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Sixth Form

Subject Booklet

DUBAI ENGLISH SPEAKING COLLEGE

Sixth Form at DESC

Introduction

These are exciting times for the Sixth Form at Dubai English Speaking College. Our Sixth Formers are achieving higher grades than ever before, and over a wider range of subjects. Studying in the Sixth Form is very different from the experience they are used to in Years 7-11 and although they will be taking a much smaller range of subjects, the depth of study required is much more than GCSE. Students often find the first few months a challenging yet rewarding time as they adjust to the pace and demands of Ad-vanced Level courses and it is important that students are prepared to work hard and prepare them-selves fully for the examinations that take place in the final term of Year 12.

Aims

Our aim is to encourage students to develop a strong commitment to study, good academic routines and the skills that will help them in Higher Education and the world of work. For the first time in their academic careers Sixth Formers are given study periods, timetabled into their working week, which provide them with time to undertake the self-study required to meet the requirements of the A level courses. This en-courages them to become independent, life-long learners and prepares them for further study at univer-sity or the world of work. The key to success at ‘A’ level is not just completing homework but under-taking independent study to revise old concepts, practice exam-style question or undertake research or further investigation into a topic for a particular subject. Students will be expected to use their Sixth Form Planner in the same way as the teachers – i.e. have a clear and measurable objective for each of their study periods that they decide on the night before or in the morning during registration. The Independent Study Centre is supervised at key times to make sure that everybody has a quiet space where they can de-velop their understanding of the topics they are learning and progress towards their target grades.

Privileges

Sixth Formers enjoy additional privileges and take leadership roles as mentors for younger students. One of the privileges we extend to our Sixth Formers is access to dedicated facilities provided solely for Sixth Form use, so they have quiet places to work, collaborative zones to share ideas and comfortable areas to socialise with their friends. Most of their study time will be spent in the study room and as they progress in to Year 13 they will be given more independence in deciding how and where they spend their time out of lessons. We also provide our Sixth Formers with their own outside space where they are able to work, chat with their friends and enjoy the year-round sunshine. There is a bespoke canteen providing healthy food, fruit juices and the occasional hot chocolate! A dedicated fitness suite and gymnasium ensures that our sixth formers are also able to balance their school life with a fit one! We also provide individual lockers with locks so they can store their personal items securely. These spaces are provided just for them, and the Sixth Form Committee is responsible, along with all Sixth Form students, in ensuring the spaces are well kept and pleasant places to be for every member of the community.

Sixth Form at DESC

A Levels, Examinations and Choices

Examinations are often stressful but a necessary part of a student’s academic career. Whether at school, university, or later on as part of a professional training programme, we are all expected to take examina-tions. Prospective Sixth Form students have already had quite a lot of experience with examinations and the very fact that they are considering Year 12 or Year 13 implies that they expect to be successful in their GCSEs or AS levels.

The most important thing to remember with examinations is that they are much more manageable, and normally more successful, if students are sufficiently prepared. Good use of their private study periods, sufficient and good quality revision as well as regular exposure to past papers and mark schemes all make the task of taking examinations that much easier. Remember that the most significant key to suc-cess is consistent effort and performance – a laid-back approach all term supplemented with last-minute cramming will not get you high grades, or possibly any grades at all, at ‘A’ level!

A Level subject choices and implications for University courses

The courses we offer are designed to enable students to formulate a programme of study according to their individual interests and aspirations.

GCE Advanced Level—From September 2015

The UK government’s A Level reform programme will begin to impact on the structure of A Level qualifi-cations. This will happen on a phased basis over the next few years and during that time some subjects will operate under the old system of AS and A2 combining to produce the final A Level grade, while some subjects will follow the new system in which AS is an entirely freestanding qualification which does not contribute to the final A Level grade. During this transitional period we would still expect most students to study 4 subjects during Year 12 and then focus on just 3 subjects during Year 13.

Which subjects are being reformed for first teaching from September 2015?

The following subjects are being reformed for first teaching from September 2015

Art and design Biology Business studies Chemistry Computer science Economics English language English literature History Physics Psychology

AS qualifications in these subjects can be taken during the summer term of Year 12 and are intended to be taught alongside the first year of an A Level course. However, the results of any of these AS examinations will no longer contribute to the final A Level grade: students taking A Levels in these subjects will now sit all the examinations that determine their grade at the end of Year 13 only. These examinations in Year 13 will assess knowledge and understanding of the subject content covered during Year 12.

Sixth Form at DESC

Which subjects are not reformed for first teaching from September 2015?

All the other A Level subjects we offer will continue to be studied and assessed in two parts, AS and A2, with the final A Level grade being determined by the adding together of the results achieved in both AS and A2 examinations. In Year 12, students study 2 or 3 modules and are awarded an AS grade.

In Year 13 students then study a further 2 or 3 modules at A2 level.

What other qualifications might make up a Sixth Form study programme?

In addition to AS/A2 subjects, for the first time, we are looking to offer BTEC National Diplomas in Sport and Enterprise and Entrepreneurship. We are also looking to offer the Extended Project as part of a revital-ised enrichment programme.

Progression from Year 12 to Year 13

We hope that the majority of students will make the transition into Year 13. However, in an effort to en-sure our students undertake an appropriate programme of study, all students in Year 13 must have at-tained at least two Grade E´s at AS Level or have completed and passed 10 units they are studying for the BTEC. We will not allow students who have not achieved this minimum level of achievement to return to Year 13.

It should also be noted that we do not allow students who achieve a Grade U at AS Level to re-sit or pro-gress to A2 in the subject concerned unless there are exceptional circumstances. Please note that if a stu-dent does not achieve grades as high as they hoped for in Year 12, re-sitting the year is not an option. Ulti-mately, decisions will be made at our discretion with the welfare of individual students always at the fore-front of our thinking.

Discontinuing AS subjects during Year 12

Most of our students will complete AS Levels in four subjects. However, during the course of Year 12, we may, after consultation with teachers and students, agree to a student studying four AS levels, to discon-tinue a subject: this must be authorised by Mr S Green, Assistant Head.

Which Courses?

There are particular subjects which may be required or expected for entry to certain degree courses. These requirements may change as universities adjust their expectations, and only the university‘s website should be considered authoritative. At present the following guidelines should be borne in mind:

Natural Science: Mathematics plus at least two of the three sciences advised Medicine, Dentistry, Veterinary Science: Both Chemistry and Biology strongly advised Pharmacy: Chemistry and Biology are strongly advised Engineering: Mathematics and Physics required, Further Mathematics is very useful Computing: Mathematics is required Psychology: Usually two sciences are advised, but entry via arts subjects is possible Economics: Mathematics is strongly advised Business Studies, Management: Mathematics is helpful but not essential Architecture: Either Mathematics or Physics is useful, and art portfolio is essential Foreign languages: Two languages are desirable but not essential Law: Any A-levels at the highest grade

Sixth Form at DESC

Planning Ahead

Help, advice and support on the choices available to you after you have completed your ‘A’ lev-els. As part of their Sixth Form studies students will take part in careers workshops to provide them with guidance on the choices available to them. Experienced Staff are available to meet with students and parents to discuss the routes available for them to follow when they leave school. Almost all our students apply to, and are accepted by universities in the UK and beyond. The applica-tion process will be explained to them and they will be guided through the UCAS system for entry to British universities. Students will be encouraged to investigate the opportunities available to them and we will give any support we are able in the pursuit of their university place.

Student Leadership

We encourage our Sixth Form Students to play an active role in our community by making positions of responsibility available to Year 12 and Year 13 students, so they can help shape the future of our school in conjunction with teaching staff and the Senior Leadership Team. The development of leadership skills is a real strength of our Sixth Form. We expect all students to devel-op such skills during their time in the Sixth Form. In junction with our senior prefects, the most prominent form of leadership in the Sixth Form is in the house system. House Leaders and their deputies have a high-profile role in the life of the school, and undergo a rigorous and competitive selection process, but there are many other opportunities for personal growth, displaying initiative and taking a lead. These roles are highly respected and very sought after: they are vital role models for younger students and liaise with staff and visitors to the school on a daily basis. The Head Boy and Girl chair the Student Council, speak publicly to large groups of parents and students and represent the school at a number of public events. The responsibilities and commitments of these roles are challenging and immensely rewarding. In addition all Sixth Formers have the opportunity to undertake a service. Students are attached to a teaching group, supporting teachers with tasks and leading younger students in a variety of activities as well as mentoring them in considering their learning. For all students who wish to take on a leadership role, the opportunity is there; this is fundamental to our Sixth Form ethos of fostering and encouraging each individual to fulfil his or her potential but also to play a part in the wider school community.

Sixth Form at DESC

Questions & Answers

What if two of my subject choices are in the same column? We aim to enable as many students as possible to take their first choice subject. Students are asked to make provisional choices before option blocks are drawn up, in the first term of Year 11. This allows option blocks to be created in response to student choices. Obviously it is impossible for every student to be guaranteed their first choice but on the whole most students are happy with their final AS options at the beginning of Year 12.

How can I choose my subjects when I don’t know what I want to do in the fu-ture? Many students claim that they know what career they want to pursue only to change their minds the following year. Although it is useful to have a clear idea it is much better to pursue subjects that you enjoy and that you can do well at. Knowing your strengths and weaknesses and mak-ing decisions which are informed and realistic is part of being a Sixth Form student. If you are not good in Maths and Science then choosing to pursue a career in medicine would be foolish, howev-er attractive the prestige of being a doctor seems. In short, know your strengths and play to them!

Can I take an A-level in a subject I have not studied at GCSE? Some students have successfully studied A level courses that they have not studied previously, although the decisions to do so is one which must be considered carefully in consultation with the appropriate members of staff. The final outcome, however, is decided at your enrolment interview. Can I change courses during the academic year? Making informed and carefully considered choices before you choose you’re A level courses is crucial and that is why you will be asked to attend an interview before being accepted. Any change beyond this stage is not recommended. How much harder are A levels, compared with GCSEs? The ‘A’ in A Level stands for advanced so all subjects at this level are challenging. Many students un-dergo a period of transition in the first couple of months of Year 12. All staff, however, are aware of this and can help you develop your expertise within that subject. Obviously the higher your GCSE result the easier you will find an advanced level course. Having to cope with disappoint-ments is something that we have to face sometime in our lives. Crucially all students are encour-aged to have a ‘plan B’. If this fails, staff will be able to advise you regarding possible options. If you have any questions that are not answered here, please contact us and we will be happy to answer them for you.

Each of your AS and A-Level results will be converted into points for entry into a UK University. Some universities will express their offer to you in grades that you must achieve, while others will use the UCAS (University) tariff system. UCAS Tariff An A* grade has been introduced for the grading of A levels (not AS) as a way to reward the most able students. It will be awarded to students who achieve grade A overall at A level and also achieve 90% or more on the uniform mark scale across their A2 units. You will have to apply to your chosen university through UCAS and you will have to write a per-sonal statement about yourself. In effect this is where you will have to convince the university that it would be good for them to select you. This statement is very important and you will be giv-en lots of guidance on how to complete it. These completed forms will be sent off early in Year 13. There is also the possibility that some universities may call students for interview, and some courses require admissions tests (see page 12). Art courses and some others usually require a portfolio of work to be submitted. Non-UK citizens who only have English GCSE as an additional language will also be required to sit an IELTS test, which can be done at the British Council. Non-UK citizens will also have to apply for a student visa. This must be completed through the UK Border Agency (UKBA).

Other useful links: www.ukcoursefinder.com useful for researching suitable higher education courses in the UK The UCAS website www.ucas.ac.uk has an excellent parents section which takes you through the UCAS application www.ucas.com/how-it-all-works/parents-and-guardians.html http://unistats.direct.gov.uk/ is an excellent website for making course comparisons for UK uni-versities.

How do I get into a UK University?

Grade A* A B C D E

GCE A

level

points

140 120 100 80 60 40

GCE AS

level

points

N/A 60 50 40 30 20

http://www.ukcoursefinder.co.uk/

http://www.ucas.ac.uk

http://www.ucas.com/parents/index.html

Careful research needs to be taken about any of the institutions that you may wish to attend. Below are some useful websites and some degree/career advice. The universities will all have different deadlines for applications, so students need to be proactive to ensure that they have the best chance of getting into their desired university. The USA During the application process, 5 to7 Universities are chosen, and you will need to request applications to those. UK qualifications e.g. A-levels can count towards credit for many US de-grees, although SATs will usually need to be taken by applicants. School transcripts may be re-quested, as may letters of recommendation from your teachers. Each University has a different deadline, but most applications will be completed before the winter break. It is important that your secondary school study has included a variety of subjects such as English, Maths, Natural Sciences, Humanities and a foreign language. Some programmes are not direct entry:

Dentistry Medicine Nursing Veterinary Medicine Law Entrance exams (e.g. SATs, TOEFL for non native speaking applicants)

It is not possible to sit the SATs and TOEFL at DESC, so they will need to be completed in a registered centre in Dubai, or back in the USA. www.fulbright.org.uk - for students with British qualifications wanting to study in the USA. www.collegeboard.org—for standardised test registrations and application organisation www.princetonreview.com—excellent for choosing and comparing Universities www.commonapp.org—for the common application form for many Universities South Africa Each University has its own application process and deadlines. Applications are made online and will require certain criteria to be met. They can be filled in either in English or Afrikaans. www.he-enrol.ac.za - covers international higher education in South Africa http://www.southafrica.info/about/education/universities.htm — has links to all universities http://www.southafrica.info/travel/documents/studypermits.htm — study permits

How do I get into a Non-British University?

http://www.fulbright.co.uk/

http://www.studysa.co.za/

Canada The Ontario Universities’ Application Centre (OUAC) is a centralised application service for appli-cants for first-year undergraduate programmes. The application is completed online, and can be reviewed and altered during the application process. Once complete, OUAC will forward your ap-plications to the Universities, in much the same way as UCAS for the UK. The other states in Canada have a different system, and the Universities need to be contacted separately. All institutions will set application deadlines and students need to apply 6-8 months before the start date. Entry requirements will vary between Universities, but generally as follows: 5 GCSEs & 1, 2 or 3 A Levels depending on the institution (A, B or Cs) Minimum 2 A Levels – or 4 AS subjects. Some programmes are not direct entry & are very competitive: Law – Bachelor’s degree before a 3 year law degree Medicine – Bachelor’s degree before a 4 year medical programme (7-8 yrs in total) Dentistry – 2 yrs of university or a pre-dentistry college before a 4 yr dentistry programme ( 6

yrs in total) Pharmacy & Physiotherapy require university level courses before admission www.schoolfinder.com - to research university and college courses in Canada Australia The University Admissions Centre (UAC) NSW and ACT is the central office that receives and pro-cesses applications for admission to most undergraduate degree, advanced diploma, diploma and associate diploma courses at the participating institutions. International students with Australian citizenship apply through UAC on a full-fee basis for select-ed courses. They are known as ‘international fee-paying applicants’. International students who are not Australian citizens must directly contact the institutions to which they intend to apply. Each institution has its own application procedures and admissions requirements. www.uac.edu.au—The admissions website for most Universities http://cricos.deewr.gov.au— Register of Institutions and courses for overseas students www.go8.edu.au—Group of 8 Universities (excellent academic reputations) New Zealand Each University has its own application process and deadlines. Applications to all 7 of the state-funded Universities are made online and will require certain criteria to be met. www.studyoptions.com - covers higher education in Australia and New Zealand

How do I get into a Non-British University?

http://www.schoolfinder.com/

http://www.studyoptions.com/

Course Summary AS Arabic: Students are required to convey their understanding of written Arabic through a series of reading tasks. They also need to draw upon and apply their knowledge of Arabic language and grammar to produce a short translation from Arabic into English, as well as demonstrate an ability to ma-nipulate Arabic language in continuous writing. A2 Arabic: Students are required to demonstrate skills in advanced level Arabic reading and in the transla-tion from English into Arabic. To promote research and a greater knowledge and understanding, students must produce two Arabic-language essays in response to questions related to their cho-sen topic(s) and/or text(s).

Arabic

Key Facts Examining Board: Edexcel Syllabus/Code: ( 8AR01— 9AR01 )

Name Assessment Type Weighting

Unit 1 Understanding and Written Response in Arabic 50% AS

Unit 2 Understanding, Written Response and Research in Arabic 50% A2

Career Pathways/Key Skills Developed Studying Arabic will give students the oppor-tunity to learn how to communicate in Arabic in Dubai, the UAE and the other Arabic coun-tries. Students will also learn more about the Arabic civilisation and culture. Choosing GCE Arabic will also provide students with the chance to develop their language skills and improve their skills of memorisation and speed reading.

Why Choose Arabic? Developed in consultation with practitioners and students, the Advanced Subsidiary and Ad-vanced GCE in Arabic qualification rewards ad-vanced-level Arabic language skills and knowledge through student-focused assess-ment. With appealing content and opportuni-ties to gain greater understanding of other cul-tures, it will prepare students to became well-informed and effective communicators.

Course Summary During the Fine Art course you will have the opportunity to develop personally driven projects under the guidance of your teachers. For each project, you will be expected to complete comprehensive research work recording and developing your ideas, exploring media, refining your skills and linking your ideas to other artists and designers. You will be introduced to a range of media in order to explore your strengths and preferences. There are a wide range of media options that you may choose to work in, such as paint-ing, printing, sculpture, textiles and photography. Whatever your choice, the main aim of the course is to develop your visual language skills and conceptual awareness towards presenting final outcomes/exhibition. AS and A level Art are divided into distinct phases: Coursework Component: At the start of the AS qualification you will work on your coursework component that culminates in a mock examination. There is a similar format for the A level qualification, consisting initially of a coursework unit, that could comprise of several themes, and a mock examination. This will be formally assessed by your teachers and the feedback should provide an opportunity to refine your work further. Please note that the A level art coursework contains an academic written study of over 1000 words, consisting of in-depth artist research. This constitutes 12% of the coursework grade. Examination Component: From the start of February, AS and A level students will work on a new project, the externally set assignment (ESA). For this you will have eight weeks of preparation followed by the ac-tual examination. The theme for this project is normally broad and set by the examination board. There is a 10 hour timed test for AS students and a 15 hour times test for A level students.

Art

Key Facts Examining Board: Edexcel Syllabus/Code: 8FA0 (AS Level)/9FA0 (A Level)

Name AS Level

Assessment Type

Weighting Name A Level

Assessment Type

Weighting

Component 1 Coursework 50% Component 1 Coursework 60%

Component 2 Exam 50% Component 2 Exam 40%

Career Pathways/Key Skills Developed If you intend to train for any kind of creative or design based career you should elect Art as one of your GCE level choices. Art A-level is a tradi-tional requirement for architecture, and stu-dents wishing to undertake an architecture de-gree should consider art along with Maths and or Physics . Key skills include: Development of visual, creative and imagi-

native skills Ability to develop and refine projects and

ideas. Ability to take risks Ability to develop research skills Ability to self-manage time and deadlines Development of visual and verbal commu-

nication

Why Choose Art? You may be intending to progress into a creative career and, therefore, should consider studying art at GCE level. Alternatively, if you just enjoy being creative and wish to continue with art for pleasure, it can make an ideal com-pliment to your other subjects. Art encourages students to put into practice theory learnt in some of their other subjects. Creative thinking and problem solving are invaluable transferable skills for any career. Visual literacy is becoming an increasingly important skill in today’s high-tech world. Business now relies heavily on high speed communication and so visual imagery is be-coming increasingly important. Being able to interpret visual messages and learning how to use the visual ele-ments to aid your communication, is a major benefit to all students.

Course Summary Biology is the study of living organisms and the environment. During their AS and A2 level course students will study a range of topics outlined below. The course is intended to stimulate the enthusiasm of students from the start. It emphasises the way in which Biologists work and the contributions of Biology to society. Some of the topics covered

Biological molecules – including Carbohydrates, proteins, enzymes, and the structure of

DNA.

Cells – including the structure of prokaryotes and eukaryotes, DNA replication and mitosis,

cell recognition and the immune system.

Organisms exchange substances with their environment – including digestion and absorption, the Biochemistry of the foods we eat, mass transport and gas exchange.

4. Genetic information, variation and relationships between organisms – including DNA, genes and chromosomes, DNA and protein synthesis, genetic diversity and adaptation.

Energy transfers in and between organisms—including the processes of photosynthe-

sis, respiration, energy transfer and nutrient cycles.

Organisms respond to changes in their internal and external environments –

including responding to stimulus, the nervous system, muscles and homeostasis

Genetics, populations, evolution and ecosystems - including inheritance and evolu-

tion.

The control of gene expression– including transcription, translation, mutations and can-

cer, the genome project and genetic technology.

Biology

Key Facts Examining Board: AQA Syllabus/Code: 7401/7402

Name Assessment Type

Weighting Name Assessment Type

Weighting

Paper 1 Topics 1-4

Exam (1 hr 30 min)

50% AS Paper 1 Topics 1-4

Exam (2hr)

35% A2

Paper 2 Topics 1-4

Exam (1 hr 30 min)

50% AS Paper 2 Topics 5-8

Exam (2hr) 35% A2

Paper 3 Topics 1-8

Exam 30% A2

Career Pathways Medicine

Nursing

Veterinary Science

Dentistry

Physiotherapy

Biomedical Science

Zoology

Why Choose Biology? The Biology GCE course is designed specif-ically to encourage candidates to develop:

Practical skills alongside understanding of concepts and principles

In-depth knowledge and understanding of the principles of Biology

Course Summary Students will study for three Papers over Years 12 and 13. Papers 1 and 2 provide an introduction to Business Studies and cover topics such as “starting a business”, financial and operational plan-ning and human resource and marketing decision making. Examination questions are a mixture of multiple choice and short and extended answers. Many of the questions will require you to use and manipulate numerical data to support your answers.

For Paper 3 we study the financial, marketing, operations and human resource strategies of larg-er businesses. The focus will be on measuring business performance and assessing appropriate

strategies to achieve success. This will include analysing the strategic position of a business, choosing strategic direction, strategic methods and managing strategic change. The examina-tion will include a Case Study and longer written answers.

Business Studies

Key Facts Examining Board: AQA Syllabus/Code: Business Studies/ 2130



Weighting

Paper 1 Exam 33.3% Paper 3 Exam 33.3%

Paper 2 Exam 33.3%

Career Pathways/Key Skills Developed Business Studies helps you develop a range of important and transferable skills. For exam-ple, you will use data skills to identify and ana-lyse problems. You will learn how to present an argument and make recommendations on the basis of the available evidence. You will also undertake group work and develop nego-tiation and leadership skills. Central to Busi-ness Studies is problem solving. Business Studies students are well placed to gain places on Business related degrees. Stu-dents may wish to specialise in Accounting, HR, Marketing or Operations Management. Others may use the skills learnt in areas such as Law or Psychology.

Why Choose Business Studies? No matter where you work or what you do, Business Studies will be relevant. The knowledge and skills gained on this course will be useful for the rest of your life. Amongst the many benefits, this course is designed to en-courage candidates to: Understand practical solutions to real busi-

ness problems Apply business concepts in the context of

Finance, Marketing, Operations and Human Resources

Understand the role of the entrepreneur and business in society

Course Summary Chemistry is the study of the composition, properties and behaviour of matter. During their AS and A2 level course students will study a range of topics outlined below. The course is designed to allow students to gain hands-on practical and data analysis skills. Students are en-couraged to raise questions, investigate them and develop conclusions based on firm scientific evidence. Students will develop an enthusiasm for Chemistry and appreciate its rele-vance beyond the laboratory. Some of the topics covered :

Structure of the atom

Amount of substance

Organic Chemistry and Reaction Mechanisms

Energetics and Kinetics

Environmental Chemistry

Analytical Techniques such as NMR, IR and Mass Spectrometry

Acids and Bases

Polymers

Amino Acids

Organic Synthesis Routes

Chemistry (Draft)

Key Facts Examining Board: AQA Syllabus/Code: 7404

Career Pathways/Key Skills Developed Medicine

Veterinary Science

Dentistry

Pharmacology

Engineering

Biochemistry

Biomedical Science

Why Choose Chemistry? Chemistry GCE course is designed specifically to encourage candidates to develop:

Practical skills alongside understanding of concepts and principles

In-depth knowledge and understanding of the principles of Chemistry

Skills to engage in debate and discussion on ethical and moral scientific issues

Assessment The Controlled Assessment has been removed from the course. However, your performance during practicals will be assessed. The AS has two exams at the end of the year. Both are 1 hour and 30 minutes long. If you wish to complete an A2 level- there are three exams at the end of the two years, all of which are two hours long. At least 15% of the marks for A-level Chemistry are based on what you learned in your practicals. 20% of the marks require Level 2 Higher GCSE Maths.

Course Summary This course is suitable for students who achieved a grade B at GCSE (or equivalent) who might not otherwise have the option to study A-Level Mathematics. This is a new qualification being offered in British Curriculum schools. It is a level 3 qualification, equivalent to an AS Level qualification. The course modules in brief: The content areas covered in this qualification (across both papers) are:

Applications of statistics

Probability

Linear programming

Sequences and growth. Each of these content areas can be assessed in either Paper 1 or Paper 2 or in both Papers 1 and 2. The content of this qualification is drawn from a range of GCSE content areas predominantly: statis-tics, probability, algebra and ratio, proportion and rates of change, together with 20% of content drawn from beyond and above GCSE content. Students choosing this option will not have external examinations in year 12. Both examinations take place in May/June 2016.

Core Mathematics (Draft)

Key Facts Examining Board: Edexcel Syllabus/Code: Paper 1 Comprehension Paper 2 Applications


Weighting

Paper 1 Comprehension 2/5th As

Paper 2 Application 3/5th As

Career Pathways/Key Skills Developed AS Level Mathematics could be typically com-bined with Physics, Chemistry and Biology or alternatively Information Communication Tech-nology and Business Studies. However, an AS Level in Mathematics will provide students studying in other areas, such as English or Histo-ry, with an excellent qualification highlighting a diverse range of skills and talents.

Why Choose AS Core Mathematics? The aim of the course is to consolidate and build on students’ mathematical understanding, and develop further mathematical understanding and skills in the application of mathematics to authen-tic problems.

Course Summary AS: Unit 1:- Exploration of Drama and Theatre studies Internally assessed and externally moderated. Students will undertake the study of two con-trasting play texts through practical exploration, a set of exploration notes and a written evalua-tion of a live theatre performance. Unit 2:- Theatre Text in Performance. Externally assessed. Students will contribute as either a performer or designer to the perfor-mance of a published play text and a performance or design of a monologue or duologue from a published text. A2: Unit 3:- Exploration of a Dramatic performance. Internally assessed and externally moderated. Students will work in groups to devise a drama from a stimulus or an interpretation of a published text. Students will be assessed on their re-search and development and will also be required to complete a written evaluation of their work. Unit 4:- Theatre in context. Externally assessed. A two and a half hour written examination based on the study of two set texts.

Drama & Theatre Studies

Key Facts Examining Board: Edexcel Syllabus/Code: AS 8DRO1 A2 9DRO1

Name Assessment Type Weighting AS

Unit 1 Practical/Coursework 20% A2

Unit 2 Performance/Coursework 30% A2

Unit 3 Devised performance/Coursework 20% A2

Unit 4 Written Exam 30% A2

Career Pathways/Key Skills Developed

Drama & Theatre Studies is fundamentally about developing students’ creative expres-sion. This will broaden and deepen as they become sophisticated theatre practitioners, communicators and increasingly confident with the presentation and interpretation of ideas. Below are some of the more, and less obvious career paths for which a study of A Level Drama would be suitable: Acting, performance, theatre work including design, directing, administration, marketing. Drama therapy, speech therapy, outreach. Drama teaching, lecturing, facilitating. Public services, lawyer, barrister.

Why Choose Drama & Theatre Studies? The aims of the course are to encourage you to develop your interest and enjoyment in drama and theatre both as a participant and as an in-formed member of the audience, fostering en-thusiasm and critical appreciation of the sub-ject. You will experience a range of opportuni-ties in order to develop a variety of dramatic and theatrical skills , enabling you to grow crea-tively and imaginatively in both devised and scripted work. You will develop an understand-ing and appreciation of the significance of so-cial, cultural and historical influences on the development of drama and theatre.

Course Summary Design and Technology is a problem solving subject using the medium of food. It combines the

technical side of food science with the creative element of design.

The qualification focuses on key areas that the food industry has to consider including: Quality of food Processing of food Packaging and labelling Nutrition value and contribution to dietary control and sustained good health Health and safety Sustainability – new products have to provide solutions rather than add to the existing prob-

lems of extraction, use of natural materials, pollution from manufacturing and the disposal of large amounts of waste products.

Design and Technology: Food Technology

Key Facts Examining Board: Edexcel Syllabus/Code: Advanced GCE in Design and Technology—Food Technology 9FT01

Name Assessment Type Weighting Name Assessment Type

Weighting

Unit 1 Portfolio of Crea-tive Skills

30% A2 Unit 3 Exam

25% A2

Unit 2 Exam 20% A2 Unit 4 Coursework 25% A2

Career Pathways/Key Skills Developed BSc Nutrition BSc Sports Science BSc Food Technology BSc Biotechnology and Food Science BA Product Design BSc Food Manufacture Operations Management Research Communication Generating and Developing Ideas Planning Evaluation and Analysis

Why Choose Food Technology? It develops students’ knowledge, understand-ing, skills and application for designing food products. It develops a student’s ability to produce food products that are fit for purpose, satisfy wants or needs and enhance our day-to-day lives. It gives students the opportunity to demon-strate their design and technology capability. It develops skills in planning, research, analy-sis, product development, project planning and evaluation.

Course Summary Paper 1 (Markets and Market Failure) focuses on microeconomics including the economic problem, how resources are allocated in competitive markets and an understanding of supply and demand. You will study how businesses produce efficiently, look at theories of the firm and how firms operate in competitive and concentrated markets. You will also examine how labour markets function, why there is sometimes market failure and why government intervention in the market occurs. Paper 2 (The National & International Economy ) looks at the measurement of the performance of national economies. This means studying in detail the circular flow of national income. You will also use Aggregate Demand and Aggregate Supply analysis. You will study the economic cycle; including inflation, unemployment and economic growth. You will learn how fiscal, monetary and supply-side policies are used by governments. examines broad macroeconomic indicators. You will also examine in depth, the international economy, the impact of globalisation on UK economic performance, the European Union and the effect of EU membership and economic policy on the UK economy. Paper 3 (Economic Principles & Issues) uses the knowledge, skills and techniques developed in Pa-pers 1 and 2 to answer Multiple Choice questions (often using mathematics) and Case Study materi-als .

Economics

Key Facts

Examining Board: AQA Syllabus/Code: Economics/ 7135 & 7136



Weighting

Paper 1 Exam 33.3% Paper 3 Exam 33.3%

Paper 2 Exam 33.3%

Career Pathways/Key Skills Developed For the person who is curious about how the world works, knowing something about economics is very important. Economists are involved in many aspects of business, commerce and management. Economics is a subject that links well with Mathe-matics, Sciences, Geography, History and Psy-chology. Economics teaches you to think logically about complex human issues. You will learn to identify and analyse problems and present potential solu-tions. You will develop your mathematical and written skills in new ways.

Why Choose Economics? Have you ever wondered what makes the price of oil go up or why there is unemployment or why some businesses succeed and others fail? Then economics is the subject for you. Economics is all around you. Economics is a highly marketable subject beyond A-Level. Many students carry on studying the subject at university. It can also be combined with other subjects, such as Mathematics or Geography. Oth-ers take related degrees in Business, Management, Finance, Accountancy or Statistics. Some profes-sional qualifications require an understanding of economics.

Course Summary English Language A-Level gives you the opportunity to think about how language is used in different situations— so, by the end of the course, you will not be able to resist analysing the con-versations you hear around you! The AS course introduces the linguistic frameworks that we ap-ply to analyse the functions and structures of language; this means you will need to be someone who can scrutinise features closely. Paper 1 focuses on textual variations and representations and requires scientific skills of comparison and analysis. Paper 2 looks at language diversity and will test your writing skills as you consider attitudes towards Language. There is no coursework at AS level. For the A2 course, again there are two examinations. Paper 1 looks more closely at textual representation and particularly how children develop and acquire language from birth to 11 years old. Paper 2 considers the diverse nature of language and asks you to evaluate and link every-thing they have learnt about change. The coursework involves a 2,000 word investigation, where you are given the chance to create and test your own language theory, and a piece of original writing of 1,500 accompanied by a commentary. Rules, Logic and Structure are the best friends of English Language Students!

English Language

Key Facts Examining Board: AQA Syllabus/Code: English language B (AS: 7701; A2: 7702)

Name Assessment Weighting Name Assessment Type Weighting

PAPER 1 Language & the Individual EXAM

50% of AS 1HR30 70 marks

PAPER1 Language & Society EXAM

40% of A2 2HR 30 100 marks

PAPER 2 Language Varieties EXAM

50% of AS 1HR 30 70 marks

PAPER 2 Language Diversity EXAM

40% of A2 2HR 30 100 marks

C/W Language in Action COURSEWORK

20 of A2 3,500 words

Career Pathways/Key Skills Developed The ability to communicate effectively in both speech and writing is a necessity for everyone in all aspects of life. This course aims to devel-op active, responsible and independent learn-ers, and will give you a strong grounding in the academic principles related to working with data. A-Level English Language is an excellent op-tion if you are considering reading, amongst others, Law, English language, Linguistics , Psychology, Politics, Social Sciences, Science and MFL.

Why Choose English Language? discover how we are all manipulated by a writer’s or speaker’s choice of language develop your own creative writing skills, at-tending to features that enable you to produce ‘publishable’ texts. enjoy the chance to pursue your own inter-ests by focusing your coursework investigations on an area of your choice. join the Live Students’ Society and broaden your experience of language use through work-shops, lectures and visits to the theatre with your fellow students and teachers.

Course Summary English Literature A-Level gives you the opportunity to read a range of exciting new prose, drama and poetry texts—both with your teachers in class and independently! You do, therefore, need to be a committed, enthusiastic reader and to be responsible for your own progress. The AS course comprises of two examinations, equally weighted. Paper 1 requires you to analyse prose and poetry and explore imagined worlds and forms and functions of literary devices. Paper 2 considers the representation of place based around an Anthology entitled ‘Paris’ and also to re-create a piece of writing using an extract provided. The A2 course also comprises of two examinations but also contains an element of coursework. Pa-per 1 focuses on story telling and considers point of view in prose and poetry. Paper 2 explores conflict and particularly the dramatic nature of plays and the role of literature within society. The coursework allows you to explore a specific literary technique across literary genres. Imagination, Creativity and Critical Thinking are the best friends of English Literature Students!

English Literature

Key Facts Examining Board: AQA Syllabus/Code: English Literature A (AS: 7706; A2 7707)



Weighting

PAPER 1 Views & Voices EXAM


PAPER 1 Telling Stories EXAM

40% of A2 3 hours 100 marks

PAPER 2 People & Places EXAM


PAPER 2 Exploring Conflict EXAM

40% of A2 2HRS 30 100 marks

C/W Making Connections

20% of A2 3,000 words

Career Pathways/Key Skills Developed The ability to read for meaning is a necessity for everyone in all aspects of life. English Literature A-Level is ideal if you wish to broaden your knowledge and understanding of texts; it also develops different types of reading and research skills. The written responses you will produce offers you the opportunity to develop your writing skills, ensuring that your communica-tion on paper is both accurate and clear. This is an excellent option if you are considering reading, amongst others, Law, History, Politics, Social Sciences, Journalism and MFL.

Why Choose English Literature? enjoy the chance to form your own views and discuss them with your fellow students. explore different interpretations of texts—remember nothing is actually wrong if you can support your argument! become a more informed, critical reader. learn about how writers’ experiences of their time have influenced and shaped their work. join the Live Students’ Society and broaden your experience of literature through theatre vis-its, lectures and workshops in the evenings and at weekends with other students and your teachers.

BTEC Level 3 Diploma in Enterprise & Entrepreneurship

Key Facts

Examining Board: Edexcel Syllabus/Code: 500/6246/3

Course outline: The Pearson BTEC qualifications in this specification have been developed in the Enterprise and Entrepre-neurship sector to:

provide the opportunity for learners to achieve a nationally recognised Level 3 vocationally specific qualification

give learners the opportunity to gain a nationally recognised vocationally specific qualifica-tion which requires them to start and run their own business

give learners the opportunity to progress to higher education vocational qualifications such as an honours degree

give learners the opportunity to develop a range of skills and techniques, personal skills and attitudes essential for successful performance in working life.

This qualification gives learners the opportunity to plan, set up and run their own business through a struc-tured programme of learning. Students will cover units such as the ‘Innovative Entrepreneur’ ‘Business Planning and Pitching’ as well as ‘Leadership and Teamwork.’

Methods of Assessment: The course is assessed by using pass, merit and distinction criteria, each of which carries a points weighting. At the end of the two year course the points are added up. For those going to university, the points are then converted into UCAS points. You can also convert the points into A level equivalent grades.

Entrance Requirements:

At least 5 grade C’s at GCSE preferably including English and Maths

Is this course for me? If you are the type of student who is enthusiastic about all areas of business then this course could be for you. You need to be willing to use/improve a number of different skills in order to pass this course. These include: organisational, investigational and motivational skills. If you are a person who is fully committed to achieve then this will be the course for you, provided you have proven you have a good command of written English demonstrated by a grade C or above at GCSE. What else do I need to know? The BTEC is a 100% coursework only subject, there are no exams involved. This does, however, mean that you will need to spend a vast amount of time completing work to a high standard, outside of lesson time. Assessments may take the form of presentations, video, performance logs, promotional materials and written documents.

Course Summary The French A-Level course provides a detailed study of various cultural aspects of France. Students take four units of study: two in Year 12 and two in Year 13. AS/A2 Topics include: Family/relationships: relationships within the family, friendships and marriage/partnerships Media: television, advertising and communication technology Healthy living/lifestyle: sport/exercise, holidays, health and well-being Popular culture: cinema, music and fashion/trends Environment: pollution, the energy crisis and protecting the planet The Multicultural Society: immigration, integration and racism Contemporary Social Issues: wealth & poverty, public order and science & ethics In Year 13 students will also choose from a range of Cultural Topics which will become the focus for their written and spoken exams. Recent studies have included a period of 20th Century history and the book “Le Petit Prince” (Saint-Exupéry).

French




Weighting

Unit 1 Listening, Reading and Writing Exam

35% A2 Unit 3 Listening, Reading and Writing Exam

35% A2

Unit 2 Speaking Exam 15% A2 Unit 4 Speaking Exam 15% A2


An A-Level in French will enable students to develop and build on the skills acquired at GCSE. A-Level linguists are keenly sought after by universi-ties as they have had to develop a number of key transferable skills, such as analysis and public speak-ing, during the course. An ability to speak French is an advantage on the

international job market. A knowledge of French

opens the doors of French companies in France and

other French-speaking parts of the world (Canada,

Switzerland, Belgium, and North and sub-Saharan

Africa). As the world’s fifth biggest economy and

number-three destination for foreign investment,

France is a key economic country.

Why Choose French? Choosing to study French at A-Level will not only pro-vide you with an insight into another culture and socie-ty but will also enhance employment prospects. Each year, a French Day is organised in partnership

with the British School of Al Khubairat, Abu Dhabi. The

aim of the day is for DESC students to participate in

discussions related to the topics they covered in the

course, and share ideas with other A-Level French stu-

dents.

Course Summary Students on the Further Mathematics course will complete two A Levels. In Year 12 students will take 6 units of study, completing the A Level Mathematics course. In Year 13 students will also take 6 units of study completing the full Further Mathematics course. Further Mathematics is therefore, delivered over two option blocks as two A Levels are achieved by the end of Year 13. The course modules in brief; Core: At A Level, GCE, students will extend their knowledge of such topics as Algebra, Trigonometry and Co-ordinate Geometry as well as learning some brand new ideas such as Calculus. Statistics: Students will learn how to analyse and summarise numerical data in order to arrive at con-clusions about it, to model real life problems , make predictions about possible outcomes and extend the range of probability problems that they studied for GCSE. Mechanics: Students will learn how to describe mathematically the motion of objects and how they

respond to forces acting upon them, the technique of mathematical modelling; that is, of turning a

complicated physical problem into a simpler one that can be analysed and solved using mathematical

methods.

Decision: Students will learn how to use Algorithms, algorithms on graphs, the route inspection

problem, critical path analysis, linear programming and matching's.

Further Pure: Students will learn series, complex numbers, numerical solution of equations,

Coordinate systems, matrix algebra and proof

Further Mathematics

Key Facts Examining Board: Edexcel Syllabus/ Code: 6667 (Pure FP1), 6668 (Pure FP2), 6684 (Statistics 2), 6691 (Statistics 3), 6678 (mechanics 2) and 6689 (Decision 1)

Entrance Requirements: Further Mathematics GCSE 180+ marks or equivalent only (top end GCSE A*)



Weighting

Unit 1 Further Pure 1 1/6th A2 Unit 4 Statistics 3 1/6th A2

Unit 2 Further Pure 2 1/6th A2 Unit 5 Mechanics 2 1/6th A2

Unit 3 Statistics 2 1/6th A2 Unit 6 Decision 1 1/6thA2

Career Pathways/Key Skills Developed A-Level Mathematics is a pre-requisite for many choices at degree level, especially Engineering, Technology, Mathematics and Science. These subjects are underpinned by mathemat-ics. Having a broad mathematical knowledge and secure technical ability will help the transi-tion from sixth-form to higher education. To-gether with good mathematical skills, employ-ers are looking for the ability to work in a team, communicate effectively and show initiative

Why Choose Further Mathematics?

For someone who enjoys mathematics, it pro-vides a challenge and a chance to explore new and/or more sophisticated mathematical con-cepts

It makes the transition from sixth form to uni-versity courses which are mathematically rich that much easier as more of the first year course content will be familiar.

It enables students to distinguish themselves as able mathematicians in their applications for university and future employment

Course Summary Unit 1: Global Challenges (30% of GCE) This unit focuses on the meaning, impacts and manage-ment of global challenges and how we can influence the planet through our own lives. There are two compulsory topics: World at Risk (covering climate change, global warming and weather haz-ards) and Going Global (covering globalization, transnational companies, migration and interna-tional development issues.) Unit 2: Geographical investigations (20% of GCE) This unit focuses on field work, related re-search and investigations. We will be studying the topics of Crowded Coasts and Rebranding Places. Unit 3: Contested Planet (30% of GCE) This unit covers the use and management of resources as a key issue for geography in today’s world. We look at the fact that consumption patterns highlight stark inequalities between regions, countries and groups of people. There are six com-pulsory topics: Energy Security, Water Conflicts, Biodiversity, Superpower Geographies, Bridging the Development Gap and Technological Fix. Unit 4: Geographical Research (20% of GCE) Students study in depth The World of Cultural Di-versity and apply that understanding synoptically to a pre released resource booklet.

Geography

Key Facts

Examining Board: Edexcel Syllabus/Code: 8GEO1/9GEO1Geography (8GE01 &



Weighting

Unit 1 Exam 30% of A2 Unit 3 Exam 30% of A2

Unit 2 Exam 20% of A2 Unit 4 Exam 20% of A2

Career Pathways/Key Skills Developed Geography covers a very wide range of

skills – including the handling of numbers and graphs, as well as written information.

Geography has plenty of opportunities for fieldtrips and fieldwork is a compulsory part of the AS specification.

Careers include: climatologist, environmental management emergency management, GIS specialist, mar-keting, real estate appraisal, writer/researcher, demographer, urban planner, sur-veyor, transport management, geologist.

Why Choose Geography? Geography is a broad and wide ranging sub-

ject that links well with all combinations and choices of degree at university.

Geography develops your concept of the world around you and your impact on it, a quality employers value.

Geography is accepted as a Science A level for many degree courses.

Course Summary In Year 12 we focus on the British political system, the forms and activities of the government, and current political issues in the UK. We will study the structure and workings of the British government and constitu-tion, learn about the major political parties and their ideologies, and study the key political debates sur-rounding the media, health, education and civil liberties. The course in Year 13 allows us to compare the British political system with that of the USA. We will learn

about the workings of the President, Congress and the Supreme Court. We will study the key political

issues and personalities which shape the current political debates in Washington. In studying Government

& Politics at A-Level, students will develop a firm understanding of different political systems; the role and

power of government; the influence of political parties and pressure groups on government and the role of

the media in a democratic society.

Government & Politics

Key Facts Examining Board: Edexcel Syllabus/Code: 8GO1 / 9GO1

Name Assessment Type Weighting Name Assessment Type Weighting

Unit 1 People & Politics 25% A2 Unit 3 Representation in the USA

25% A2

Unit 2 Governing the UK 25% A2 Unit 4 Governing the USA 25% A2

Career Pathways/Key Skills Developed The course offers many benefits to students in

Year 12 and 13, and particularly those who study it

with complimentary subjects like History, Eco-

nomics, Business and Law. Many students go on

to study Politics at university seeking a career as a

politician, lobbyist, journalist or diplomat. The

course has a direct relevance to students wishing

to study Law, History, Economics or PPE at uni-

versity. The study of Politics develops independ-

ent thinking and research skills; encouraging stu-

dents to think for themselves and to express their

own opinions, both verbally and in writing. They

will develop critical thinking and analytical skills

which will support their learning in other subjects

and at university.

Why Choose Government & Politics? Looting on the streets of London, student demon-strations against rising tuition fees and riots over food scarcity in Greece. What do these three recent events have in common? They are all demonstra-tions of politics, collective expressions of discontent, anger or anxiety about the way that society oper-ates and allocates its resources. When you choose to study A-Level Politics, you will take a fresh look at the issues of power and conflict, and develop a deeper understanding of the forces which shape the world around us.

Course Summary Component 1: Breadth Study 1C : The Tudors: England, 1485–1547 (50% of AS Level) 1C : The Tudors: England, 1485–1603 (40% of A Level) The study of significant historical developments over the early modern period and associated controver-sies and interpretations

AS Assessment: Written exam: 1 hour 30 minutes Assessment: Written exam: 2 hours 30 minutes

Component 2: Depth Study 2Q: The American Dream: Reality and Illusion, 1945-1963 (50% of AS Level) 2Q: The American Dream: Reality and Illusion, 1945-1980 (40% of A Level) The study in depth of a period of major historical change and development in the US, using associated primary evidence

AS Assessment: Written exam: 1 hour 30 minutes Assessment: Written exam: 2 hours 30 minutes

Component 3: Historical Investigation (20% of A Level)

A personal study based on a topic of student's choice. Coursework of approximately 3000-3500 words

History

Key Facts Examining Board: AQA Syllabus/Code: 7042

Career Pathways/Key Skills Developed History provides a wealth of skills that will serve you throughout life and are highly prized by universities and employers. The subject works very well with Government & Politics, Economics and Sociology. The study of history at A-level teaches you to assimilate and communicate large amounts of information and to reach balanced judge-ments. These skills are valuable for a wide va-riety of careers, including journalism, account-ancy, law, television, tourism and manage-ment.

Why Choose History? The History department at DESC aims to pro-vide lively and challenging lessons which en-gage the students and make them think more deeply about the world around them. We be-lieve that the study of History provides an excel-lent foundation for life, providing skills that are highly sought by universities and employers. It requires hard work; but the rewards; both in terms of academic value and enjoyment; make it one of the most valuable A-Levels available.

Course Summary This qualification is research-centred and practical. It offers students the opportunity to engage with online services and develop valuable practical skills in a range of software applications. Students will enjoy this course if they would like to be able to select and use appropriate ICT tools and techniques to help them carry out investigations, capture and handle data, solve problems and make decisions. They will present and communicate information in an E-Book and increase their awareness of the benefits and drawbacks of ICT and its impact on the way people live their lives. The course will also enable students to learn how to plan and manage projects and work effectively with others. Web Design is a key element of the creative side of the course in Year 12 although students will also benefit from developing a range of software skills as they provide re-sources from different media sources.

ICT

Key Facts Examining Board: Edexcel Syllabus/Code: 9751

AS Assessment Type

Weighting A2 Assessment Type

Weighting

Unit 1 Coursework

50%

Unit 7 Practical Exam

50% Unit 2 Coursework Unit 8 Coursework

Unit 3 Practical Exam Unit 10 Practical Exam


The course has been developed for students who wish to pursue a career in ICT and for those who may use it as a tool to enhance learning in other subjects. This qualification is broadly recognized by colleges, universities and industry. It qualifies for UCAS points and so allows students to pursue a relevant degree course at university.

Why Choose ICT?

This course offers students the opportunity to develop a range of ICT and research skills. There is a large focus on the Internet and how ICT is used in business. ICT engages the logical and creative parts of your personality. It’s a subject that lets you maximise your own strengths. In the 21st centu-ry world, computerised information is every-where, so taking ICT at A-Level is a sound ca-reer move.

Course Summary Students on the full A Level course will take 6 units of study, three in Year 12 and three in Year 13. Students no longer have the option to be entered for the January examination and as a result will take three modules in May/June. Students joining us from an IGCSE background are required to take a past GCSE non-calculator examination paper, this is to access their suitability for the non-calculator element of the course, Core 1 is a non-calculator examination. The course modules in brief; Core: At A Level, GCE, students will extend their knowledge of such topics as Algebra, Trigonometry and Co-ordinate Geometry as well as learning some brand new ideas such as Calculus. Statistics: Students will learn how to analyse and summarise numerical data in order to arrive at con-clusions about it, to model real life problems , make predictions about possible outcomes and extend the range of probability problems that they studied for GCSE. Mechanics: Students will learn how to describe mathematically the motion of objects and how they

respond to forces acting upon them, the technique of mathematical modelling; that is, of turning a

complicated physical problem into a simpler one that can be analysed and solved using mathematical

methods.

Mathematics

Key Facts Examining Board: Edexcel Syllabus/ Code: 6663 (Core 1), 6664 (Core 2), 6665 (Core 3), 6666 (Core 4), 6677 (Mechanics 1) and 6683 (Statistics 1) Entrance Requirements: Full GCE Course GCSE Grade A or equivalent only. External Candidates joining us from the IGCSE curriculum will also be required to take a GCSE non-calculator examination on application.



Weighting

Unit 1 Core 1 1/6th A2 Unit 4 Core 3 1/6th A2

Unit 2 Core 2 1/6th A2 Unit 5 Core 4 1/6th A2

Unit 3 Statistics 1 1/6th A2 Unit 6 Mechanics 1 1/6thA2

Career Pathways/Key Skills Developed A-Level Mathematics is also a pre-requisite for many choices at degree level, especially Medi-cine, Engineering and Computer Science. A Lev-el Mathematics is typically combined with Phys-ics, Chemistry and Biology or alternatively Infor-mation Communication Technology and Busi-ness Studies. However an A-Level in Mathemat-ics will provide students studying in other areas, such as English or History, with an excellent qualification highlighting a diverse range of skills and talents.

Why Choose Mathematics? Most people are surprised to learn, after years of ‘pointless’ Mathematics, that a recent study pub-lished in the Wall Street Journal, lists the top three jobs in the United States as Mathematician, Statistician and Actuary. In fact, nine of the top eighteen jobs are heavily connected to Mathe-matics. So, in terms of pay, conditions and job prospects, A-Level Mathematics fits right in as a subject to help you get ahead. A-Level Mathe-matics is a challenging option; however, success in the course promises to develop a higher level of thinking which will prove useful through all career paths and life choices.

Course Summary

Media Studies is the examination of both the traditional media (such as radio, newspapers and

television) and new digital media technologies. As an act, it seeks to develop an informed and

critical understanding of the ways in which the media dominates our lives.

Through a variety of approaches, including the act of production, the A-Level course will enable

students to develop their enjoyment of media texts, in addition to developing a framework for

critical analysis of their meanings and contexts.

Production work is an important component of the A-Level course. The purpose of production

work is for students to put theory into practice, by demonstrating knowledge and understanding

of technical skills in their own media production, as well as to engage them in creative and imagi-

native activity.

Media Studies

Key Facts Examining Board: AQA Syllabus/Code: AS Award -1571 A-Level Award - 2571

Name Assessment Type Weighting

Unit 1: Investigating Media Exam 25% A2

Unit 2: Creating Media Coursework 25% A2

Unit 3: Critical Perspectives Exam 25% A2

Unit 4: Research and Production Coursework 25% A2


One of the great benefits of doing Media Studies

is the understanding you gain of the process of

communication. Good communication skills are

also the basis for other important skills, such as

relationship management and leadership. You

need to be disciplined and motivated to carry out

independent inquiry and investigation into media

theories, issues and debates. As the course covers

all aspects of media it is a good platform in which

to pursue a media or marketing degree .

Why Choose Media Studies?

Do you ever question what you read in newspapers

and magazines? Want to have a go at producing

your own trailer for a film? To what extent is your

life controlled by social networking? Media is every-

where and influences and shapes our perceptions,

attitudes, desires and behaviour. We aim to ques-

tion these perceptions and look behind the media

image, we want you to be involved in media projects

both in and outside school. To develop industry links

and work experience opportunities.

Course Summary

Music Technology is designed to cover all aspects of the music production and the develop-ment of music in the twentieth century. Students will have the opportunity to develop their musical skills to a high level through the practice of creating music using tech-nology and through listening and analysing music from a wide range of sources.

Students follow the following units:

Unit 1: Music Technology Portfolio 1

Coursework based unit consisting of three tasks in composing and arranging.

Unit 2: Listening and Analysing

Students listen and analyse all aspects of the technology involved in music creation and develop knowledge of popular music styles from 1910 to the present day.

Unit 3: Music Technology Portfolio 2 Further composition tasks including a detailed look at the development of technology based mu-sic.

Unit 4: Analysing and Producing:

Exam based unit testing students awareness of studio effects to produce a balanced stereo mix.

Music Technology

Key Facts Examining Board: Edexcel Syllabus/Code: Music Technology (8MT01 & 9MT01)



Weighting

Unit 1 Coursework 35% Unit 3 Coursework 30%

Unit 2 Exam 15% Unit 4 Exam 20%


Music Technology gives you a strong foundation for higher education especially in musical theatre or a performing arts based route.

Career paths include teaching, performing, journalism, sound engineering, music production/technology as well as leisure/tourism and arts administration.

Why Choose Music Technology ?

If music is your passion and you are willing to experiment with technology working with mu-sic software to create music, this course is for you. If you are logical and creative, open-minded and determined, self-disciplined and communica-tive, you will flourish and thrive on the challeng-es of Music Technology.

Course Summary Performing Students must perform as soloists (AS and A2) and/or part of an ensemble (AS only). The perfor-mance can be in any style, on any instrument or voice. Composing/Technical Study Students write one (AS) or two (A2) pieces of music in response to a chosen brief. At A2, students may choose to write a pastiche study instead of one of the original compositions. Developing Musical Understanding Students listen to familiar and unfamiliar (A2 only) music and develop an understanding of how it works. For AS, students are expected to write a basic pastiche of a Baroque SATB chorale. At A2, students develop an understanding of how to contextualise music, and explore set works (and unfamiliar music) more deeply and analytically.

Music

Key Facts Examining Board: Edexcel Syllabus/Code: Music (8MU01 & 9MU01)



Weighting

Unit 1 Performance 15% A2 Unit 4 Recital 15% A2

Unit 2 Coursework 15% A2 Unit 5 Coursework and/or Exam

15% A2

Unit 3 Exam 20% A2 Unit 6 Exam 20% A2

Career Pathways/Key Skills Developed Music A-Level gives you a strong foundation for higher education and a career composing or performing music, or to work in the music industry for TV, radio or film companies. You could be a music teacher, or use your skills and knowledge in other careers, such as event management, leisure/tourism and arts admin-istration. Disciplines picked up in Music enhance and benefit students throughout their further studies and careers.

Why Choose Music? If music is your passion, this course is for you. If you are logical and creative, open-minded and determined, self-disciplined and communica-tive, you will flourish and thrive on the challeng-es of Music A-Level. Universities in the UK class Music A-Level as one of the most attractive for prospective stu-dents due to its multi-faceted and multi-disciplinary nature.

Course Summary Students selecting this course should have a keen interest in sport and be a self-starter with re-gards to physical activity and fitness. Unit 1- Participation in Sport and Recreation focuses on the development of active leisure, healthy lifestyle, how the body responds and adapts to exercise, fitness training, the develop-ment of competitive sport, performance pathways and lifelong involvement. Unit 3- Preparation for optimum sports performance focuses on short term and long term

preparation and managing elite performance.

The coursework element (units 2 and 4) of the AS/A2 is high at 50%. Candidates must be well motivated, and organised if they are going to be able to work independently to strict deadlines, and submit coursework electronically. The coursework is all based on one practical activity, and this is why it is so important that student pursue an activity regularly to a good standard outside of lesson time.

PE

Key Facts Examining Board: Edexcel Syllabus/Code: 8PE01/ 9PE01



Weighting

Unit 1 Exam 25% A2 Unit 3 Exam 25% A2

Unit 2 E portfolio 25% A2 Unit 4 E portfolio 25% A2

Career Pathways/Key Skills Developed Degrees in Sports Science ,Sports manage-ment, Sports Coaching, Sports Therapy, Teaching, Personal Training, Armed Forces, Professional Athlete, Sports Psychology, Sports Physiology. Independent research skills in e portfolio. Coaching and analysis skills in relation to own sport.

Why Choose PE? If you have a real interest in sport, and would like to learn about all the different aspects of sports performance to an elite level. It is partic-ularly suitable for those student s who have ex-celled in GCSE PE and would like to further their studies in this area. It also provides students with a chance to focus on their own sport in great detail as they pre-pare their E portfolio coursework.

Course Summary

At AS level Students will study five core topics: At A2 level Students will study four further topics in addition to the core AS topics:

Practical skills and data analysis will be assessed thought both the AS and A2 courses. Greater detail on what is included in these topics can be found at:

http://filestore.aqa.org.uk/resources/physics/specifications/AQA-7407-7408-SP-2015-V1-0.PDF

Physics

Key Facts Examining Board: AQA Syllabus/Code: 7407(AS) / 7408(A2)



Weighting

AS Paper 1 Exam 50% AS A2 Paper 1 Exam 34% A2

AS Paper 2 Exam 50% AS A2 Paper 2 Exam 34% A2

A2 Paper 3 Exam 32% A2

Career Pathways

Physics is an advantage for almost all universi-ty courses. Careers requiring Physics include: Aeronautical Engineer, Astronomy, Biomedi-cal Engineer, Civil Engineer, Electrical Engi-neer, Electrician, Forensic Scientist, Geophys-icist, Mechanical Engineer, Medical Physi-Technician, Nuclear Scientist, Physicist, Struc-tural Engineer and many more. Physics is also seen as an advantage in many careers not directly involved with the applica-tion of the subject, including Accountancy and Finance.

Why Choose Physics?

Among the many benefits, this new specifica-tion is designed to encourage candidates to: progress smoothly from previous GCSE

studies in physics, develop in-depth knowledge and under-

standing of the principles of physics, gain hands-on practical and data analysis

skills, appreciate working scientifically and its rele-

vance beyond the laboratory, see how physics links to other sciences and

how the subject underpins important tech-nologies,

study optional topics so they can specialise in topics that generate interest.

1. Measurements and their errors 4. Mechanics and Materials

2. Particles and Radiation 5. Electricity

3. Waves

1. Further mechanics and thermal physics 3. Nuclear physics

2. Fields and their consequences 4. Option topic - Astrophysics

Course Summary

Psychology is the science of human behaviour and experience. Psychologists use the same methods as other scientists. They aim to find out about human behaviour by conducting research to understand and explain thought, emotion and behaviour. It has been said that the most important and greatest puzzle people face is understanding themselves. It is this fascination with ourselves and others which makes the study of Psychology so attractive. Although the study of Psychology is a rich and varied experience in itself, it also has a wide range of important applications within the broader context of society. The Psychology specification is also designed to encourage candidates to: develop their interest in and enthusiasm for the subject, including developing an interest in

further study and careers in the subject appreciate how society makes decisions about scientific issues and how the sciences

contribute to the success of the economy and society develop and demonstrate a deeper appreciation of the skills, knowledge and understanding

of How Science Works develop essential knowledge and understanding of different areas of the subject and how

they relate to each other

Psychology

Key Facts Examining Board: AQA Syllabus/Code: Psychology A/7182



Weighting

Unit 1 Exam 33.3% A2 Unit 3 Exam 33.3% A2

Unit 2 Exam 33.3% A2

Career Pathways

Psychology may offer a path way for career opportunities or further study at university for the following:

Clinical, Educational, Forensic, Occupational Psychology

Medicine

Law

Counselling

Science

Nursing

Teaching

Police

Why Choose Psychology?

Psychology also offers opportunities to develop and generate evidence of attainment in aspects of the following key skills:

Communication

Application of Number

Information Technology

Working with others

Improving own Learning and Performance

Problem Solving

Course Summary

The Spanish A-Level course provides a detailed study of various cultural aspects of Spain and Lat-in America. AS/A2 Topics include: Media (television, advertising and communication technology) Popular culture (cinema, music and fashion/trends) Healthy living/lifestyle (sport/exercise, holidays, health and well-being ) Family/relationships (relationships within the family, friendships and marriage/partnerships) Environment (pollution, the energy crisis and protecting the planet) The Multicultural Society (immigration, integration and racism) Contemporary Social Issues (wealth & poverty, public order and science & ethics) In Year 13 students will also choose from a range of Cultural Topics which will become the focus for their written and spoken exams. Recent studies have included a period of 20th Century history, the films of Pedro Almodóvar Guillermo del Toro, and Catalonia.

Spanish




Weighting

Unit 1 Listening, Reading and Writing Exam

35% A2 Unit 3 Listening, Reading and Writing Exam

35% A2

Unit 2 Speaking Exam 15% A2 Unit 4 Speaking Exam 15% A2


An A-Level in Spanish enables students to de-velop and build on the skills they have ac-quired at GCSE and get a more complete un-derstanding of the Spanish speaking world. A-Level linguists are keenly sought after by universities as they have had to develop a number of key transferable skills, such as analysis and public speaking, during the course. Language students find themselves well pre-

pared for an increasingly global job market.

Why Choose Spanish?

Nowadays a wider variety of professions includ-ing business and commerce, law and communi-cations are seeking employees who can speak Spanish. Similarly Spanish speakers are finding an increasing number of opportunities in the fields of education, medicine, and many service industries. A-Level Spanish students at DESC have two teachers who each cover a selection of the Course Topics.

BTEC Level 3 Diploma in Sport

Key Facts

Examining Board: Edexcel Syllabus/Code: 500/6755/2

What is BTEC Sport about? The BTEC Sport programme is designed to provide specialist work related experiences, developed to meet the employment opportunities within the leisure industry. The course consists of numerous Units which cover a range of topics to be as broad across the sporting industry as possible.

How is this course structured? Unit Content and assessment This course requires students to complete 6 units (60 credits) on top of the Subsidiary Diploma (13 units, 120 credits in total), over a two year period. These units will cover a wide range of topics, each of which are broken up into smaller tasks which are designed so that the outcome would reflect real life experiences of the sporting sector. Assessment The course is assessed by using pass, merit and distinction criteria, each of which carries a points weighting. At the end of the two year course the points are added up. For those going to university, the points are then converted into UCAS points. You can also convert the points into A level equivalent grades.

Is this course for me? If you are the type of student who is enthusiastic about all areas of sport and its industry then this course could be for you. You need to be willing to use/improve a number of different skills in order to pass this course. These include: organisational, in-vestigational and motivational skills. If you are a person who is fully committed to achieve then this will be the course for you, provided you have proven you have a good command of written English demonstrated by a grade C or above at GCSE. What else do I need to know? The BTEC is a 100% coursework only subject, there are no exams involved. This does, however, mean that you will need to spend a vast amount of time completing work to a high standard, outside of les-son time. Assessments may take the form of presentations, video, performance logs, promotion-al materials and written documents.

Where could it lead? BTEC Level 3 Diplomas are valued by employers and higher education (universities and colleges). If you want to get a job straight away you could work in: Sports Centres, Leisure Centres, Outdoor Activities Centres, Sports Coaching, Sport Devel-opment. If you decide to go to university or college you could take a degree or a BTEC Higher National in subjects such as: Sports Studies, Sports Science, Leisure Management, Recreation Management, Teacher Training.

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