Bring your parents/guardians
Talk to the Heads of Department

Email Mrs. Plano

Ask your tutors Read the Prospectus with any queries
questions

Complete the application Complete the application

form and hand it to your Form form and send it to
Tutor Mrs. Plano

A discussion with Head of Year Once we have received

or Assistant Head of Year on satisfactory estimated grades
choices and aspirations. from your secondary school we
Hopefully you will be made an will hopefully be able to make
offer. A letter will follow. you an offer by post.

Enrolment is from Enrolment is from

10.00 am 11.00 am – 1.30 pm
On Tuesday 24th August On Tuesday 24th August
GCSE results Day GCSE results Day

If you are on holiday or unable to enrol, please telephone the school on 0161 748 2875 or email
yln@ugssc.com to confirm that you wish to accept the place.
Views of Internal Students
I stayed at UGS because I enjoyed my experience during my time from years 7 – 11. The
teaching support is excellent and I feel that if I had any problems I wouldn’t be worried about
asking for help. The atmosphere is great and there are plenty of activities on offer to keep
you occupied.
EMMA ROWLES 13R

The quality of equipment we have access to is excellent which helps the learning process. I
have close friends at the 6th form. I also get on with the teaching staff who are friendly and
experienced at helping you with problems and teaching. There are many key sports which
I’m interested in such as Football, Basketball and Volleyball.
NATHAN McCABE 13N

I stayed because teachers encourage you. Teaching here is very good as they support you
when needed and there is also a good atmosphere. Everyone is friendly and there are many
opportunities for extra curricular support. Mr Tighe has been a great form tutor. UGS is also
convenient, it is near my home and I don’t waste time travelling.
AZEEM KHAN 13T

I stayed at UGS as I liked the pupils and the staff and the atmosphere is warm and
welcoming. The support is especially good, also for future careers and degrees.

JAMIE GOSLING 13T

I chose to stay here as I had enjoyed all of my time in the school previously and wanted to
stay with the people who knew me and how to help me. The sixth form is good with a
pleasant atmosphere; and the teachers will help with anything needed.
SAM RUOCCO 13R

I chose Sixth Form at UGS because I was already settled after 5 years here, which I felt
would help my concentration on my A levels. The atmosphere is excellent as I know most
people from school and get along with all the new students.
RYAN ANDERSON 13R

I chose to come here as all my friends were here and I know the school well. The teaching
and support is very good as you are guided well and get great help. The sixth form has a
very friendly atmosphere and is very enjoyable. You get many opportunities to do extra
curricular activities.
NICHOLAS HOLMES 13N
I stayed since all my friends were all here and didn’t want the upheaval of moving. Also, the
standards for A levels are good here. Teaching and support is great and I feel as though I
have had sufficient help and guidance where needed. The atmosphere is good. Overall a
great place!
ZOE MALLENDER 13R

I stayed because I liked the teaching, and felt it would be easier to start A levels knowing the
teachers who will teach me. The teaching and support is excellent – I feel they push me to
achieve my best and also there is a very friendly atmosphere.

JORDAN ASTBURY 13T

I liked the familiar surroundings, my friendship groups, the good reputation for results,
knowing the teachers and the solid support and guidance.
MICHAEL THORLEY 13T
Views of Newcomers
TH
COMMENTS OF STUDENTS WHO JOINED OUR 6 FORM FROM OTHER SCHOOLS IN
SEPTEMBER 2008

Having an excellent reputation as Science and Language Specialist College, allowed me to

decide very quickly in coming this school for Sixth Form. With full support from the school
and providing great facilities, I adjusted socially and academically with ease, as the
atmosphere around the school is very friendly and welcoming. Coming to this Sixth Form will
definitely push you to reach your maximum potential and will provide a variety of
opportunities for you to grab and prosper from.
BILAL AHMED 13N
Ex-Altrincham Boys Grammar School

For me UGS is close to home and had previous family members through 6th form. The
teaching is very good and the support is also very good with lots of support available. The
atmosphere in both the Study Suite and Newton Hall is exceptional and the COPE courses
are great.
SEAN BARLOW 13S
Ex-Wellacre Technology College

I chose to come here because the sixth form seemed to offer a wide variety of subjects, and
also a friendly and motivational atmosphere. As well as this the school had always been
recognised as one that achieved excellent results, and so I hoped it would help me to do the
same.
MEGAN FRITH 13U
Ex-Flixton High School

I chose to come here because I liked the atmosphere here it is friendly and welcoming. I
have settled in extremely well and enjoy being at UGS.
EMMA MOWBRAY 13T
Ex-Altrincham Girls Grammar School

Urmston Grammar School supported me through my university application. There was

always something to do that I could add on my CV. The connections that UGS has, allows
you to gain placements in local schools and hospitals. As I have found these experiences
have been invaluable to me, and this ensures that you have the extra experiences that can
make you stand out against other candidates for university and the world of work.

DEAN KENNY 13S

Ex-Wellacre Technology College
Coming from Flixton Girls, the change was huge but all of the staff help so much, whether it’s
from missing work or needing help with university applications. The science labs are all
really good and equipped for so many experiments. I have been elected Senior Prefect and
represent the school at lots of events through the year. This year we have organized a
Halloween party that everybody had so much fun at. There is always something going on.

AMY DERBYSHIRE 13S

Ex-Flixton Girls School

I came here because I thought it would make me happier and give me more confidence. The
teaching and support is good. The people are full of enthusiasm and the Extra Curricular
Support is very good.
ALICE RYDER 13T
Ex-Manchester High School

The teaching is very good and the atmosphere is friendly, people are very welcoming and
nice to talk to.
KATE MOWBRAY 13T
Ex-Altrincham Girls Grammar School

I found the amount of support given by subject teachers surprising. Teachers are willing to
give up their lunch to go through something you need help with. The support given by the
school is general is also very good. They make applying for universities a lot less stressful
with huge support given to writing Personal Statements. Overall, the school is an excellent
place with amazing facilities – common room and fitness suite; it makes taking A levels that
little bit less stressful.

ANDREA MARTINDALE 13U

Ex- Flixton Girls School
ART & DESIGN
AS & A2 Level (AQA)

Head of Department: Mrs. L.D. Hughes

The Department will follow the AS level and A2 level syllabus offered by AQA.

AS Unit 1: Portfolio 50% total AS level marks

(25% of total A level marks)
This consists of a collection of practical work.
Unit 2: Externally set assignment 50% of total AS level marks
(25% of total A level marks)
An exam based assignment set by AQA that includes a 5 hour supervised session.

A2 Unit 3: Personal Investigation 25% of total A level marks

Candidates develop a personal investigation supported by between 1000 and 3000 words.

Unit 4: Externally Set Assignment 25% of total A level marks

An exam based assignment set by AQA that includes a 15 hour supervised session.

The nature of the practical work will build upon experiences gained at GCSE, therefore whilst it is not
compulsory to have done Art at this level, it is clearly advantageous. Those who do not have Art and
Design at GCSE will be interviewed with a portfolio. Students will continue to explore and develop their
use of media and their associated techniques, linking closely with extending and developing their
knowledge of historical and critical studies. It is intended that the course offered by the Department will
encourage students to extend their knowledge of Art, Craft and Design through individual observation,
expression and invention. Practical sessions are supported by theoretical studies, which explore the
ways in which artists, and designers from different periods and cultures have used materials to express
and communicate beliefs and values.

Through direct personal expression, Art and Design fosters and encourages imagination, sensitivity,
conceptual thinking, powers of observation, analytical abilities and practical attitudes. Through direct
experience of practical skills and theoretical studies, it leads to a fuller understanding of the part played
by Art and Design in the history of man’s development. In doing so it widens cultural horizons and
enriches the individual’s personal resources. Our course intends to offer the freedom to explore new
ideas and experiment with new techniques and materials. Studying Art and Design at a high level offers
many opportunities for good careers, for example:

1. Art ‘A’ level is acceptable for entry into university.

2. It is an essential subject for entry onto a university or college Foundation course as well as B.A. Art
and Design courses and B.Tech courses in all forms of Art and Design study.
3. It is useful for those entering the teaching profession.
4. It can be combined with Mathematics and Physics or other sciences for such professions as
architecture, engineering, design, and civil engineering.
5. It can be combined with Chemistry for Textile Design, Dye Technology, and Textile Management.
It is useful for Media work - television, advertising, theatre, publishing, journalism and ‘Design for
Learning’.
6. Museum work - exhibition design, restoration work.

Our Department, over recent years has had a very high success rate of placing students on their first
choice course at university and college. Many students have gone on to study Foundation courses,
History of Art and Design, Architecture, Education, Textile Technology, Sculpture, Fine Art, Interior
Design, Graphic Illustration, Fashion, Embroidery, Carpet Design and a whole host of other fascinating
areas. Art ‘A’ level is a hard but very rewarding area of study from which students gain much more than
just the knowledge of how to paint and draw.
BIOLOGY
AS & A2 Level (AQA)

Head of Department: Mrs. D. Hesford

'A' Level Biology is usually taken by: -

1. Those students wishing to pursue a scientific career, either post 'A' Level or after a course in higher
education, in which case it is usually studied with at least one other scientific 'A' level.

2. Those students not intending to study Biology further, in which case it may be studied in conjunction
with any other 'A' Level subject.

We offer Biology in a modular format and the titles of modules studied are:

a) AS module 1 The Biology and Disease

b) AS module 2 The Variety of Living Organisms
c) AS module 3 Practical and Investigative Skills
d) A2 module 4 Populations and Environment
e) A2 module 5 Control in Cells and in Organisms
f) A2 module 6 Practical and Investigative Skills

Students will be assessed on their understanding of ‘How Science Works’ in all modules.

Practical and Investigative Skills are taught in each module and assessed in modules 3 and 6 in lab-
based practicals or in fieldwork, followed by a written examination. This is similar to the ISA model
experienced by many students at GCSE.

There is likely to be a residential field course in September of Year 13 which will support module 4 of the
A2 course.

Students are supported during their course by staff who conduct voluntary lunchtime tutorials, by extra
revision classes prior to module examinations and by numerous opportunities to attend lectures and
workshops.

Students who have performed well in the AS examinations may be offered the opportunity to participate in
the Biology Olympiad, run by the Institute of Biology, and to attend an extra class and sit the Advanced
Extension Award in Biology.

An information pack giving further details of the course is available from Mrs. Hesford.
BUSINESS STUDIES
AS & A2 Level (Edexcel)

Head of Department: Mr. D. Kearns.

The Business Studies department regularly achieves excellent results and has received awards from the
Good Schools Guide for its performance nationally.

It is important to note that you do not need to have studied the subject at GCSE in order to take the
Advanced GCE and the performance of both relevant and non-relevant students is equally impressive. It
is more important that you have a lively and enquiring mind, an interest in business and economic affairs
and a desire to explore new ideas and challenge your views on the world in which we live.

The Edexcel Business Studies syllabus that we study is a modular course: The AS year introduces
entrepreneurial and managerial concepts from generating business ideas and assessing market potential
through financing and start up to managing and growing a business in the UK market; the A2 year
develops a greater depth of understanding with a focus on strategic decision making, competitiveness in
international markets and the role of business in the global economy. Businesses are the principal source
of wealth creation in society and, as such, their performance and management is crucially important. The
investigation and study of real-life business lies at the heart of this course which has been designed to
analyse the management and behaviour of firms within a competitive market and investigate their
interaction with consumers, competitors and government, both domestically and internationally.

There will be four main areas of study and assessment is through four examinations, one in the January
and one in the June of each year:

• Unit 1: Developing New Business Ideas

This unit covers the characteristics students need to develop to be successful in business and how
businesses generate and test their ideas through market research. It also considers revenue generation
and external influences such as competition, the economic climate, and financing and.

• Unit 2: Managing the Business

Here we look at the key activities in which students may be involved if they were to set up and manage
any size of business. It introduces key management tools in Marketing, Production, Finance and Human
Resources, which are developed further in the A2 qualification.

• Unit 3: International Business

The aim of this unit is to introduce the student to the world of international business and the issues facing
multi-national corporations. It covers identifying new markets, global branding and the increasing
economic power of China and India.

• Unit 4: Marketing Business Decisions

Students will learn in this unit how to assess the competitiveness of a business through performance
indicators and analyse corporate objectives and strategy. They will consider the cause and effects of
change on business and examine effective risk management.

Accepted by all the major universities, including Cambridge and LSE, as a foundation for further Business
or Economics studies, the course examines the essential link between the theoretical perspective and
successful business decision-making. Business subjects are now the most popular courses at university,
and their graduates command some of the highest salaries. They open the door to careers in
management, sales and marketing, accountancy and finance, economics, human resources and the most
prestigious and highly sought after graduate career, management consultancy.
CHEMISTRY
AS & A2 Level (AQA)

Head of Department: Mr. J. Dodd.

Chemistry is a very important science complementing, as it does, Biology and Physics. As well as
being the foundation for further study in Chemistry, Chemical Engineering, Biochemistry,
Pharmacology, Environmental Science, Polymer and Colour Chemistry and many more, it is also the
one essential ‘A’-level for Veterinary Science, Medicine and Dentistry. The skills needed to succeed
in Chemistry are wide-ranging, from the analysis of data through to the synthesis of ideas.
Chemists, therefore, have many marketable skills which may lead to careers in Law, Personnel,
Management and others as well as Chemistry itself.

Chemistry is offered at Advanced and AS level in the Sixth form. Both the courses follow the new
AQA syllabus with modular assessment. The syllabus assumes that students have achieved Grade
‘C’ or better in Chemistry or Dual Award Science, although a grade ‘B’ is preferred. The specification
has been chosen because it follows on well from the Additional Science at GCSE and has built on
the concepts of ‘How Science works’ that ensures relevance to contemporary issues. This new
model follows the key themes of the highly popular former AQA specification, updated in-line with the
new QCA Science criteria.

The AS syllabus consists of three units; ‘Foundation Chemistry’ explores the fundamental
principles that form the basis of Chemistry; ‘Chemistry in Action’ introduces more of the principles
that underpin chemistry and looks at the applications of these principles; ‘Investigative and
Practical Skills’ will allow students to carry out experimental and investigative activities in order to
develop their practical skills. The practical and investigative skills will be centre assessed through
two methods:

• Externally Marked Practical Assignment (EMPA)

• Practical Skills Verification (PSV)

The EMPA will require students to undertake practical work, collect and process data and use it
answer questions in a written test (EMPA test). They will contribute 20% of the total AS marks and
10% of the total A-level marks.

The first unit consists of 4-6 short answer questions plus 1- 2 longer structured question which are
examined in January. The second unit consists of 6-8 short answer questions plus 2 longer
structured questions which are examined in June.

The A2 syllabus consists of three further units which develop the concepts met at AS; ‘Kinetics,
Equilibria and Organic Chemistry’; ‘Energetics, Redox and Inorganic Chemistry’;
‘Investigative and Practical Skills in A2 Chemistry’. The fourth unit consists of 6 - 8 short answer
questions plus 2 - 3 structured questions which are examined in January. The fifth unit will consists
of 6 - 8 short answer questions plus 2-3 longer structured questions which are examined in June.
The sixth unit, the Investigative and Practical Skills in A2 Chemistry will mirror the same pattern as in
AS and will contribute a further 10% of the total A-level marks.
CRITICAL THINKING
AS & A2 Level (OCR)

Head of Department: Mr. P. Fletcher.

Critical Thinking is not like other subjects students may be thinking of taking for Advanced GCE. It does
not involve learning any facts. As the title suggests, it is about learning how to think and reason, as well
as how to write in a coherent and logical way.
Head of Department: Mr. P. Fletcher
Though these skills are particularly applicable to subjects such as English, History and Law, taking
Critical Thinking would be beneficial to any student. It shows that they have attained a national standard
in thinking skills, which will be prized by universities and employers alike.

During the course, students might work from a variety of materials, from newspaper articles to current
affairs programmes. These are discussed and conclusions drawn conclusions about the way arguments
are presented. A decision is made, according to the evidence put forward, which side of an argument is
credible, and what sources of information are seen as reliable. You will learn how to set out conclusions
clearly, in writing, and explain how they are reached.

Students will be provided with a framework which can be applied in a practical manner to a range of
materials, situations, problems and issues. There is not an obvious major body of content to study, but
rather a range of skills which students should acquire.

Students will learn to:

• understand and apply the reasoning
• understand and apply different patterns of reasoning
• recognise and evaluate special kinds of reasoning
• judge the credibility of sources
• assess arguments
• develop and present relevant arguments
• recognise and apply basic logical ideas

There are four examined units:

UNIT F501 Introduction to Critical Thinking (AS)

Students will respond to questions covering the language of reasoning and credibility.
1½ hour examination

UNIT F502 Assessing and Developing Argument (AS)

There will be a wider range of argument components, building on the skills of Unit 1. This will include
analysing and evaluating argument including assessing strengths and weaknesses and writing original
arguments in response to stimulus material.
1½ hour examination

UNIT F503 Ethical Reasoning and Decision Making (A2)

Application of skills gained at AS level in the context of ethical reasoning and decision making. The
analysis and evaluation of conflicting ideas and arguments from a range of source material.
1½ hour examination

UNIT F504 Critical Reasoning (A2)

Includes similar concepts to the previous units but presents a different level of challenge. This may
involve the analysis and evaluation of typical arguments found in newspapers, journals, books and
magazines. Stretch and challenge is incorporated into this unit.

1½ hour examination
ELECTRONICS
AS Level (AQA)

Head of Department: Mr. A. Campbell

This course follows the AQA Specification A. The minimum course requirements are a grade B in
Mathematics and Science. It will suit those students who enjoy practical work, especially setting up
electrical circuits and testing them.

Clearly practical work is an important part of the course and students are trained to become proficient at
using test equipment, including multimeters and oscilloscopes, to take measurements and to find out why
a circuit is not working (fault finding).
There are 3 units in the specification.

Unit 1 – Foundation Electronics

This unit introduces logic gates, transistors and operational amplifiers.

It also examines the use of many components, such as, LEDs, power diodes, thermistors, LDRs, relays,
buzzers and motors.

Unit 2 – Further Electronics

Knowledge of logic gates is extended to include how circuits can be simplified along with counter circuits
and latches (memory circuits). Operational amplifiers are studied further to see how they can be used in
digital to analogue converters, sound systems and mixer decks. Power amplification and filter circuits to
produce bass and treble effects are also studied.

Unit 3 – Project Report

A single circuit is to be built to satisfy an initial design problem that you choose.
The aim is for you to design, build and evaluate an electronic circuit and produce a written report of the
work. It should be based on the subject content from units 1 and 2 and has to include at least 3 active
devices (eg a transistor and 2 logic gates).

The overall system should be developed as sub-systems (building blocks) that should be tested in
isolation before being linked together in the main system. Students will then develop their circuit on
protoboard and computer simulations can be used to help with this. The final system must be tested and
evaluated against the initial design specification.

Units 1 and 2 are assessed as written papers with structured questions. As mentioned above, it is the
final written report that is assessed in unit 3.

The depth of knowledge and skill base acquired would clearly be a great asset to any student taking
Physics but it is also an excellent ‘taster’ for anyone considering Electrical or Electronic Engineering at
university.

The course is currently offered to AS level only. As such it would also be a good option for those students
who know which subjects they want to continue with at A2 , but who would like to develop their skills in
another direction to add breadth to their AS subjects by enhancing their practical skills or report writing.
ENGLISH
LANGUAGE & LITERATURE
AS & A2 Level (AQA)

Head of Department: Mr. M. J. Parker

English Literature and Language has been carefully selected by the department as a subject which will
have wide appeal and a range of skills that will supplement any career choice. It is most desirable for any
students wishing to pursue careers in any area which deals in communication, including Law, Journalism,
Advertising, Social Services, the Civil Service, Teaching and so on: it is, of course, invaluable for students
who wish to demonstrate a breadth of skills. Students will be taught by a pair of teachers who are
responsible for different texts within the modules.

Year 12 AS Module 1 - Introduction to English Literature and Language

This unit is effectively a transition module from GCSE into AS. Like GCSE, students study an anthology.
Unlike GCSE, they will not only study poetry but also prose, which might include extracts from diaries,
novels, and perhaps even a comic! They study written texts, spoken texts and a range of genres: they
will certainly study poetry, prose and drama extracts. The theme for this year is ‘Travel, Transport and
Locomotion.’ Previous Anthology themes have been very successful.
Assessment will be by a written examination of 1 hour and 30 minutes (open book).

AS Module 2 - Themes in Life and Literature

For this coursework piece, students study two novels, and examine the way in which themes are treated,
and the way in which language has changed. This year, for example, students will study Edgar Allen
Poe’s Selected Tales and Raymond Chandler’s The Big Sleep. Students write two pieces: the first is an
analysis of one text, the second is a creative piece inspired by the other text. We are enjoying teaching
this imaginative approach to coursework.

Year 13 A2 Module 3 - Talk in Life and Literature

Students study a Shakespearean play (this year ‘Hamlet’) and examine - in examination - the way
Shakespeare uses speech. In the exam, they will also analyse modern speech rules. This unit is
substantially the same as a current module and we therefore expect to achieve very good results from it.

A2 Module 4 - Text Transformation

Usually, students study one text and then write two transformations of the piece. For example, they might
study the poems of Wilfred Owen and then transform them into a newspaper article and into a short story.
Students must then write an analysis of their transformation.

The department has enjoyed 100% pass rates for many years and expects to continue our success with
this enjoyable new course. Students will get to experience a wide range of texts and will be able to tailor
their coursework to their own interests and strengths.
ENVIRONMENTAL STUDIES
AS & A2 Level (AQA)

Teacher in charge: Dr. J. Howe

“The most accessible science subject available”, says Kevin Byrne, the Chief Examiner for AQA.

What is Environmental Studies?

Environmental Studies is the scientific study of our surroundings in the natural world and how as humans
we manage the natural resources our environment provides.

Are you interested in what is happening on our planet? This course will help you develop a deep
understanding of current environmental issues and the scientific processes that control and affect it. The
central theme is the development of an understanding of how different events and cycles within the
environment interrelate, how they influence subsequent environmental events, human impacts on these
events and cycles, and the strategies that can be used to minimise the problems caused. Key aspects
within the specification include areas such as ‘Wildlife Conservation’, ‘Pollution’, ‘Global Climate Change’
and ‘Sustainability’.

Environmental Studies links together in a new and exciting way, the subjects of Biology, Geography,
Geology, Chemistry, and Physics.
Although the emphasis of the course is based on a scientific approach, it is also ideal for those wishing to
study just one science to A level, as the subject base is very broad and many other skills are required.

AS level

Unit 1: The Living Environment – this module is an introduction to the biodiversity of life on earth and
looks at how effective conservation in different habitats, both in the UK and abroad, may be achieved.

Unit 2: The Physical Environment – this module examines how humans exploit and manage physical
resources such as atmospheric gases, water and mineral nutrients, considers the sustainability of man’s
activities.

A2 level

Unit 3: Energy Resources & Environmental Pollution – this module looks at energy supply now and in
the future and studies the problems associated with a range of atmospheric, aquatic and terrestrial
pollutants.

Unit 4: Biological Resources and Sustainability – this module examines the factors controlling human
population growth and how food production and forestry systems can supply demand. The associated
environmental problems and their possible solutions are studied.
FRENCH
AS & A2 Level (WJEC)

Head of Department: Mr. T. Elston

AS Level

This offers students the opportunity to learn more about life in France and French-speaking countries by
studying authentic French material covering issues of interest to young people today:
• Leisure and Lifestyles, including tourism and travel, sport, hobbies, entertainment;
• The individual and Society, including relationships, problems of young people, gender issues,
youth culture and education.

The two AS modules assess the range of language skills:

• FN1 Speaking;
• FN2 Listening, Reading and Writing including translation into English.

A2 Level

The A2 course builds on the skills developed at AS level. In addition to developing their knowledge of the
AS topics, students will also learn about:
• Social and Political issues, including the media, racism, social exclusion and the world of work;
• Environmental Issues, including technology, pollution, transport and recycling.

The two A2 units assess the range of language skills:

• FN3 Speaking
• FN4 Listening, Reading and Writing including one essay on a literary text or film, plus a
translation into French

AS and A2

Students are usually taught in groups of up to 12 with opportunities to work in smaller groups or pairs.
The school has a modern language laboratory for individual work, and access to up-to-date IT facilities.
We have a French assistant to give conversation practice and we run a successful school exchange trip
with the Lycée Saint Paul in Lille, in northern France.

French ‘A’ level provides access to many interesting, combined degree courses at university. Examples
include French and Law and French with Business Studies. Many of these involve a year’s study in
France and lead to a variety of exciting career prospects. Studying French also helps students develop
their skills in English – essay writing, for example – so is highly desirable for careers in fields such as law,
journalism, advertising and teaching.

Languages and employers

“Employers ranging from law firms to multinational banks to major aid and development organisations
confirmed that applicants with languages were, at the very least, viewed more favourably than those
without.

“Some state categorically that they would not employ people who spoke only English. For some
companies, the specific languages were immaterial: they saw students with languages as much more
flexible and adaptable, more likely to appreciate the need for intercultural communication skills and
more able to build relationships with counterparts or clients in other countries.”

The Independent
GENERAL STUDIES
AS & A2 Level (OCR)

Head of Department: Mr. P. Fletcher

The OCR General Studies course is an important and compulsory part of the Sixth Form curriculum. Each
student attends two lessons a week and follows a series of eight topics delivered by a team of staff. There
will also be some guest lectures. Though students will supplement their already extensive knowledge of a
wide range of subjects gathered in school or through their own observation and general reading, the main
feature of lessons will be discussion, argument, and analysis. The key aims of the course are:

• Developing and assessing knowledge, understanding, and a range of thinking skills.

• Studying and considering the world in which we live.
• Crossing boundaries between subjects and making links and connections.
• Making decisions, formulating opinions, communication fluently and accurately.

UCAS points gained from General Studies can be useful to students in helping them to gain a place on
their chosen course at university or college. However, the thinking and analytical skills are prized in the
world of work by employers.

The course is examined in four units:

UNIT F731 The Cultural and Social Domains (AS)

Political processes and goals, social and economic trends and constraints, explanation and evaluation of
human behaviour, beliefs, values and moral reasoning, media and communication, creativity and
innovation.
2 hour written examination

UNIT F732 The Scientific Domain (AS)

Characteristics of the sciences (physical, life, and earth), the understanding of scientific methods,
principles, criteria and their application, mathematical reasoning and its application.
1 hour written examination

UNIT F733 Domain Exploration: Applying Synoptic Skills (A2)

An opportunity to develop thinking and analytical skills through the exploration of the three domains
covered at AS level.
1½ hour examination

UNIT F734 Culture, Science and Society: Making Connections (A2)

The making of connections between information, data, concepts and opinions drawn from the cultural,
social and scientific domains.
1½ hour examination

Unit F732 will be taken in January. The other Units will be taken in the Summer examination season.
GEOGRAPHY
AS & A2 Level (AQA)

Head of Department: Mr. R.C. Tighe

We will follow the AQA Specification at AS and A Level in Geography. Details of the course programme
are given below.

The AS Modules Unit 1: Physical and Human Geography

This module counts for 70% of the AS, 35% of the A Level. It requires the study of the following two
Physical themes;
• River, floods and management
• Cold Environments
It then requires study of the following two Human themes;
• Population change
• Food Supply Issues

Unit 2: Geographical Skills

This module leads to a skills based paper based on the content of Unit 1. The skills required include
investigative, cartographic, graphical, ICT and statistical.

Residential Field Study

A three day residential field study will be undertaken in September of Year 12 for students. We will stay at
Beechwood Court near Conwy in North Wales. We will study Glacial Geomorphology in the Glyder
Mountains, we will study rivers and also rural settlement patterns. There will be a second 3 day field
study based on locations in Greater Manchester and a visit to Formby Sands in July of Year 12 for those
going on to study A2

A2 Modules Unit 3: Contemporary Geographical Issues

This module counts for 30% of the A Level. It requires the study of the following sets of themes;
Physical Topics
• Plate Tectonics and associated hazards
• Ecosystems: Change and Challenge
Human Topics
• World Cities
Unit 4: Geographical Fieldwork Investigation
• This module counts for 20% of the A Level. It requires each student to have a thorough and
detailed understanding of what is involved in producing a Geographical investigation. The
investigation itself is not assessed by the examination board but the candidate answers questions
about aspects of the report in a 1 ½ hour examination taken in January Year 13.
This will be a demanding course, but it is made up of an extremely varied set of topics which should
ensure that there is plenty to be of interest to each individual student. The department takes pride in the
results that our students have achieved at Advanced Level in recent years. Geography counts as a
standard academic subject recognised by a wide range of career areas including Business Management,
the legal profession, financial services, urban planning, the armed forces, education, the leisure industry,
the civil service and the medical profession.

Mode of Weighting Weighting

LEVEL UNIT TITLE Assessment DATE DURATION AS A2
AS Physical and Human Written Exam June Year 2 hours 70% 35%
Geography 12
AS Geographical Skils Written Exam June Year 1 hour 30% 15%
12
A2 Contemporary Geographical Written Exam June Year 2 ½ hours 30%
Issues 13
A2 Geographical Fieldwork Written Exam Jan Year 13 1 ½ hours 20%
Investigation
GERMAN
AS & A2 Level (WJEC)

Head of Department: Mrs. A. Rogers.

AS Level

This offers students the opportunity to learn more about life in Germany and German-speaking countries
by studying authentic German material covering issues of interest to young people today:
• Leisure and Lifestyles, including tourism and travel, sport, hobbies, entertainment;
• The Individual and Society, including relationships, problems of young people, gender issues,
youth culture and education.

The two AS modules assess the range of language skills.

• GN1 Speaking
• GN2 Listening, Reading and Writing including translation into English

A2 Level

The A2 course builds on the skills developed at AS level. In addition to developing their knowledge of the
AS topics, students will also learn about:
• Social and political issues, including media, racism, social exclusion and the world of work;
• Environmental Issues, including technology, pollution, transport and recycling.

The two A2 units assess the range of language skills:

• GN3 Speaking – including discussion of a film or a literary text
• GN4 Listening, Reading, Writing including a translation into German and an essay either on a
film or a literary text.

AS and A2

Students are usually taught in groups of about 12 with opportunities to work in smaller groups or pairs.
The school has a modern language laboratory for individual work, and access to up-to-date IT facilities.
We have a German assistant to give conversation practice.

The study of a major European language at ‘A’ level is becoming increasingly popular, as the vision of a
united Europe becomes ever clearer. There are a huge choice of university courses available, which
offer German as a major or subsidiary subject; German and Law, German and Accountancy, German and
Engineering, to mention just a few. Many employers are seeking to recruit students with a foreign
language as European integration increases.

Why not change our traditionally ‘British’ reputation for speaking foreign languages whilst at the same
time creating a wealth of career opportunity for you.
Languages and employers

“Employers ranging from law firms to multinational banks to major aid and development organisations
confirmed that applicants with languages were, at the very least, viewed more favourably than those
without.

“Some state categorically that they would not employ people who spoke only English. For some
companies, the specific languages were immaterial: they saw students with languages as much more
flexible and adaptable, more likely to appreciate the need for intercultural communication skills and
more able to build relationships with counterparts or clients in other countries.”

The Independent
HISTORY
AS & A2 Level (OCR)

Head of Department: Mr. M. McPartland.

1 What use is History?

a) Advanced level and further study of History (e.g. at degree level) can be a preparation for
many types of career. There are some careers specifically subject related, but many more
occupations provide openings for those with a qualification in History e.g. the Civil Service,
Banks, Management, Personnel Work, Heritage Management, Journalism, Law, Marketing,
Hospital Administration and Sales.

b) You may ask why such occupations are so keen to employ those who have studied History to
'A' and degree level. It is because the subject provides a solid foundation in many skills that
will be of immense use to any employer e.g. the ability to communicate orally and on paper,
the ability to argue logically, the ability to assess and evaluate evidence, the ability to
understand many aspects of modern life (government, law, religious issues etc.), the ability to
carry out independent research, to select material and analyse it as well as understand
human motivation and personal relationships. All constitute skills, which are transferable to
any job. Such skills are indeed transferable to degrees such as Law where an 'A' level in a
similar subject, such as History, is an obvious advantage.

2 What is the Advanced level course

Methods
Students are expected to be able to work independently and read around topics covered in class.
Students learn a useful range of new vocabulary and are trained to analyse evidence as well as
produce pieces of extended writing. Students will be expected to participate in class discussion
and debate and present research projects to the class. Above all, students are encouraged to
make their own judgements about topics covered, so the subject genuinely ‘comes alive’.

Content
Students will get the opportunity to study some fascinating characters and turning points in the
OCR specification.

AS/A level History Overview

A level history is assessed through 4 modules – 2 in year 12 and 2 in year 13. Coursework (unit 3) is
undertaken in year 13 and is worth 30% of your final A level grade. You will sit 2 exams in year 12 and 1
exam in year 13. Each unit is designed to assess one or both of the general skill areas in history.

The two main skills that you will be assessed on are:

1. The ability to recall, select and deploy historical knowledge accurately and communicate
knowledge and understanding of history in a clear and effective manner.
2. The ability to interpret, evaluate and use a range of source material, and explain and evaluate
interpretations of historical events and topics.

Of course these skills are not tested in isolation – you cannot interpret and evaluate sources unless you
can select relevant historical knowledge and use it effectively.

You are therefore going to be assessed on how well you write an essay, present and argue a case,
explain the significance of a person, event, and concept, come to a judgement, evaluate a source and
understand another historian’s interpretation of events.
 HISTORY (continued)
AS & A2 Level (OCR)

Unit 1: The Early Stuarts and the Origins of the Civil War 1603-42
• What part did foreign relations play in the relationship between James I and Parliament?
• How serious were religious divisions in England during the reign of James I?
• What was the importance of financial issues in relations between James I and Parliament?
• Why did Charles 1 embark on personal rule in 1629?
• How important was Charles 1 personal rule (1629-40) in bringing about the Civil War?
• Why did the Civil War break out in 1642?

Unit 2: The Origins of the American Civil War, 1820-61

• How did the issue of slavery in the Territories develop from 1820-1850?
• How substantial were the differences between North and South on eve of the Civil War?
• How did events from 1820 lead to increasing sectional tensions between North and South?
• What were the motives behind secession, and why did this lead to civil war?

Unit 3: Causes of World War 2, 1918-41

• Focus: How long-term discontents about the results of the First World War were not resolved by
attempts at international understanding; consequently nationalist sentiment in Europe and Asia,
exacerbated by economic depression, defeated attempts at appeasement to prevent a series of
interlinked conflicts in Europe and Asia leading to global war.

Unit 4: This theme focuses on the struggle of citizens in the United States to gain equality before the law
without regard to ethnic origin, gender or wealth.
• African Americans
• Trade Union and Labour Rights
• Native Americans
• Women

Autumn Term Spring Term Summer Term

Half term 1 2 3 4 5 6
Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit 4

Unit 2 Unit 2 Unit 2 Unit 2 Unit 2 Unit 3

Autumn Term Spring Term Summer Term

Half term 1 2 3 4 5 6
Unit 4 Unit 4 Unit 4 Unit 4 and

Unit 3
HOME ECONOMICS
Unit 3 Unit 3 Unit 3
revision.

Unit 3 and
Food, Nutrition and Health revision.

AS & A2 Level (OCR)

Head of Department: Mrs. K.E. Crow

You may have the old-fashioned idea that Home Economics is about “cooking”. If this were the case, you
would be overlooking the infinite variety of different studies that the subject now encompasses. Included
in this ‘A’ level is the study of food science and nutrition but there are also social issues to consider as
well as consumer-related ones.

As well as being accepted by all universities as a recognised ‘A’ level, this subject opens up many
possible career options to those who opt to pursue it post 18. The food industry is one of Britain’s
largest areas of employment and careers linked to this subject include: -

 Marketing.
 Advertising.
 Product development management.
 Food styling.
 Food Company account handlers.
 Consumer related work e.g. Trading Standards.
 Environmental Health.
 Social work.
 PR work.

If you study both the AS and A2 in this subject, you will use a number of different skills, which are
transferable and will be future benefit to you. These include individual research, use of I.C.T., data
collection and application of scientific knowledge to develop and design new food products.

AS Year 12

You will study two units: Society and Health, and Resource Management. Both units are externally
assessed by two separate 1½ hour examinations.
When studying ‘Society and Health’ we look at issues relevant to the modern world today such as family
patterns, birth rates, the development and provision of the Welfare State, employment and
homelessness.
Diet has a major impact on our health and you will consider the impact of food choices on the health of
the nation and investigate ways of modifying the diet to meet current dietary guidelines.

The second unit, ‘Resource Management’, is focused on the management of food resources and related
issues. You will study issues relating to food safety and hygiene, financial awareness and retailing,
including current marketing strategies used in the food industry. You will undertake a range of practical
activities, related to the course content in this unit of work.

A2 Year 13

You will study two units. One of these is a coursework module. You will carry out an investigative study
and will be able to choose your own title. Your study will be food related and you will undertake a range of
practical work linked to your chosen title.

The second unit, ‘Nutrition and Food Production’, is externally assessed. The unit largely focuses on

I.C.T.
nutrition. You will also study how the food industry is responding to the changing needs of the consumer
as well as considering how the properties of foods affect their use in food manufacturing.

AS & A2 Level (OCR)

Head of Department: Mr. J. Morris

Information Technology is offered at Advanced Subsidiary (AS) level to year 12 students and at A2 level
to Year 13 students. This course focuses on the implications, effects and consequences of the increased
use of information and communications technology in our society. There are no programming tasks
involved in this course and the emphasis will be on how businesses and organisations plan and use I.C.T.

Students will be studying aspects of information technology through discussions, research activities,
watching videos and preparing presentations. Use of the computer will be investigated by developing
skills based on common generic applications using Excel, Access and PowerPoint. This aspect of skill
building will be assessed through a self-managed project to address common small business practice.

The structure of the course at Advanced Subsidiary level course will take the following format:

AS Course Examined

Unit G061 60% Information: Nature, Role and Context June 2 hours
Unit G062 40% Structured practical tasks April Spring Term

A summary of each unit can be seen below

Unit G061 Information: Systems and Applications

This unit will concentrate on the difference between knowledge, information and data and the
reasons why value is attributed to the importance of information and how the control of information
places legal obligations on holders of personal data. There will be a focus on ICT in business.
The capabilities and limitations of I.T. within our society, together with the role of communication
systems leads to the study of the work of the I.T. professional, Health and Safety, software misuse
and malpractice.

Unit 2513 Coursework: Structured Practical Tasks

Each student will be required to tackle 4 problems, which have an I.T. solution using the advanced
features of a range of software package, e.g. a spreadsheet, a database or graphics.

The student will be free to formulate their own solution to a board set problem by demonstrating their
capability in tailoring the features of the chosen software to be effective, efficient and user-friendly. This
unit is designed to focus on a student’s design process, communication, testing and evaluation skills.
I.C.T. (continued)
AS & A2 Level (OCR)

A2 Course (Brief overview)

This is offered at Year 13 and is a continuation of the AS concepts to include greater reference to the
details of implementing security policies to system life cycles and training provision.

The structure of the course at A2 level will take the following format:

A2 Examined
Unit G063 Systems, Applications and Implications 30% 2 hrs June
Unit G064 Coursework: A complex practical project 20% April

Unit G064 coursework: This project is about 4000 words in length. It extends the students’ ICT skills to
use two software packages which exchange data between them to solve a real situation. The student is
required to find an end-user who will set the ICT problem, which is then solved, in school.

This project should be tested in the real world and solve a problem for a real client who will be expected
to take part in the development and evaluation stages.

It is a synoptic unit allowing students to bring together, in a single project, all the skills they have learnt
throughout the course.
MATHEMATICS
AS & A2 Level (Edexcel)

Head of Department: Mrs. E.J. Parker

‘A’ Level Mathematics

In Years 12 and 13, we offer Edexcel Modular ‘A’ Level Examination. The two year course comprises
eight lessons per week and we are able to meet a range of student interests in Pure Mathematics,
Statistics and Mechanics, by offering the subject on two lines (three groups).

Students will study six units of assessment during the course. Three will be examined during Year 12
and the remaining three during Year 13.

We expect to be able to offer three alternative ‘A’ levels, each of which leads to an award entitled ‘A’
level Mathematics:

Line A: Pure Mathematics with Statistics (Units in Pure Mathematics and Statistics)
Line C: 1- Pure and Applied Mathematics [Units in Pure Mathematics, Statistics and
Mechanics]
2- Pure Mathematics with Mechanics (Units in Pure Mathematics and Mechanics)

For each course about two thirds of the work consists of the traditional ‘pure’ topics of algebra, geometry,
trigonometry and calculus and the remainder will comprise the applications of these to either Statistics or
Mechanics, according to the units taken. The Pure Mathematics content of each course is identical and
students should choose their balance of Statistics and Mechanics according to their own preferences and
the other ‘A’ level subjects they choose to study.

AS Level Mathematics

Students may opt to study AS as a discrete qualification. This comprises three units of assessment. The
course will include two units of Pure Mathematics, together with a module of Statistics or Mechanics
according to the option chosen.

Students taking this option will be taught together with those intending to study the full ‘A’ level as all
students will sit 3 units of assessment during Year 12. We hope that this will also afford a greater
flexibility in the choice of units available to AS students, but students should discuss their requirements
with the Head of Faculty as the various modules are taken on different occasions during the year.

AS & A Level Further Mathematics

For students taking A level Mathematics on Line C, it is possible to opt for either AS or A level Further
Mathematics on Line A. To take Further Mathematics on Line A at any level, you must also take
Mathematics on Line C. For AS Further Mathematics, this will mean taking 3 more Mathematics
Modules, one of which must be at Further Mathematics standard. For A level Further Mathematics, there
would be 6 more modules to take, of which 2 must be at Further Mathematics standard. The exact
mixture of modules will be discussed with the Head of Faculty but can be assumed to include modules in
Further Pure Mathematics, Statistics, Mechanics and Decision Mathematics. Some of the Further
Mathematics lessons will be taken with the A level group on line A and the others will be arranged
separately. It is especially important that prospective Further Mathematics candidates discuss their
intentions with their Mathematics teacher and the Head of Faculty. This is an exciting course but it
means that up to half of the total A level time will be Mathematics so applicants will need to really enjoy
the subject to be able to cope with this!
MATHEMATICS (continued)
AS & A2 Level (Edexcel)

Entry requirements

For entry to any Mathematics course at Advanced level, the minimum requirement would is a Grade ‘B’
obtained at G.C.S.E. However, a ‘B’ grade student may find this subject challenging. Because of the extra
demands, students wishing to take Further Mathematics should be predicted an A* grade at GCSE.
Students should note that homework is set after every lesson and it is a requirement of the course that
this is completed punctually. Mathematics is a linear subject so that homeworks are necessary to the
understanding of subsequent lessons and ultimately to success at this level. Only students with a good
homework record are likely to succeed.

Students will sit modular examinations throughout the course and the examination sessions are in
January and June. Of the three modules taken in Year 12, C1 will be examined in January with the other
two examined in June so that, by the end of Year 12, all successful students will qualify for AS
Mathematics. ‘A’ level candidates will continue with a further three modules in Year 13, of which two will
be examined in January, with the last one in June. Further Mathematics students will take 6 modules in
Year 12 and 6 in Year 13.

General

Students who include Biology, the Arts subjects or the Social Sciences in their ‘A’ level choices will tend
to find that an alternative which contains some Statistics is most suitable while those who choose Physics
will find that some Mechanics Modules complement their studies best.

The above information provides guidelines only. Any student who requires further information on any
aspect of these courses or who would like guidance in choosing the most appropriate units for them
should consult a member of the Mathematics Faculty who will be happy to advise. Mathematics is
equally suitable for girls and boys studying a wide range of other 'A' level subjects and successful former
students have studied the arts, the sciences or a combination of both.
MUSIC
AS & A2 Level (OCR)

Head of Department Mr. P. Fletcher

This course offers students the opportunity to further develop their performing, composing and
listening/appraising skills. They will encounter a wide variety of music, particularly from the Western
classical tradition and jazz but, in their own performing and composing, there is a considerable amount
of freedom in choosing the style, genre or repertoire. Many subjects combine well with Music, from a wide
range of Humanities and Languages as well as Mathematics and Science. A qualification in Music could
lead to higher education, and employment possibilities include the music industry, broadcasting and other
related careers.

The course is suitable for those with an interest in the subject who have had appropriate grounding. This
may be through a variety of routes either formal or informal, such as participation in musical activities,
study of an instrument, graded examinations, study of music theory and experiences of music at Key
Stages 1,2, and 3 and GCSE level.

The A level qualification comprises six units, three at AS and three at A2 :

UNIT G351 Performing Music 1 (AS)

A 12 minute recital (involving solo and ensemble playing) followed by a 5 minute discussion with the
visiting examiner about the student’s instrument and/or repertoire.

UNIT G352 Composing Music 1 (AS)

A school assessed portfolio of work including short exercises in musical style from previous musical
periods, and an original instrumental composition or arrangement of a published piece.

UNIT G353 Introduction to Historical Study in Music

A two hour examination where students listen to recorded examples and answer structured questions, are
asked questions on prescribed pieces, and write a synoptic essay on music set in a broader context.

UNIT G354 Performing Music 2 (A2)

A 15 minute recital followed by a 5 minute discussion with the visiting examiner about the student’s
instrument and/or repertoire.

UNIT G355 Composing Music 2 (A2)

A school assessed portfolio of more extended, original compositions including commissioned work.

UNIT G356 Historical and Analytical Studies in Music (A2)

A 2 hour examination where questions are set on given extracts and students can answer questions on
their chosen historical topic (they have 6 to choose from at the start of the course).
MUSIC (continued)
AS & A2 Level (OCR)

Head of Department Mr. P. Fletcher

Whilst some of the teaching has to be formal and teacher-lead, particularly in acquiring the skill of
producing stylistic harmony exercises and the analysis of set repertoire, there is plenty of opportunity for
self-directed study in the contexts of the preparation of a recital and the arrangement of a lead sheet.

Students are encouraged to use the latest Music software and ICT to further their musical experiences
and they are expected to take a leading role in the musical life of the school by initiating as well as taking
part in a programme of concerts. These would take place at lunchtimes for the entertainment of fellow-
students and in the evening for parents and friends of the school. The school also has strong links with a
number of local organisations and performs for these over the Christmas period.

Why Music?

Music activity helps young people develop leadership skills, enhance self-esteem, foster a work ethic and
a dedication to excellence. Music experience cannot be replaced by any other. It is one of the few
subjects where a student can develop their own ideas to their completion and not be constrained. Self-
expression and personal development are key ingredients of a course of study which is as much about
developing as a person as it is developing new skills.

Careers

• Music education—primary or secondary teacher, private instrumental teacher.

• Music performance—solo or ensemble player in a choir, orchestra or band; an accompanist.
• Music therapy—music therapist or counsellor.
• Music management—working for an orchestra, as an agent, promotion or sales.
• Music writing—composer or arranger.
• Musical instruments—promotion, sales and distribution.
• Music recording—sound engineer, acoustician, planning and designing sound systems.

Music at University

• Studying a variety of musical topics which may include a specialism such as: non-Western music,
popular music, film music, music technology, electro-acoustic music.
• Numerous and varied performance opportunities. The chance to be taught by eminent performers as
well as to take part in specialist groups such as Samba and Gamelan.
• Most universities have state-of-the-art recording facilities.
PHYSICS
AS & A2 Level (AQA)

Head of Subject: Mr. A. Campbell

The Advanced Level course follows the AQA Specification A, with AS (units 1 to 3) taught in Year 12 and
A2 (units 4 to 6) taught in Year 13.

Unit 1 – Particles, Quantum Phenomena and Electricity

This introduces you to exciting new ideas in Physics, such as quarks and quantum concepts as well as
developing in-depth knowledge and important applications of electricity.

Unit 2 – Mechanics, Materials and Waves

This unit extends your GCSE knowledge of energy, forces and motion. Materials are studied in terms of
their bulk properties and tensile strength. Thorough knowledge of the characteristics, properties and
applications of waves, is developed through refraction, diffraction, superposition and interference.

Unit 3 – Investigative and Practical Skills in AS Physics

The practical skills that are an essential part of studying a physics course are assessed in this unit. It
builds on the GCSE skills of ‘How Science Works’ in an ISA style activity.

Unit 4 – Fields and Further Mechanics

This unit considers the link between oscillations, waves and circular motion. Key applications of fields are
developed including satellite motion, capacitors, transformers and alternating current generators. The unit
also includes further mechanics concepts of momentum and simple harmonic motion. A quantitative study
of fields explores gravitation, magnetism and electric fields.

Unit 5 – Nuclear and Thermal Physics plus Option Topic

The nuclear and thermal aspect of this unit builds on the ideas introduced in unit 1 to give a thorough
understanding of the particle nature of matter.
‘Turning Points in Physics’ considers such things as how the electron was discovered, wave-particle
duality and Einstein’s theory of Special Relativity.

Unit 6 – Investigative and Practical Skills in A2 Physics

This is assessed in the same way as unit 3 except that the questions are based on A2 knowledge and
understanding.

Good mathematical skills are a pre-requisite for the course and a minimum grade B in GCSE
Mathematics is expected. Clearly it is an advantage to study Mathematics at AS or A level but this is not
essential and the Physics department does provide extra help for those students who prefer not to do
this. Full details of the Mathematical requirements are provided in the specification and this can be found
on the AQA website.

Practical work is an important part of the course and students are trained to become proficient in using a
wide variety of scientific apparatus. This rewarding and enjoyable aspect of the course is designed to
reinforce theoretical work and helps to prepare the students for their practical assessment.

A level Physics is clearly important for further study in science and engineering subjects, but is also highly
regarded by employers and can provide a route to more diverse areas of further education and
employment. As such, career opportunities arising from Physics qualifications are numerous and wide-
ranging.
POLITICS
AS & A2 Level (Edexcel)

Head of Department: Mr. P. Corrigan

Why study Government and Politics?

Government and Politics is a well respected ‘A’ level course accepted at all of the top universities. The
course is designed to develop a wider understanding of the role of politics in the modern world, from the
philosophical origins of the concept of the modern state to the internal workings of the state itself. It is
also designed to encourage debate on the key issues affecting the UK today such as the EU and
electoral reform. Through these issues students are able to develop both their written and oral
communication skills. They are also encouraged to form their own political opinions and express them
through persuasive argument. The course also aims to improve their independent research skills and
learn to view various sources of information with a critical eye.

Due to the wide range of skills being developed, Government and Politics is compatible with a wide
variety of other subject options. It links in particularly well with humanities based options such as History,
Geography, Sociology, Economics and Business Studies as well as less obvious subjects such as Maths
and Environmental Sciences. Government and Politics is also useful in a variety of career paths such as
Business, Law, the Civil Service and Journalism as well as the study of academic subjects such as
History.

Course Overview

At AS level the course is separated into 2 units, both assessed by written examination.

 Unit 1 – People and Politics looks at the concept of democracy and it’s application in the UK. The
unit also looks at the ways in which democracy can be enhanced through alternative electoral
systems. The rest of the unit studies the role of political parties and pressure groups in UK
democracy. We study the fundamental ideologies of Conservatism, Socialism and Liberalism and
their influence on British politics.

 Unit 2 – Governing the UK looks at the distribution of power within the UK system and the roles of
the various elements such as Parliament, the Prime Minister and the Judiciary

A2 is also broken down into 2 units that examine a variety of ideological traditions and the individuals who
have inspired them.

 Unit 3 – Introducing Political Ideologies – this unit introduces students to the subject of political
ideology and examines the major ideas of Conservatism, Socialism, Liberalism and Anarchism.
We look at the origins of each ideology and how they have developed over time.

 Unit 4 – Other Ideological Traditions – this unit examines the ideological traditions that have
developed out of, or emerged in opposition to, liberalism, conservatism and socialism, notably
nationalism, feminism, ecologism and multiculturalism.
PSYCHOLOGY
AS & A2 Level AQA (B
Specification)
Head of Department: Mrs. B. Dooley

WHAT IS PSYCHOLOGY?

Psychology is the ‘scientific study of people’, how they think, act and interact. Psychology is
concerned with all aspects of behaviour and the thoughts, feelings and motivation underlying such
behaviour. As well as exploring human behaviour, psychologists also use their understanding to help
people with difficulties and bring about change for the better.

Why Study Psychology?

 It is an academic, well respected subject;

 It is interesting – what you learn on the course will make you think very diifferently about yourself
and the workld you live in;
 For the career opportunities – the understanding and analysis of human behaviour and
experience is relevant to most fields, especially those oriented towards people;
 You will gain transferable skills such as numeracy, I.T., problem solving communication and
practical ones such as how to conduct and writes up experiments;
 It is classified as a science subject by Universities

Course Content A/S level- AQA (specification B)

MODULE ONE: TOPICS COVERED

Key Approaches in Psychology Approaches: Bio-psychology, biological,

behaviourism, social learning theory,
humanism, Cognitive & psychodynamic
Physiological Psychology The genetic basis of behaviour & study of the
nervous system
Gender Development Explanations for gender development
including biological and psychological
perspectives.
Research Methods Planning research, experimental & non-
experimental methods, representing data,
descriptive statistics and ethics.

+
MODULE TWO: TOPICS COVERED

Social Psychology Social Influence (conformity, compliance &

obedience) & Social cognition (impression
formation & attribution theories).
Individual Differences Anxiety disorders (phobias, OCD ) & Autism
(biological & psychological explanations)
PSYCHOLOGY
(continued)

AS & A2 Level AQA (B Specification)

A2 Psychology

MODULE THREE: TOPICS COVERED

Child Development Social Development (attachment, privation

deprivation & friendships)

Applied Psychology Options

Stress and Stress Management

+
MODULE FOUR: TOPICS COVERED

Key approaches in Psychology Approaches: Bio-psychology, biological,

Debates In Psychology
Research Methods In Psychology
behaviourism, social learning theory,
humanism, Cognitive & psychodynamic
Debates: Freewill vs. determinism; nature vs.
nurture; holism vs. reductionism; idiographic
vs. nomothetic; psychology & science
Inferential Statistics (statistical tests & issues
in research).
RELIGIOUS STUDIES
AS & A2 Level (OCR)
Head of Department: Mrs. E. Reddington

Students are encouraged to adopt an enquiring, critical and reflective approach to the study of religion. It
is open to anyone with a commitment to intellectual inquiry, academic study and a willingness to engage
with, understand and challenge arguments. Religious Studies is a reconised qualification for entry on to
academic courses in higher education and courses leading to qualification in professional careers.

The Course

PHILOSOPHY AND ETHICS

Students attempt 4 units, 2 at AS examined at the end of Year 12 and 2 at A2 examined at the end of
Year 13.

AS Unit 1: Philosophy of Religion – this addresses the philosophical issues that arise from
attempts to describe and explain the nature of God, the evidence used to prove or disprove his
existence, the problem for believers with the reality of evil, and the relationship between religious
and scientific beliefs about the world.

Unit 2: Religious Ethics – addresses the issues of what we believe to be right and wrong and
how and why we reach those judgements (ethical theories). The focus is on specific issues such
as abortion, euthanasia, war and peace (Applied Ethics).

A2 Unit 1: Philosophy of Religion - the focus shifts to the language used to express religious
beliefs and values, the generation of religious commitment from experiences, beliefs about life
and death and the problem of miracles.

Unit 2: Religious Ethics – the focus concentrates on ethical theories, the extent to which
human beings have free will, the relevance and value of conscience, virtue ethics and specific
issues requiring ethical responses such as environmental responsibility, business ethics, sexual
behaviour and relationships.

Students are assessed by written examination in which they attempt essay-style questions.
SOCIOLOGY
AS & A2 Level (AQA)

Head of Department: Mrs. B. Dooley

Sociology is the study of how society is organised and how we experience life. It raises questions such
as “how does your gender or ethnicity open up or close down opportunities in your life?” and “why do
people commit crimes?” It is not a subject that provides quick answers but it helps you think about the
underlying issues. Sociology makes you look at the world in new ways and challenge existing ideas.

Progression routes
Employers, training providers and universities accept sociology qualifications at this level as an entry
qualification. Candidates who achieve Advanced Subsidiary GCE or Advanced GCE qualifications may
progress to:
• Undergraduate study in a wide range of social science, humanities or vocational subjects
• Vocational training in a wide range of occupations, including social work and social care, public
relations, politics, journalism in all its forms, teaching, management, amongst others. The list is
endless, as students learn the basics of ‘people skills’ which are valued in today’s society.
Sociology students also acquire generic skills as they progress through the course. For example –

Critical Thinking i.e. not accepting facts &

figures at face value. Problem-solving skills – the ability to identify
Literacy – writing essays, as well as different strategies and approaches to solve
summarising key concepts. problems.
Numeracy - the ability to handle and interpret Critical evaluation;
information presented in a variety of ways, Research skills;
including statistical tables.

AS Year 12:

Unit 1; Families and Households, in which you will consider changing patterns of marriage, divorce and
cohabitation, the law and the family and power relationships within the family.

Unit 2: Education and Research Methods. You will consider the purpose of education, why certain
groups have different achievements within the education system and the relationship between teachers
and pupils. You will also look at how sociologists conduct their research into education.

A2 Year 13:

Unit 3: Beliefs in Society. The purpose of religion, mainstream and ‘breakaway’ religious groups and
the significance of religion in the contemporary world.

Unit 4: Crime and Deviance & Theory and Methods. You will consider different explanations of crime,
deviance, social order and social control, as well as globalisation and crime in contemporary society. You
will also examine how sociologists conduct their research into crime and deviance.
SPORT & PHYSICAL
EDUCATION
A Level (AQA)

Head of Department: Mr. M. Bradshaw

Sport and Physical Education provides a course of study that expands on many of the ideas and
concepts already encountered at Key Stage 4 and a natural progression for candidates who have
additionally studied GCSE Physical Education. It provides a transition for those intending to study related
courses in Higher Education and for others who do not wish to go on to further study, it provides a
balanced, broad based course, worthwhile in its own right.

At AS
Unit 1 . Opportunities for and the effects of leading a healthy and active lifestyle
Written examination:
2 hour paper 60% of AS mark
Candidates are required to answer six structured questions in section A and one question in section B on
a practical scenario.
Section A will require candidates to answer two questions on each of applied exercise
physiology, skill acquisition and opportunities for participation.
Section B will examine the application of theoretical knowledge to a practical situation.

Unit 2 . Analysis and evaluation of physical activity as a performer and/or in an

adopted role/s
Internal assessment 40% of AS marks
Candidates are assessed on their ability to perform, analyse and evaluate the execution of core
skills/techniques in isolation and in structured practice as either:
A player/performer and in an adopted role or in two adopted roles
Section A requires candidates to be assessed on their ability in two from a choice of
three roles.
Section B will look at the theoretical factors that improve performance. Candidates are
assessed on this element through the section B question in Unit 1.

At A2
Unit 3 . Optimising performance and evaluating contemporary issues within sport
Written examination:
2 hour paper 84 marks 30% of A level marks
Candidates are required to answer three questions, one from Section A, one from Section B and one from
Section C.
Section A assesses how exercise physiology can optimise performance.
Section B assesses how the application of psychological knowledge can optimise
performance.
Section C evaluates contemporary influences in sport and their impact on the performer.

Unit 4 . Optimising practical performance in a competitive situation

Internal assessment 20% of A level marks
Candidates are assessed on their ability to perform, analyse and evaluate their own
performance in a competitive/performance situation as either a player/ performer or in an
adopted role. Then using their knowledge and understanding candidates identify their weaknesses;
suggest the causes of these weaknesses and the appropriate corrective measures.
THEATRE STUDIES
AS & A2 Level (AQA)

Teacher i/c: Mrs. D. Ripollés

This course is an excellent choice for those of you wishing to develop your interest in, and enjoyment of,
drama and theatre generally. As practical work is an essential component, it is important that you enjoy
performing and attending live theatre, thus prompting your development into a confident and independent
interpreter of the dramatic text. You will also acquire practical theatre skills in ensemble work, mime,
physical theatre, voice, role play, acting techniques and charactersation, all of which you will experience
in the purpose built theatre/studio. This is an exciting and valuable addition to both the school and the
Drama department, as it will enable students to present practical theatre in an appropriate environment,
with high quality specialist lighting and sound equipment which will ultimately reflect on the standard
performance.

A lively, enthusiastic approach is essential for this course, as is an ability to motivate yourself and others
during practical work, which is always group based. Contributing to discussions and responding
creatively are also important elements of the course, which help to guide students in the direction of
independent thinking and formulation of ideas which can ultimately be realised in a dramatic form.

Students will attend the theatre on regular occasions in order to cultivate in understanding and
appreciation of different theatrical and directorial techniques. Touring companies will also visit the school
and present workshops which will stimulate and motivate students into thinking more creatively and
intelligently when preparing their practical presentations.

Successful completion of the course should produce confident, mature students whose skills are wide
ranging. Self-expression, presentational and performance skills are an asset in many fields of work, as is
an ability to critically evaluate texts and express your views clearly and thoughtfully. Drama and Theatre
Studies is therefore an appropriate option for a range of careers including:

Marketing
Advertising
Broadcasting
Teaching
Theatre Management
Television
Law

Practically too, students are introduced to specific areas of employment they might not previously have
considered such as set design, lighting and make-up artist.
THEATRE STUDIES (continued)
AS & A2 Level (AQA)

AS Year 12

The course consists of two units:

Unit 1: Live production seen prescribed play (written paper 1 hour 30 minutes)

• Students will produce a written response to live theatre seen during the course.
• Students will produce a written response to one text studied.

Unit 2: Presentation of an extract from a play (coursework)

• Students will give a group performance of an extract from a published play

A2 Year 13
The course consists of two units:

Unit 3: Further prescribed plays including pre- twentieth century (written paper 2 hours)
• Students will produce a written response to one pre-twentieth century play, focusing on
performance and production
• Students will offer suggestions for a complete stage realization of a short extract from their
selected set play

Unit 4: Presentation of Devised Drama (coursework)

• Students will work in groups to develop and present a devised drama in a theatrical style of
their choice
• Students will research into their theatrical style chosen for their practical work.