THE DOWNS SCHOOL

6th Form Course Guide for courses starting in 2016

2 Downs 6th

Key Dates:

Monday 1 February 2016: Application deadline

Monday 22 February – 18 March 2016: Interviews - All applicants will be given an appointment to discuss subject choices and academic entry requirements for particular courses.

Wednesday 23 March 2016: Offers of places - By Easter all applicants will receive decision letters regarding their application.

Friday 8 April 2016: Deadline to confirm your place. You should reply to your offer as soon as possible but not later than this date as your place may be withdrawn.

Friday 24 June 2016: Induction Day 1 (only for external students new to The Downs)

Monday 27 June – Tuesday 28 June 2016: Induction Programme (for all students)

Thursday 25 August 2016: GCSE Results Day. The results you receive will determine whether you are able to study your chosen subjects.

Downs 6th 3

CONTENTS PAGE

Applied Business Studies 4

Applied Science (BTEC Level 3) 5

Art and Design 7

Biology 8

Business Studies 10

Chemistry 11

Computer Science 13

Creative Media Production (BTEC Level 3) 14

Design & Technology: Product Design 16

Drama and Theatre Studies 17

Economics 19

English Language 21

English Literature 22

French 23

Geography 25

German 27

Government and Politics 29

Health and Social Care (BTEC Level 3) 30

History 31

Law 32

Mathematics, Further Maths 33

Media Studies 35

Music 36

Performing Arts - Acting (BTEC Level 3) 38

Performing Arts - Dance (BTEC Level 3) 40

Philosophy 42

Physics 44

Physical Education (Sports Science) 46

Production Arts (BTEC Level 3) 48

Production Arts (BTEC Level 2) 50

Psychology 52

Religious Studies 54

Sociology 55

Spanish 57

Sport (BTEC Level 3) 59

Travel & Tourism (BTEC Level 3) 60

Library Support Services 61

4 Downs 6th

Applied Business

Studies (A-level)

Entry Requirements: To be accepted on to this course it is required students achieve: *GCSE Maths C

*GCSE English Language C

*If Business BTEC studied Merit required

*If Business GCSE studied C required

Course Content: The qualification’s synoptic focus at this level is on the four key themes of business education: people, markets, finance and operational delivery. Each of the qualification’s units address aspects of these key themes to ensure that learning content is coherent and joined up. In the qualification, the learner will cover topics such as:

The role of finance in planning an enterprise, analysing and making financial decisions

How business organisations use the human, physical and financial resources at their disposal to achieve their dynamic goals

The nature of enterprising behaviour and how this can be personally utilised to best exploit entrepreneurial opportunities within specific market conditions.

Course Structure: Assessment Structure

33.3% each unit 66.6% externally assessed 33.3% internally assessed Grading Criteria

The units are graded pass, merit or distinction

The overall qualification is graded as P, M, D, D*

Career Direction: This qualification supports entry to a range of business and enterprise associated higher education

courses, such as management, finance, entrepreneurship, economics etc, when taken alongside other

qualifications and is confirmed by the specific support of a number of universities.

Downs 6th 5

Applied Science

(BTEC Level 3)

Entry Requirements: Students achieving a GRADE C in GCSE Science are well suited to this course, as are those at higher level who do not wish to study a pure science at university.

General Information: The Applied Science course is designed to:

Provide candidates with the opportunity to develop appropriate skills, knowledge and understanding and apply these where science is used.

Give candidates a ‘vocational’ alternative to the more ‘traditional’ GCEs in science. Allow students to become skilful in carrying out practical techniques and following procedures. Develop knowledge and understanding of the science used by organisations, businesses and

industry.

Course Content: In the first year the students will study for their BTEC Applied Science Certificate (This is the equivalent to AS).

Unit Description Credits

1 Fundamentals in science 10

2 Working in Science industry 10

3 Scientific practical techniques 10

TOTAL 30

In the second year the students will study for their BTEC Subsidiary qualification (This is the equivalent to A2). There is a large variety of units that may be studied and the students only need to study three further units to achieve this qualification. The final decision will be made in June 2016 and will depend upon both the interests of the students and the expertise of the staff who will be delivering the courses. These are a few of the units available to study in the second year:

Unit Description Credits

11 Physiology of Human Body Systems 10

15 Microbiological Techniques 10

18 Genetics and Genetic Engineering 10

19 Practical Chemical Analysis 10

20 Medical Physics Techniques 10

23 Science for Environmental Technicians 10

44 Astronomy 10

42 Geology of Natural Resources 10

27 Chemical Periodicity and Its Applications 10

This course is assessed only by written assessments there are no external examinations to be taken. This makes the course ideal for those students that are willing to work hard but may have trouble applying knowledge in exam situations. Due to the nature of the assessment this course is more accessible to students who may struggle with the more traditional sciences.

Continued Over

6 Downs 6th

Further information may be found at: http://www.edexcel.com/migrationdocuments/BTEC%20Nationals%20from%202010/BN033356-BTEC-90c-L3-

Applied-Science-Issue2.pdf

Career Direction: All aspects of science are covered in the course. Biology, Chemistry and Physics are studied so candidates will receive a full background in science that will be of benefit in any science based career such as:

Nurse

Dental nurse

Environmental scientist

Forensic science

Quality control technician/analyst, where the employee works in a production plant laboratory carrying out analytical tests using modern instrumentation, ICT and data interpretation

Medical physics technician supporting the use of X-ray and other imaging/scanning equipment

Research laboratory scientist in the development of new drugs. Managing projects that include setting up apparatus, measuring and handling chemical substances, following procedures, carrying out observations and measurements, separating and analysing products

Working for a scientific magazine or journal, editing and proofreading articles on issues such as applications and implications of new scientific discoveries and development.

Downs 6th 7

Art & Design

(A-level)

Entry Requirements: To be accepted on to the course it is required students achieve: *GRADE B or above at GCSE ART *Merit or above at BTEC ART

General Information: The courses are designed to:

Promote creativity, innovation and effective personal responses.

Develop an understanding of the relationship of art and design to communication skills.

Develop imagination, feeling and sensibility

Provide a solid basis for students wishing to study for one of the many careers related to this subject

Course Content: Throughout the one and two year courses students are encouraged to work with a variety of media, i.e. different painting and drawing media, printmaking, three-dimensional construction, textiles and photography. Students are expected to keep a ‘busy’ sketchpad and to be aware of, and visit, as many exhibitions as possible. Critical and historical studies of the work of artists and designers are an important part of both courses. AS and A-level Art and Design are demanding and time-consuming courses which offer the individual great personal satisfaction and a sense of achievement in developing their own abilities to a high degree of competence.

Course Structure: Please note the AS qualification does not contribute towards the A-level final grade. AS: 7241 A-level: 7201 Unit 1 Unit 3 Coursework Portfolio 60% Personal Investigation 60% Unit 2 Unit 4 Externally set assignment 40% Externally set assignment 40%

Career Direction: Advanced Level Art & Design is desirable for students wishing to enter an art college or university with a view to studying an art or design related course or subject. The GCE is also accepted by universities as entrance onto other courses. There are many career possibilities after A-level which may interest the art student –fine art, furniture design, graphic design (film, television, advertising and illustration), jewellery design, fabric/textile design, fashion design, photography, art restoration and conservation, display, industrial design and teaching, to name but a few!

8 Downs 6th

Biology (A-level)

Entry Requirements:

GRADE B in Biology at GCSE or BB in

Science and at least GRADE B in

Mathematics at GCSE.

General Information: This course is designed to enable students to sustain and develop an enjoyment of, and interest in, biology and its applications.

To develop an understanding of the link between theory and experiment and foster the development of skills in the design and execution of experiments.

To develop essential knowledge and understanding in biology.

To enable students to appreciate the significance and skills needed to use applications of biology in new and changing situations.

This is a very challenging course and success is dependent on hard work and commitment from all students throughout the course. Those students achieving Grade B at GCSE must carefully consider if this is an appropriate choice for them.

Course Content: Please note the AS qualification does not contribute towards the A-level final grade. Biology (A-level) is a two year course split into 6 modules;

Module 1 – Development of practical skills in biology Includes: skills of planning, implementing, analysis and evaluation. Module 2 – Foundations in biology Includes: cell structure, biological molecules, nucleotides and nucleic acids, enzymes, biological membranes, cell division & cell diversity and cellular organisation. Module 3 – Exchange and transport Includes: exchange surfaces, transport in animals & transport in plants. Module 4 – Biodiversity, evolution and disease communicable diseases, disease prevention and the immune system, biodiversity classification and evolution. Module 5 – Communication, homeostasis and energy Communication and homeostasis, excretion as an example of homeostatic control, Neuronal communication, hormonal communication, plant and animal responses, photosynthesis & respiration. Module 6 – Genetics, evolution and ecosystems cellular control, patterns of inheritance, manipulating genomes, cloning and biotechnology, ecosystems & populations and sustainability.

Assessment. The A- Level course is assessed by three externally marked written papers at the end of year 13 (two exams are 2 hours 15 minutes long and the third exam is 1 hour 30 minutes). Each paper will cover content from modules 1-6. Pupils will also need to complete 12 teacher assessed practicals throughout the two year course.

Continued Over

Downs 6th 9

NOTE: All pupils will be entered for the AS Level qualification in year 12. Examinations will be sat at the end of year 12 and consist of two 1 hour 30 minute papers. The content will be based on modules 1-4. This is a standalone qualification and does not contribute to the overall A-Level.

What our Year 12 students think of Biology:

Quite difficult but very interesting.

Challenging but fun!

Overall a great subject.

Lots to take in but really interesting.

A lot harder than GCSE but also more interesting.

Career Direction: Biological Sciences: e.g. agriculture, botany, forensic science, horticulture, marine biology, microbiology, soil science, biotechnology, zoology, forestry, oceanography. Medical Sciences: e.g. pharmacology, environmental health, genetics, nursing, nutrition, veterinary work, medicine, bacteriology.

10 Downs 6th

Business Studies

(A-level)

Entry Requirements: GCSE Business at Grade B or Btec Business at Merit is

essential if studied at KS4. For those students who have not

studied a KS4 Business qualification we will look to GCSE

English Language at Grade B and GCSE Maths at Grade C

to determine suitability.

Course Content: AS/A-Level Business Studies is a useful, interesting and challenging subject. At AS Level, the course introduces candidates to the challenges and issues of starting a business, including financial planning. It then focuses on how established businesses might improve their effectiveness by making tactical decisions at a functional level. At A2, the course considers strategies for larger businesses and how managers might measure the performance of the business. Finally, it considers the effects that external factors can have on businesses and how a business can plan for and manage change, including leadership style and change in business culture. Among the many benefits, the course is designed to encourage candidates to:

explore real business situations

be practical in the application of business concepts

understand the role of the entrepreneur and business in society

Throughout the course students will be expected to research independently from a wide range of sources such as newspapers, magazines, the internet and watch current affairs and business related tv programmes and documentaries. Students will learn vital skills which they will take into their future careers such as an understanding of key financial information and management and leadership skills.

Course Structure: Please note the AS qualification does not contribute towards the A-level final grade. AS Level Paper 1, written exam, multiple choice, short answers and data response, 1hr and 30 mins, 50% of AS Level Paper 2, written exam, based on one extended case study, 1 hr and 30 mins, 50% of AS Level A-level Paper 1, written exam, multiple choice, short answers and essay questions, 2 hrs, 33.3% of A-level Paper 2, written exam based on data response, 2 hrs, 33.3% of A-level Paper 3, written exam based on one extended case study, 2 hrs, 33.3% of A-level Please note the AS qualification does not contribute towards the A-level qualification under the new specification from 2015.

Career Direction: Many students go on to universities and colleges to do business studies and related degree courses, such as Business Management and Accountancy. Many institutions offer sandwich courses, combining work placement with academic study. A-Level Business complements all other studies in Arts, Humanities and Scientific areas. Around 90% of all graduates work in Business. Some students also go on to the rich variety of management trainee courses available at l8+ to the banks, other financial institutions, accountancy, retailing and industry.

Downs 6th 11

Chemistry

(A-level)

Entry Requirements: GRADE B in Chemistry at GCSE or BB in Science and at least GRADE B in Mathematics at GCSE.

General Information: This course is designed to enable students to:

develop essential knowledge and understanding of different areas of the subject and how they relate to each other

develop and demonstrate a deep appreciation of the skills, knowledge and understanding of scientific methods

develop competence and confidence in a variety of practical, mathematical and problem solving skills

Course Content (OCR): Please note the AS qualification does not contribute towards the A-level final grade. Module 1 – Development of practical skills in chemistry • This will be assessed in all three written exams and these answers will contribute to the overall grade. • It will also be assessed by the class teacher in lessons, this will result in a practical endorsement which is certificated separately to the A-level grade. Module 2 – Foundations in chemistry • Atoms, compounds, molecules and equations • Amount of substance • Acid–base and redox reactions • Electrons, bonding and structure Module 3 – Periodic table and energy • The periodic table and periodicity • Group 2 and the halogens • Qualitative analysis • Enthalpy changes • Reaction rates and equilibrium (qualitative) Module 4 – Core organic chemistry • Basic concepts • Hydrocarbons • Alcohols and halogenoalkanes • Organic synthesis • Analytical techniques (IR and MS) Module 5 – Physical chemistry and transition elements • Reaction rates and equilibrium (quantitative) • pH and buffers • Enthalpy, entropy and free energy • Redox and electrode potentials • Transition elements Module 6 – Organic chemistry and analysis • Aromatic compounds • Carbonyl compounds • Carboxylic acids and esters • Nitrogen compounds • Polymers • Organic synthesis • Chromatography and spectroscopy (NMR) All content is assessed in three exams at the end of the 2 year course. (The AS course only assesses modules 1 to 4 and does not have a practical certification)

Continued Over

12 Downs 6th

Career Direction: Chemistry is an essential qualification for a large number of careers as well as being an excellent subject to study alongside any other A-level. A large number of students move into areas such as Applied Chemistry, Chemical Engineering, Medicine, Dentistry, Pharmacy, Biochemistry, Biotechnology and Environmental Science. If students want any science-based career, then Chemistry keeps their options open. What our Year 12 students think of Chemistry: • “Simply brilliant. If you enjoyed G.C.S.E., A-level is even better." • "I enjoyed G.C.S.E. science, but A-level chemistry is much better." • "It is important to start to work hard from the outset." • "I really liked the more informal atmosphere created between students and teachers." • “What really interests me in Chemistry is finding out about why things are, and how they work.” • “I like learning about how things in the environment are made up and how these react with other chemicals and why”

Downs 6th 13

Computer Science

(A-level)

Entry Requirements: Due to technical nature of the subject students would have ideally studied Computing to the level of a grade B at GCSE. If students do not have a GCSE in Computing or a related subject then a grade B or above in Mathematics and Science would be considered.

General Information: Examining Board: AQA (TBC) Advances in computing are transforming the way we work and the Computer Science curriculum is designed to provide students with up-to-date knowledge and understanding so that they are equipped with the skills required to progress to higher education or thrive in the workplace. This is a rigorous course which includes detailed content on the theory of computing as well as computer programming.

Course Content: AS Level

Fundamentals of programming

Fundamentals of data structures

Systematic approach to problem solving

Theory of computation

Fundamentals of data representation

Fundamentals of computer systems

Fundamentals of computer architecture

Consequences of uses of computing

Fundamentals of communication and networking

Course Content: A-level

Fundamentals of algorithms

Theory of computation

Fundamentals of databases

Big data

Fundamentals of functional programming

Systematic approach to problem solving The computing practical project

Course Structure: At AS Level the course is structured around two examinations each contributing 50% to the overall grade. At A-level there are two examinations which each contribute 40% to the overall grade with the other 20% being assessed through a practical project.

Career Direction: As well as leading directly into an undergraduate degree in Computer Science it is also very highly regarded qualification for other disciplines, particularly Mathematics and Science. Computer science covers a range from computing theory through programming and problem solving to cutting-edge development of computing solutions. Computer science offers a foundation that permits students to adapt to new technologies and new ideas both within the computing discipline as well as any other areas of study. The requirement to develop a computational thinking approach to problem solving significantly widens the range of applicable careers and undergraduate studies.

14 Downs 6th

Creative Media Production (BTEC Level 3)

Entry Requirements: 4 GCSEs at GRADE C or above

General Information: We are now offering students the opportunity to study a BTEC Level 3 in Creative Media Production; the equivalent to an A-level qualification. Students will explore the role of media producers for a variety of products, from the design stages through to production and post-production. We will have people from real media industries in to work with us on occasions, and the course has a distinctly ‘work place’ emphasis. Work experience placements at local media companies can also be negotiated. This course is an excellent follow on from BTEC Level 2 Creative Media Production or GCSE Media Studies at Key Stage Four. Student should have a genuine interest and enthusiasm for media production in all its forms.

Course Content: The BTEC is a practical course; work is undertaken in a variety of ways and is largely project-based. There is a lot to learn and this is explored, as much as possible, in a practical way. Students can choose methods and techniques which suit them best when it comes to collating evidence of their work towards projects. Students are expected to show independence and initiative when it comes to managing their workload. Units:

Pre-production techniques for the Creative Media Industries

Communication Skills for Creative Media Production

Understanding The Television and Film Industries (tbc)

Film Studies (tbc) All of these units equip students with an in-depth understanding of the workings of the media production industries, and will leave them with many invaluable skills for any workplace in the future, including team work, self-management, organisation and IT skills.

You should choose this course if: You like finding out about the industries that produce your favourite films, adverts, TV

programmes, magazines, video games and newspapers. You enjoy working on projects with a specific outcome. You enjoy working with others but are equally good at working independently if needed. If not enthusiastic about it, you are at least not terrified of technology, and see it as something

you can work with! You are perhaps thinking of a career in the many fields offered by the media industries- TV and

film production, journalism, photography, writing, directing and so on… Media as a subject complements: Sociology, English Literature, Psychology, Art, Drama, Music, Performing Arts and many more!

Continued Over

Downs 6th 15

Why do students do it?

Because they love to perform and have a passion for dance.

The chance to create original and inventive work for performance.

Because they enjoy working with others and developing ideas.

Because they are interested in all aspects of Dance including history and styles.

Because they are interested in moving further into the Performing Arts industry.

Because they are looking to improve their Performing Arts skills in preparation for Stage School or University.

To increase fitness levels and self confidence

16 Downs 6th

Design and Technology: Product Design (A-level)

Entry Requirements: Entry Requirement: At least a GRADE B at GCSE Resistant Materials, Graphic Products or Product Design.

General Information: The subject builds upon the experience of GCSE and allows students to further their studies through Product Design. Students will have the opportunity to study, propose and realise prototype solutions through to designing and making opportunities that are closely linked to the real world of product/system manufacture. Innovation is at the heart of the course with opportunities to create original and innovative designs. We really want students to feel able to ‘let your mind go out to play’, take design risks and rise to a challenge.

Course Content: AS Level F521: Advanced Innovation Challenge- 40% of total AS marks - (20% of A-level) The Advanced Innovation challenge is a design challenge assessing candidates’ ability to design and model a product and then reflect on their design concept. Marks will be awarded for innovation and originality. The exam is undertaken in two three-hour sessions over the period of one day and a one-hour reflective paper at a later date. The task assesses the candidates’ ability to be innovative, demonstrate flair, work with materials and apply knowledge gained throughout their AS course.

F522: Product Study- 60% of the total AS marks - (30% of A-level) The Product Study is a coursework unit. It consists of product analysis and product development, prototype modeling and testing of an existing small item. It is not envisaged that this task will involve the complete redesign of an existing product, but rather identify opportunities for its further development or enhancement. A folder of A3 sheets including photographic evidence of the modelled outcomes is used for internal and moderated assessment.

A2 Level

F523: Design, Make and Evaluate - 30% of total A-level Candidates are required to produce a coursework portfolio and product that fully demonstrates their designing, making and evaluation skills, using creativity, flair and innovation, which can be assessed against the Assessment Criteria. This unit is intended to draw upon and develop skills learnt in the AS units. The final project submitted for assessment should represent approximately 40 hours work.

F524: Product Design 20% of the total A-level This is a 2.5 hr written paper that consists of two components. Candidates will be able to select questions across the focus material areas as well as responding to design situations.

Career Direction: The skills developed in A-Level Product Design are required both by universities for various foundation or distinct courses and employers’ apprenticeship or sponsorship schemes alike. With good design practice, an innovative, creative mind and sound practical application, careers in Architecture, Automobile Development, Product Design in its many forms as well as Engineering, Manufacturing, Model Making, Civil Engineering, Animation and Town Planning are all options that can be, or have been, followed by our students.

Downs 6th 17

Drama and Theatre

(A-level)

Entry Requirements: GRADE B in Drama or English if Drama has not been studied

General Information: This subject gives students the opportunity to work creatively in teams, planning and realising performance projects, studying the historical, theoretical and practical landscapes of drama and theatre. On this unique course students will encounter a comprehensive and diverse range of practical, theoretical, critical and creative approaches to drama, theatre and a wide range of performance styles and genres. Students will learn theatrical concepts through practical and analytical exploration of dramatic styles and the exploitation of theatrical methods. The emphasis is on working with play texts, devised work, directing, designing and performing. Students’ studies will always be informed by the views of practitioners, directors, designers, and performers; allowing them to develop their performance, design and analytical skills. We offer an exciting, diverse and innovative programme which allows students to explore a wide range of playwrights and practitioners.

Course Content: Please note the AS qualification does not contribute towards the A-level final grade. Component 1 : Theatre and Performance Workshop 60% of the AS 20% of the A2 (internally assessed externally moderated) Learners participate in the creation, development and performance of: 1. An extract from a text of the students choice 2. A piece of theatre based on a reinterpretation of an extract from a text from a different period chosen from a list supplied by WJEC. The piece must be developed using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company. In addition the extract must be from a different social, historical or cultural context to the first extract. All learners must produce:

a realisation of both performances or designs

a creative log

an evaluation of the process of creating and realisation of the reinterpreted extract only Learners will be assessed on either acting or design. Component 2 : Text in Performance Written Examination 40% of the AS (externally assessed) The written examination will last one hour and thirty minutes a series of questions on one performance text will be answered from the following list: The Trojan Women, Euripides As You Like It, William Shakespeare Hedda Gabler, Henrik Ibsen Machinal, Sophie Treadwell Cat on a Hot Tin Roof, Tennessee Williams Students will be allowed clean copies (no annotation) of the set text chosen in the examination. In the second year (A Level) students go on to study: Component 2 : Text in Action 40% (externally assessed by a visiting examiner) Students will be assessed on either acting or design.

Continued Over

18 Downs 6th

They will participate in the creation, development and performance of two pieces of theatre based on a stimulus supplied by WJEC:

1. A devised piece using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company (a different practitioner or company to that chosen for Component 1) and 2. An extract from a text in a contrasting style chosen by the learner Learners must realise their performance live for the visiting examiner. Learners choosing design must also give a 5-10 minute presentation of their design to the examiner. Students will be required to produce a process and evaluation report within one week of completion of the practical work. Component 3 : Text in Performance Written Examination 40% of the A2 (externally assessed) The written examination will last two hours and thirty minutes with a series of questions on three performance texts: Sections A and B Open book: Clean copies (no annotation) of the two complete texts chosen can be taken into the examination. Two questions, based on two different texts, one written pre-1956 and one written post-1956. Pre-1956 (chosen in AS year): The Trojan Women, Euripides As You Like It, William Shakespeare Hedda Gabler, Henrik Ibsen Machinal, Sophie Treadwell Cat on a Hot Tin Roof, Tennessee Williams Post-1956: Saved, Edward Bond Accidental Death of an Anarchist, Dario Fo Racing Demon, David Hare Love and Information, Caryl Churchill Chimerica, Lucy Kirkwood Section C Closed book: A series of questions based on a specified extract from: The Curious Incident of the Dog in the Night-Time - Mark Haddon, adapted by Simon Stephens Details of the extract will be released during the first week of June, one year before the examination.

Career Direction: ‘We are such stuff as dreams are made on’ The ‘A’ Level has often led our students to further studies in Acting, Drama, Teaching, Technical Theatre, Theatre Studies or Performing Arts in Higher Education at degree level. The performing arts industries are now Great Britain’s second largest employer, after tourism. Drama complements a range of subjects and is essential in improving communication skills, building confidence and enriching presentation skills in a range of careers. Drama and Theatre Studies is a challenging and fundamentally enjoyable subject. It is a subject which combines both academic and practical skills and it mixes well with the majority of A-level subjects on offer. Students will develop important skills such as critical analysis and interpersonal skills, which are highly valued by universities and, of course, by future employers. So….what’s stopping you?! This is your chance to experience a dynamic, vibrant and enriching path of study; within a department that has consistently produced ‘outstanding’ results.

Downs 6th 19

Economics (A-level)

Entry Requirements:

A minimum of GRADE B in Mathematics and English at

GCSE

General Information: To develop an understanding of economic concepts and theories through a critical consideration of current economic issues, problems and institutions that affect everyday life. Students will be able to explain, analyse and evaluate the strengths and weaknesses of the Market Economy and the role of government within it. Students should have:

an interest in the business world

an ability to organise ideas into a coherent argument

an ability to find and use multiple sources of research material

a commitment to hard work

Course Content:

Please note the AS qualification does not contribute towards the A-level final grade. The exams are a combination of short answer and essay questions and there is no coursework.

AS Level includes microeconomics and macroeconomics. Micro economics: the workings of the market mechanism, why economic choices are made, how markets are efficient, how markets fail and how governments intervene in markets to improve the welfare of society.

Macroeconomics: key indicators of national macroeconomic activity, measuring the causes of and changes in GDP, unemployment, inflation, interest rates, business investment and consumer spending. Government policy options for controlling the macroeconomic environment.

At A-level students will cover all of the above to a greater level of depth plus the following additional topic areas: Microeconomics; the functioning of labour markets and government policy to improve the workings of labour markets, competition and concentrated markets and government policy to increase competition in markets, inequalities and the distribution of income and wealth in society. Macroeconomics: the importance of international trade, exchange rates, international economic growth, fiscal and monetary policies for growth both domestic and international.

Throughout the course current economic and business events will be discussed as evidence of theories and concepts in action. Newspaper and magazine articles, internet research and current affairs TV programmes and documentaries will be used. Students must be prepared to investigate the subject area from a wide range of sources. Students will also regularly be interpreting and analysing data (graphs, tables, percentages and index numbers) to identify patterns or trends therefore GCSE Maths at GRADE B is required.

Course Structure:

AS Level – assessed at the end of Year 12

Paper 1 – The operation of markets and market failure, written exam, 1hr 30 mins, 50% of AS

Paper 2 – The national economy in a global context, written exam, 1hr 30 mins, 50% of AS

A-level – assessed at the end of Year 13

Paper 1 – Markets and market failure, written exam, 2 hours, 33% of A-level

Paper 2 – National and international economy, written exam, 2 hours, 33% of A-level

Paper 3 – Economic principles and issues, written exam, 2 hours, 33% of A-level

Continued Over

20 Downs 6th

Career Direction:

An excellent option for students wishing to study Economics or any Business-related course, an A-level in Economics is highly regarded by leading universities and an advantage for anyone seeking a career in the business world. Future career options are wide and varied however students have gone on to accounting, civil service, finance as well as marketing, human resource and general management careers.

A-level Combinations:

Students often combine Economics with Mathematics and an Arts or Humanities option, such as Politics, Law, Sociology, Geography or History. It is also an excellent option to combine Economics with Business Studies or the Sciences.

Downs 6th 21

English Language

(A-level)

Entry Requirements: A minimum GRADE B or above at GCSE in English Language

General Information: A-Level English language is a very different course to GCSE. It is very much about the way that we communicate and decode meaning in language. It also looks at how we acquire language from birth, the history of language, along with developing language skills to produce highly effective original writing of our own.

Course Content: Please note the AS qualification does not contribute towards the A-level final grade. The course is designed to ensure that students become expert linguists through development of a wide ranging understanding of the way that language is used not only to communicate but also to create identity. Through the study of language students will develop research and investigation skills along with enquiring minds regarding the nature of English language. Areas of study will include: language and identity; language and gender; language and power; language and journalism; child language acquisition and language and regional variations. As well as studying how language is used today we will also look at language variation from the beginnings of early modern English to today, and understand why English language is a constantly evolving entity. In the second year the internally assessed unit involves creating a portfolio of original writing, which allows students to use their knowledge gained of English language to manipulate language for effect. They will also have to carry out research on an area of language to consolidate their knowledge of language to form a response in an examination.

Course Structure: AS – two externally assessed components: Component 1 Language, context and identity Component 2 Child language acquisition A-Level – three externally assessed components and one internally assessed component: Component 1 Language variation Component 2 Child language acquisition Component 3 Investigating language Component 4 Crafting language (creating original writing)

Career Direction: Advanced Level English Language opens up career opportunities in a variety of fields where communication with people is involved, whether it be speech therapy, child psychology, nursing, working in journalism or marketing, just to name a few.

22 Downs 6th

English Literature (A-level)

Entry Requirements: Students should enjoy reading, and achieve at least GRADE BB at GCSE in English Language and Literature.

General Information: English Literature is a very popular and high performing A-level course at The Downs. Students engage with challenging texts, develop varied skills, and go on each year to attain outstanding results. It is also popular as a degree choice, and in recent years students have been supported to gain entry to top universities, such as Bristol, Durham, Oxford and Cambridge to read English Literature. English Literature helps to develop skills for university and life beyond – such as discussion skills (the ‘engine’ of the subject), study skills (using sources, effective note making), independent learning skills, and essay writing skills. It naturally complements other ‘essay’ subjects. As well as offering consistently ‘red hot’ results, the study of English Literature provides real variety for students, incorporating as it does issues of history, sociology, psychology, ethics, philosophy – and much else besides. In lessons, therefore, we routinely relate the texts to the nature of society at different times, to Freudian views of the personality, or to philosophical questions about the potential gap between a character’s view of the world in a text – and how it really is. When you study English, you study life itself, in every lesson.

Course Content and Structure: Please note the AS qualification does not contribute towards the A-level final grade. The course will allow students to enter an AS after one year, and to take the A-level after two. The final choice of texts may well include these texts, (though these are indicative only at this stage) Year 12 Drama (one play not by Shakespeare) Webster’s ‘The Duchess of Maalfi’ or Beckett’s ‘Waiting for Godot’ Prose texts (two novels, at least one pre-1900) Emily Bronte’s ‘Wuthering Heights’ or Ian McEwan’s ‘Atonement’ Poetry A selection of post-1900 poetry This component will include an unseen element, along with an essay question Year 13 Drama (play by Shakespeare) ‘Othello’ or ‘Twelfth Night’ (among a range of other possibilities), along with critical readings Prose texts Continuing study of the prose texts from year 12 for final exam (to a higher level) Poetry Continuing study of the poetry texts from year 13 for final exam (to a higher level) Coursework Free choice of texts, for an independent critical study (3,000 words)

Downs 6th 23

French (A-level)

Entry requirements : Students require a GRADE B at GCSE French

General Information: Studying French at AS and Advanced Level is fun and highly rewarding. Linguists use many transferable skills that are not only useful in other subjects but also in real life! Students will be able to communicate with so many more people as they develop their language skills. They will learn about many more aspects of French culture and they will be able to express themselves on a range of topics – psychology, sociology, philosophy, politics, literature and the Arts. Students will become a lot more independent in using a range of resources to find out about contemporary France and French-speaking countries: French websites, authentic magazines, French music and cinema. Intensive speaking practice with a native speaker will definitely boost students’ oral skills, fluency and confidence.

Course Structure (subject to ratification): Please note the AS qualification does not contribute towards the A-level final grade. AS Level topics

CURRENT TRENDS : o the changing nature of family, o the cyber-society, o the place of voluntary work

ARTISTIC CULTURE IN THE FRENCH-SPEAKING WORLD : o a culture proud of its heritage, o contemporary francophone music, o cinema

A-Level topics

CURRENT TRENDS : o Positive features of a diverse society o Life of the marginalized o How criminals are treated

ASPECTS OF POLITICAL LIFE IN THE FRENCH-SPEAKING WORLD o Teenagers, the right to vote and political commitment o Demonstrations, strikes o Politics and immigration

LITERARY TEXTS AND FILMS : two books OR a book and a film will be studied Possible works to be studied:

BOOKS

Joseph Joffo Un sac de billes

Camus L’étranger

Maupassant Boule de suif et autres contes de la guerre

FILMS

Au revoir les enfants

La Haine

L’auberge espagnole

Continued Over

24 Downs 6th

Career Direction: Languages are a student’s unique selling point to universities and employers. Universities use them as a way of differentiating students. They are looked on favourably, whether taken at AS or to A2 level and form the basis for further study of the same language, but everyone knows that learning one language makes it easier to learn another one so students could start a totally new language at university! There are also many university courses which combine a language with another subject. In the world of work Specialist language occupations include interpreter, translator, languages teacher or trainer. Industries where languages are ‘essential’ or ‘highly desirable’ include journalism, market research, catering and hospitality, tourism, global industries, personal assistant positions. Many businesses prioritise a language learner in their selection criteria. A recent survey shows that French is the business language most in demand in the UK.

Downs 6th 25

Geography

(A-level)

Entry Requirements: A minimum of GRADE B in Geography at GCSE is required for students to study A-Level Geography. In exceptional circumstances a GRADE B or above in English Language would be considered if a student hadn’t studied GCSE Geography.

“Geography is life. It is impossible to conceive of rounded human beings who have not grasped the fundamentals of Geography.” Chair, General Teaching Council “Geographic information is critical to promote economic development, improve our stewardship of natural resources and protect the environment.” Bill Clinton, Former President of the U.S.A. “Geography graduates are highly employable.” Times Educational Supplement General Information: Geography helps us understand the complex world in which we live. Our world is rapidly changing as we come to terms with the impact of natural disasters, Climate Change, rapid population growth and the end of fossil fuels. A-level Geography addresses these issues and explores the ever-changing Physical and Human structures of our world. The A-level geography course encourages students to gain and apply knowledge and understanding of physical and human processes through studying places and environments with an appreciation of the dynamic nature of geography. Students will learn and understand how places, environments and issues can change and how the human population responds to this. Students will also develop a wide range of geographical skills in the classroom and on our compulsory 4 day residential trip to the award winning Nettlecombe Field Study Centre on Exmoor.

Course Structure: Please note the AS qualification does not contribute towards the A-level final grade. Geography is a subject that at its very heart is relevant, dynamic and up-to-date, looking at modern 21st Century issues and case studies to inform the learning of our students. To ensure that students have the opportunity to really explore the issues of today there will be a new A-level Geography Curriculum for Yr12 students introduced in September 2016. At the time of going to press Ofqual had not approved the draft Specifications proposed by all the exam boards, and we believe that it is in the best interests of our students to wait until this approval has been granted before selecting which exam board to use for these new and exciting qualifications. This approval is anticipated in November 2015. The information below is a guide to the new course provided by the Department of Education: The 4 Core Themes of the new AS and A2 Level Geography: 1. Water and Carbon Cycles A study of the physical processes which control the cycling of both water and carbon between land, oceans and the atmosphere. 2. Landscape Systems An integrated study of earth surface processes, landforms and resultant landscapes 3. Global Systems and Global Governance A study of the connectivity between people, places and environments across the globe and the global systems that shape these relationships.

Continued Over

26 Downs 6th

4. Changing Places A study of the relationships and connections between people, the economy, society and the environment to explain why places are constantly changing. Assessment: In addition to 2 summer exams all students will have to complete an independent investigation project which will be worth approximately 20% of the overall grade. FIELDWORK TRIP: Please note that under the new Geography curriculum there is a requirement for students to complete primary fieldwork for their independent investigation and therefore we intend to run our usual compulsory 4 day residential fieldwork trip to Nettlecombe Field Study Centre to allow students to complete fieldwork studies. This trip costs approximately £220 (£20 for 16-19 Bursary students).

Career Direction: Geography is one of the most diverse fields of study and its unique breadth opens up a great range of career opportunities such as: air traffic control, archaeology, architecture, cartography, conservation, engineering, GIS, graphic design, medicine, meteorology, teaching, travel & tourism management, social work and surveying to name but a few. Geography students are eagerly sought after given the wide range of transferrable skills they are often proficient in. Geography students are good problem solvers, clear communicators, strong team members, demonstrate creative and independent thinking, and are socially, economically and environmentally aware.

Downs 6th 27

German (A-level)

Entry Requirements : Students require a GRADE B at GCSE German

General Information: Studying German at AS and Advanced Level is fun and highly rewarding. Linguists use many transferable skills that are not only useful in other subjects but also in real life! Students will be able to communicate with so many more people as they develop their language skills. They will learn about many more aspects of German culture and they will be able to express themselves on a range of topics – psychology, sociology, philosophy, politics, literature and the Arts. Students will become a lot more independent in using a range of resources to find out about contemporary Germany and German-speaking countries: German websites, authentic magazines, German music and cinema. Intensive speaking practice with a native speaker will definitely boost students’ oral skills, fluency and confidence.

Course Structure (subject to ratification) : Please note the AS qualification does not contribute towards the A-level final grade. AS Level topics

ASPECTS OF GERMANSPEAKING SOCIETY o The changing state of the family o The digital world o Youth culture : fashion and trends, music, television

ARTISITC CULTURE IN THE GERMAN-SPEAKING WORLD o Festivals and tradition o Art and architecture o Cultural life in Berlin, past and present

A-Level topics

MULTICULTURALISM IN GERMANSPEAKING SOCIETY o Immigration o Integration o Racism

ASPECTS OF POLITICAL LIFE IN THE GERMAN-SPEAKING WORLD o Germany and the European Union o Politics and youth o Germen reunification and its consequences

LITERARY TEXTS AND FILMS : two books OR a book and a film will be studied Possible works to be studied:

BOOKS

Kafka Die Verwandlung

Brecht Mutter Courage und ihre Kinder

Heine Gedichte – Buch der Lieder FILMS

Good bye, Lenin!

Das Leben der Anderen

Lola rennt

Continued Over

28 Downs 6th

Career Direction: Languages are a student’s unique selling point to universities and employers Universities use them as a way of differentiating students. They are looked on favourably, whether taken at AS or to A2 level and form the basis for further study of the same language, but everyone knows that learning one language makes it easier to learn another one so students could start a totally new language at university! There are also many university courses which combine a language with another subject. In the world of work Specialist language occupations include interpreter, translator, languages teacher or trainer. Industries where languages are ‘essential’ or ‘highly desirable’ include journalism, market research, catering and hospitality, tourism, global industries, personal assistant positions. Many businesses prioritise a language learner in their selection criteria.

Downs 6th 29

Government & Politics

(A-level)

Entry Requirements: Due to the nature of this course a GRADE B is required in GCSE English or History.

General Information: As a whole, the course aims to provide students with an understanding of UK and American politics. AS/A2 Politics aims to develop students’ political knowledge and their ability to analyse political institutions, issues and proposals for reform. Politics is now an established subject at The Downs School and is one that students have really enjoyed. Students have also achieved outstanding examination results and Downs School students have gone on to read Politics/ PPE/ International Relations at Oxford, UCL, KCL, Durham, Nottingham, Warwick, Sussex and York Universities.

Course Content: At Advanced Subsidiary Level, two UK politics modules will be covered: UK Government and Politics • Module 1 – “People, Politics and Participation”. Focus on participation and voting behaviour, elections and electoral systems, political parties, pressure groups and protest movements. • Module 2 – “Governing Modern Britain”. Focus on the UK Constitution, role of Parliament, power within the executive and the different levels of government within the UK. These will be examined in the summer and count towards 50% of the A-level. These examinations can be re-taken the following summer, with resits counting towards the final grade. At Advanced Level, two further modules will be covered focusing on American politics. USA Government and Politics: • Module 4 – “Government of the USA”. Focus on the US Constitution, Supreme Court, Congress, the Presidency and the idea of Federalism. • Module 5 - “Politics of the USA”. Focus on elections, political parties, pressure groups, radical/ ethnic politics and voter behaviour. The Politics course will make use of a wide range of teaching methods, including seminars and case studies, as well as students’ presentations, research, debates, group and class discussion. The course will aim to make full use of ICT, guest speakers, as well as trips to Parliament and further afield. Trips and visits have included a parliamentary debating workshop, a tour of the Houses of Parliament, Q and A session with the local MP, a special workshop for female students at Westminster on ‘Women in Parliament’, a visit to hear Michael Portillo speak and a student AS Politics conference.

Career Direction: Politics is a very well regarded A-level option for the following university courses and careers: Journalism, History, International Relations, War Studies, Law, PPE, Banking, Finance and Economics, Business Studies, European Studies, any Social Studies course or job, Philosophy, Public Administration and of course, Politics itself. A-level Combinations Politics works especially well with the following subjects: History, Law, Economics, Sociology and Geography, this is because Politics looks at similar issues and provides a link between all of these subjects. Politics is an excellent subject to combine with English or Business Studies as this will give students an added dimension to their sixth form studies. Politics may also be a good subject for scientists and mathematicians who want to take on a non-scientific subject at AS Level.

30 Downs 6th

Health & Social Care

(BTEC Subsidiary Diploma Level 3)

Entry Requirements: 4 GCSEs at GRADE C or above to include at least 1 Science (preferably Biology) at GRADE C and English at GRADE C

General Information: We currently offer the opportunity to study a BTEC Subsidiary Diploma level 3 in Health and Social Care – equivalent to an A-level qualification. In the UK, Health and Social Care is a broad term that relates to integrated services that are available from Health and Social Care providers. This Health and Social Care course combines elements of Psychology, Sociology, Biology, Nutrition, Law and Ethics. All students studying Health and Social Care will be expected to have a work placement alongside their academic studies; such as a placement in a nursery, residential home, hospital or other caring establishments.

Course Content: The BTEC is a practical course and students will be expected to take part in a number of assessments throughout the course, these will include:

Group/Paired discussions

Class debates

Student presentations

Research projects

Role play

Replication of studies

Independent study/reading

Extended writing

Log book completion

You will be assessed through assignment completion (roughly 3-5 assignments per unit) for which you will achieve a Pass, Merit, or Distinction. A pass grade in all assignments is a minimum requirement in order for you to complete the course successfully.

Mandatory Units (3)

Developing Effective Communication in Health and Social Care Equality, Diversity and Rights in Health and Social Care Health, Safety and Security in Health and Social Care

Specialist Units (4)

Development Through the Life Stages Anatomy and Physiology for Health and Social Care Nutrition for Health & Social Care

Career Direction: Studying Health & Social Care can lead to further study and a range of career opportunities, such as; Advice Worker, Personal Advisor, Charity Officer, Civil Service Administrator, Counsellor, FE Lecturer, Health Promotion Specialist, Health Service Manager, Local Government Administrator, Nutritional Therapist, Physiotherapist, Probation officer, Social worker, Lifestyle Consultant, Nurse, Health Care Assistant, Care Support Worker, Learning Support Assistant, Nursery Worker.

Downs 6th 31

History (A-level)

Entry Requirements: A minimum of GRADE B in History at GCSE is required for students to study A-Level History. A GRADE B or above in English Language would be considered if a student hadn’t studied GCSE History

General Information: The course offers students the opportunity to study History in breadth as well as in depth, to develop expertise in a variety of skills and to acquire and demonstrate knowledge and understanding of the periods studied. The History Department is well resourced, has creative teachers with a range of historical interests and has an enviable record of success.

Course Content: Please note the AS qualification does not contribute towards the A-level final grade. History A-level will take students partly out of the 20th century, the period that they are most familiar with from GCSE, and back to the medieval period as well as examining an aspect of the 20th Century not currently covered at GCSE. A-level (Years 12 and 13) Unit 1: The Age of the Crusades 1071-1204. The Crusades have long fascinated historians and they continue to be relevant be to our modern day society. The course will cover the motivation behind the Crusades, as well as the events and individuals such as Richard the Lionheart and Saladin. The course will also focus on the establishment and subsequent loss of the Kingdom of Jerusalem. Unit 2: The Making of Modern Britain 1951-2007. This contemporary history course covers the story of modern Britain between the premierships of Winston Churchill and Tony Blair and focuses on the political, economic and social developments during this key period. The course also looks at the last 60 years of British foreign policy in relation to the Cold War, Europe, USA, the Commonwealth and the Middle East. Unit 3: Historical Investigation. This unit requires students to research and produce a personal study which tests them on their understanding of change over 100 years. The topic will focus on the reasons behind the advancement of black civil rights in America 1863-1980. AS Level (Year 12 only – PLEASE NOTE this no longer counts towards the full A-level) Unit 1: The Age of the Crusades 1071-1149. This course will cover the motivations of crusaders, the First and Second Crusades as well as the establishment of the crusader states and the problems of defence in a hostile land. It will also examine the reasons for the foundation of military orders such as the Knights Templar. Unit 2: The Making of Modern Britain 1951-1979. This course covers the first three decades post WW2 examining the impact of immigration and racial tensions on society as well as foreign policy issues such as Suez and the Vietnam War. It also examines the impact of economic policy and the end of the post-war consensus.

Course Structure: Teaching methods will be varied and will include seminars, as well as students’ presentations, research, debates, role-play, group and class discussion. Homework, essays, tests and examinations are used as methods of assessment throughout the course. The course will aim to make full use of ICT and opportunities for learning beyond the classroom, including visits to conferences and trips.

32 Downs 6th

Law

(A-level)

Entry Requirements: A minimum of GRADE B in English Language or History at GCSE is required

General Information: At AS Level the course aims to give students a comprehensive understanding of the English legal system and a grounding in substantive law. At A2, the course aims to give students an in-depth understanding of two substantive legal disciplines (Criminal and Tort) and an overview of the key pervasive issues in law. Law has been taught at The Downs School for a number of years and is one of the best performing subjects at the school. Former Downs School Law students have won places to read Law at Russell Group universities including King’s and Queen Mary, London, Exeter, Southampton, Bristol, Warwick, Cardiff and Sheffield Universities.

Course Content: At Advanced Subsidiary Level, two modules will be covered – Unit 1- Law making and the English Legal System. This unit is designed to give students a comprehensive outline of how laws are made by focusing on parliamentary law making, statutory interpretation, delegated legislation, the common law and precedent. The second part of the unit looks at the English legal system by covering topics such as the criminal and civil court systems, as well as juries, magistrates, judges and lawyers. Unit 2 - The Concept of Liability. This unit focuses on introducing students to two key areas of law – Criminal and Tort Law. In the Criminal Law section students will analyse the key elements of criminal liability, focusing on non-fatal offences ranging from assault to grievous bodily harm, as well as covering sentencing procedures. In the Tort Law section, students will focus on the key elements of the tort of negligence, as well as court procedures and damages. These will be examined in the summer and count towards 50% of the A-level. These examinations can be re-taken the following summer, with re-sits counting towards the final grade. At Advanced Level, two further modules will be covered that build on learning at AS Level – Unit 3 - Criminal Law (including murder, manslaughter, non-fatal offences and defences). Unit 4 - Law of Tort (including negligence – psychiatric harm and economic loss, as well as nuisance, escape of dangerous things, defences and remedies). The Concept of Law, this is a synoptic unit that allows students to look at law thematically by focusing on law and morality, law and justice, the idea of fault and how the law balances competing interests. Units 1-3 have 1 hour 30 minutes examinations and Unit 4 is a 2 hour examination; each is worth 25% of the total A-level marks, with Units 1 and 2 worth 50% of AS marks.

Career Direction: Law A-level is widely regarded by leading universities as an excellent preparation for an undergraduate law degree or for a conversion degree course after university. It is highly regarded as an academic qualification for other degree courses and provides students with valuable knowledge and understanding relevant to a range of careers, such as law, investment banking and finance, the civil service, journalism, publishing, management, advertising, the armed forces, the police force, politics and local government. One thing is for certain; having A-level Law on a student’s CV will probably make them stand out from other candidates! ‘A’ Level Combinations: A-level Law combines particularly well with any arts or humanities subject, such as History, English, Government and Politics, Economics, Sociology, Philosophy or Geography. However, Law is also an excellent subject to combine with Business Studies, Mathematics and Sciences.

Downs 6th 33

Mathematics

(A-level)

Entry Requirements: Grade A*/A or a HIGH grade B in GCSE Mathematics. Students need to have covered A*/A grade material and be proficient in algebra in order to access the A-Level course.

General Information: A-level Mathematics is challenging and exciting, and if you love algebra, problems and logic, it will suit you well. Rather different from many other subjects, Mathematics is not about learning facts or writing essays; just reading a textbook or producing and revising from detailed notes is not enough! Students will only gain success by ‘doing’ Maths – lots of practice in and outside of lessons, independently. An essential part of mathematical study is the challenge of analysing and solving a problem and the satisfaction and confidence gained from achieving a ‘correct’ answer, as such, Mathematics students need to construct clear and logical written methods work to explain their solutions. Finally, students should have a sound mathematical background and a confident attitude to succeed. This should be reflected in a GCSE grade of A*/A or a HIGH B grade as algebra skills are required in every element of the course. Students will be expected to practice during the summer holidays to retain and improve crucial GCSE knowledge and skills, and complete a holiday homework to assess this. There will also be a screening test within the first month of the course which recaps GCSE `A’ grade material to ensure that this course is appropriate for you. (achieving below the set pass mark suggests that your core skills are not a strong enough base from which to succeed with A-level Mathematics)

Course Content: Mathematics is a modular course with 3 modules for AS Level and 3 more for A2 Level. There is no coursework. Each module is assessed by a 1½ hour examination. AS Level : Core 1, Core 2 and Statistics 1 A-level: Core 3, Core 4 and one Applied module (Applied module will be confirmed after AS results and dependent on subject blocks). Core: extends students’ knowledge of algebra and trigonometry as well as introduces new skills in areas such as calculus and functions Statistics: continues to develop students’ ability and skills in summarising and analysing data in order to reach conclusions. Mechanics (Y13): develops student ability to apply mathematics to problems in the real world, including the study of the motion of a particle or forces acting on an object. Decision Mathematics (Y13): introduces students to a range of methods, or algorithms, to solve problems involving networks, systems, planning and resource allocation.

Career Direction: Studying mathematics at either level can support other sixth form courses such as Geography, Sociology, Business Studies, Psychology and especially the Sciences. An A-level in Mathematics will be much sought-after for entry into higher education, particularly for courses such as Physics, Engineering, Medicine, Economics, Architecture, Accountancy and Computer Science. A-level Mathematics will be essential in order to be accepted onto a Mathematics degree course, and some university mathematic degree courses prefer a Further Mathematics qualification as well.

34 Downs 6th

Further Mathematics

(A-level)

Entry Requirements: Students must have an A* GRADE at GCSE.

General Information: To study Further Mathematics you must also take A-level Mathematics. If students wish to take a degree course in Mathematics, most universities desire Further Mathematics at A-level. Students can take it to AS Level only or continue on to A2.

Why study Further Mathematics?

Study Further Mathematics because it is extremely interesting, very challenging and incredibly

satisfying when you apply various complicated techniques to a complex problem and end up with the

correct answer!

Further Mathematics gives you a chance to explore new and/or more sophisticated mathematical

concepts and provides a good general preparation in logical processes and problem solving.

If you enjoy solving mathematical problems and have found GCSE Mathematics straightforward then

this might be the course for you.

Course Content: Mathematics is a modular course, 3 modules for AS Level and 3 more for A-level. There is no coursework. Each module is assessed by a 1½ hour examination. AS Level : Further Pure 1, and two applied modules in Mechanics (M1 and M2) A-level : Further Pure 2 and applied modules, Statistics 2 and Mechanics (M3)

Career Direction: Further Mathematics is desirable for most university degrees in Mathematics. It is also encouraged for those wishing to study Physics, Theoretical Physics, Engineering and other mathematics related fields as Further Mathematics introduces some of the more advanced mathematical concepts you will need. It is extremely useful, in some cases essential, if you want to do a Mathematics or Engineering degree, particularly at some of the more prestigious universities. It is also very useful for Physics courses, or any other course that involve mathematical or statistical analysis.

Additional Information: When choosing your subjects, you must select the option “Maths (to include FM students)” as well as “Further Maths”.

Downs 6th 35

Media Studies

(A-level)

Entry Requirements: To ensure a good chance of success at A-level we would require students achieve: *MERIT in BTEC Media level 2 or *GRADE B or above at GCSE Media or English Lit/Lang

Exam Board: OCR General Information: Media Studies explores the fundamental processes of communication at the heart of modern life; it develops students’ analytical and investigative skills as they uncover the workings of the media industry, investigate the impact of communication technology and study how audiences interact with different media. Through the varied units in this course students’ media literacy will develop as they learn how different forms of mediated communication are constructed, thus giving them the ability to decode media texts and their often less than obvious meanings. Students also acquire the technical and creative skills in order to create their own media products.

Course Structure: AS Level Unit 1: Foundation Portfolio in Media (coursework assignment- 50%): a look at the music industry press, including how media language creates meaning in the products and how specific audiences are targeted through visual codes and conventions. Students will also acquire skills in photography, editing and composition using a variety of software. Unit 2 a): Textual Analysis and Representation (written examination- 25%): the focus of study is the use of technical aspects of the moving image medium (namely Television Drama) to create meaning for an audience, focusing on the creation of representations of issues such as gender, ethnicity, age and disability. Unit 2 b): Audiences and Institutions (written examination- 25%): a study of the business side of the film industry, with students developing an understanding of contemporary institutional processes of production, distribution, marketing and exchange/exhibition at a local, national or international level as well as British audiences’ reception and consumption. A-level Unit 3: Advanced Portfolio in Media (coursework assignment): students study the multi-million pound film marketing industry in order to develop a promotion package for a new film, including a trailer, poster and magazine front cover. Assessed for research, planning, construction and evaluation, this coursework unit will provide students with numerous skills and an understanding of how to target an audience through carefully constructed products. Unit 4: Critical Perspectives in Media (written examination- 50%) Students explore the issue of Contemporary Media Regulation in the UK and the social, political and economical factors that drive this. There is an emphasis on the historical, the contemporary and the future in relation to the chosen topic, and students undertake a university-style independent study in preparation for their examination.

Career Direction: The study of Media will enable students to develop many desirable skills for employers, for example;

A capacity for analysis and interpretation.

Evaluation of evidence.

Strong team work and communication skills.

An understanding of the construction of products and how they affect the consumer. There is a wealth of career paths that students can pursue with a Media qualification, such as: journalism, advertising, marketing, public relations, TV/Film/Radio production jobs, business and management, teaching, and many more!

36 Downs 6th

Music

(A-level)

Entry Requirements:

Students should play at least one instrument/voice at Minimum GRADE 5 standard. A minimum of a GRADE B at GCSE or a MERIT at BTEC is required

General Information: We are surrounded by music and consume it constantly. Advertising, television and film bombard us with music; it is part of our culture and more importantly, our identity. Music is a means of communication, it can change moods, alter opinion, educate, soothe, excite and promote. Students studying A Level Music will learn and develop skills of listening and appraising and will further develop their performance and compositional skills as well as their understanding of musical devices both through the appreciation of the music of others and through their own work. It is a course which is interesting and incorporates music from a wide range of styles whilst allowing students to perform and compose in their own chosen style. There are many opportunities for performing within the course, and the opportunity to set up a music group if you wish. If you are currently learning and practising instrument to grade 5 standard (or above) then you are prepared for the 30% performing aspect of the course and could possibly devote more time to the composing and musical understanding aspects of the course.

Course Content: Please note the AS qualification does not contribute towards the A-level final grade. AS Course – 3 units 1. Performing – 30% An 7-8 minute performance is required of Grade 5 or above. This will be recorded between March and May. 2. Composing – 30% Two compositions lasting around 2-3 minutes each. One will be to a brief chosen by the exam board and the second will be a free choice composition to a brief of students choice. 3. Developing Musical Understanding– 40% This unit is an exam unit which concerns listening to music and understanding how it works through the study of set works. A Level Music – 3 units 4. Extended Performance – 30% A 10 minute balanced programme is required of Grade 7 standard or above and this will be recorded in the Spring term. 5. Composition and Technical Study – 30% Two compositions lasting around 3-4 minutes each. One will be to a brief chosen by the exam board and the second will be a free choice composition to a brief of students choice. 6. Further Musical Understanding – 40% This unit is an exam unit which looks at different set works, concentrating on important musical features, whilst developing listening skills to compare and contrast music of a similar style.

Career Direction: Music is a highly regarded A Level by many of the top universities in the country as it is a subject which combines both academic and practical skills.

Continued Over

Downs 6th 37

The A Level Music course provides an excellent basis for lifelong learning and for Higher Education courses in Music, and many students who take A level Music continue their studies at university. The three units of the course can lead to studies in performance, composition, musicology, ethnomusicology, sound engineering, conducting, popular music and jazz, and music education.

38 Downs 6th

Performing Arts – Acting

Extended Certificate (BTEC Level 3)

Equivalent to one A-level

Entry Requirements: 4 GCSEs at GRADE C (Level 2 Pass) or above

General Information: We are now offering the students the opportunity to study a BTEC Level 3 National Extended Certificate in Performing Arts ‘Acting’– equivalent to an A-level qualification. Students will study a diverse range of units across the two years. This course provides enrichment and extension – allowing students to excel in their preferred area of study as well as providing a vocational and practical approach to their studies. Work Experience placements at local theatres for short periods can also be negotiated. This course is an excellent follow on from Drama BTEC and/or GCSE Drama at KS4. It would also be of interest to those students who study a performance discipline outside school and/or have undertaken performance roles in School Musicals or House Performing Arts. The course comprises of a mix of externally set tasks examined and marked by Pearson and internal assignment tasks set and marked by the Centre culminating in an overall grade of P/M/D/or D* being awarded at the end of the two year period of study. Students must:

have a genuine interest and enthusiasm in acting/performance and commitment to these subjects

have the ability to meet deadlines

be a reliable group member

the commitment to rehearse in students’ own time is essential.

Course Content: (Mandatory Units (3) Unit 1: Investigating Practitioners’ Work (externally assessed) How long: The set task will be completed in three hours within the three day assessment period Creating the task: Six weeks prior to the supervised assessment period, learners will be provided with the set task booklet for a six week term time period in order to carry out investigation and critical analysis Unit 2: Developing Skills and Techniques for Live Performance (internally assessed)

Understand the role and skills of a performer

Develop performance skills and techniques for live performance

Apply performance skills and techniques in selected styles

Review and reflect on development of skills and techniques for live performance

Unit 3: Group Performance Workshop (externally assessed) How long: The final evidence will be completed in 5 hours under supervised conditions in a number of sessions arranged by the centre Creating the task: Learners will be provided with the set task booklet in January in order to prepare for the development and completion of the group performance and their digital process log + One Optional Unit : Interpreting Classical Text for Performance, Acting Styles, Developing the Voice for Performance Improvisation, Movement in Performance or Variety Performance

Continued Over

Downs 6th 39

The BTEC is a vocational course in acting developed with over 5,000 teachers, employers and higher education institutions; this new BTEC National in Performing Arts - Acting uses a combination of assessment styles to give students confidence they can apply their knowledge to succeed in the workplace – and have the study skills to continue learning on to higher education courses and throughout their career. This range of vocational assessments – both practical and written – means students can showcase their learning and achievements to best effect when they take their next step, whether that’s supporting applications to higher education courses or potential employers. The course is continually assessed internally and externally; there is a proportion of practical performance work which is filmed, documented and /or performed to live audiences and/or visiting examiners. Although there is no final examination paper students should expect to complete in-depth written work and assignments based on research of practitioners and plays studied. For example students must be prepared to keep a log of all acting lessons and/or workshops to help them complete their digital process log.

Why do students do it?

Because they love to perform and enjoy creating original/inventive work for performance.

Because they enjoy working with others and developing ideas.

Because they are interested in all aspects of performance, production and the performing arts business.

Because they are interested in moving further into the Performing Arts industry and need to gain a wider experience of Performing Arts skills.

Because they are looking to improve their Performing Arts skills in preparation for Stage School or University.

Career Direction: ‘We are such stuff as dreams are made on’ The Level 3 Acting Course has often led our students to further studies in Acting, Drama, Teaching, Technical Theatre, Theatre Studies or Performing Arts in Higher Education at degree level. The performing arts industries are now Great Britain’s second largest employer, after tourism. Drama complements a range of subjects and is essential in improving communication skills, building confidence and enriching presentation skills in a range of careers. The Level 3 Acting Course is a challenging and fundamentally enjoyable subject. It is a subject which combines both academic and practical skills and it mixes well with the majority of Level 3 or A-level subjects on offer. Students will develop important skills such as critical analysis and interpersonal skills, which are highly valued by universities and, of course, by future employers. So….what’s stopping you?! This is your chance to experience a dynamic, vibrant and enriching path of study; within a department that has consistently produced ‘outstanding’ results.

40 Downs 6th

Performing Arts – Dance

Extended Certificate (BTEC Level 3)

Equivalent to one A-level

Entry Requirements: 4 GCSEs at GRADE C (Level 2 Pass) or above

General Information: We are now offering the students the opportunity to study a BTEC Level 3 National Extended Certificate in Performing Arts ‘Dance’– equivalent to an A-level qualification. Students will study a diverse range of units across the two years. This course provides enrichment and extension – allowing students to excel in their preferred area of study as well as providing a vocational and practical approach to their studies. The course comprises of a mix of externally set tasks examined and marked by Pearson and internal assignment tasks set and marked by the Centre culminating in an overall grade of P/M/D/or D* being awarded at the end of the two year period of study. Students must:

have a genuine interest and enthusiasm in Dance and commitment to the subject

have the ability to meet deadlines

be a reliable group member

the commitment to rehearse in students’ own time is essential.

Course Content: The BTEC course has a flexibility and learner-centered approach that requires knowledge to be applied through project-based assessments. Students must complete the following units: Unit 1 – Investigating Practitioners’ Work (externally set and assessed) Investigation into the work of performing arts practitioners, developing critical analysis skills and contextual understanding of how practitioners communicate themes in their work. A piece of extended writing. Unit 2 – Developing Skills and Techniques for Live Performance (internal assessment in at least 2 styles) You will explore technical performance skills with a focus on developing and demonstrating skills and techniques in at least 2 performance styles. Potential exiting works to study are ‘Revelations’ by Alvin Ailey, ‘Rooster’ by Christopher Bruce’, ‘Park’ by Jasmin Vardimon or ‘Political Mother’ by Hofesh Schechter. Unit 3 – Group Performance Workshop (externally set and assessed) You will explore and integrate creative, physical skills and techniques, working collaboratively to create a performance in response to a given stimulus. This unit will require you to respond to a stimulus to create performance material. Working in groups you will create a performance for an invited audience, this will be between 10 and 20 minutes. You will also submit a process log, completed at 4 milestone stages throughout the development process. This will be completed under supervised assessment conditions. This will be completed in 5 hours but you will have preparation prior to the assessment period. + One Optional Unit : Unit 8: Classical Ballet Technique, Unit 9: Tap Dance Technique, Unit 10: Jazz Dance Technique, Unit 11: Street Dance Technique or Unit 12: Contemporary Dance Technique.

Continued Over

Downs 6th 41

Throughout the BTEC course written work is expected in the form of research projects, analysis and appreciation of professional companies/repertoire including comparative essays and historical research, evaluations and the identification of strengths and weaknesses as a performer – performance log/training journals. Students will be expected to wear appropriate clothing for practical/technical work including workshops. This includes a leotard, leggings and bare feet. School dance kit may be purchased to ensure students have appropriate layering. Suitable footwear may be worn when appropriate. A large amount of work will require students to rehearse in their own time, take part in evening performances and attending theatre trips and workshops. Some students may even wish to lead or choreograph for the extra-curricular opportunities on offer in school.

Why do students choose to study Dance at key stage 5 level?

Because they have a passion for dance; performance and choreography.

The chance to create original and inventive work for performance.

Because they enjoy collaborating with others and developing ideas, as well as working independently.

Because they are interested in all aspects of dance study including historical and current practices, contextual and theoretical knowledge.

Because they want to study a variety of styles through theory and practical work.

To continue to inspire a lifelong passion and appreciation for dance.

Because they are interested in moving further into the Performing Arts industry.

Because they are looking to improve their Performing Arts skills in preparation for training at a Performing Arts College/Conservatoire or University.

To continue to develop their technical and expressive qualities as a dancer.

Because they wish to develop their creative intellectual capacity and transferable skills such as team working, organisation, self-promotion, communication and problem solving.

42 Downs 6th

Philosophy (A-level)

Entry Requirements: English GCSE GRADE B or above

General Information: Philosophy enquires into the fundamental questions of our life. Can I be certain a world exists beyond my own mind? Why should I live in a moral way, which considers the well-being of others? What are my mental states, and how do they exist? Is it possible to prove the existence of God? These questions are central to the Philosophy A-level we study at The Downs. As well as investigating a wide variety of issues, Philosophy A-level also develops precise thinking skills. If we wanted to explore the view that it is possible to doubt other people possess minds, for example, it is important to identify the reasons for such a view (perhaps that only I have ‘access’ to my own thoughts), and consider how this view might be challenged (surely I know when my friend is upset, without looking in her head?), before reaching a conclusion. In lessons, views are proposed and challenged in class discussion in a methodical way, and the ability to construct and evaluate arguments is developed consistently also in writing. The Philosophy A-level is popular and successful. We are averaging a ‘red hot’ ALPs rating of 3 over the last three years, and in 2013 our ‘value added’ in Philosophy was the highest of any school teaching Philosophy in the country. In recent years, our students have gone on to study Philosophy at universities including Nottingham, Glasgow, Durham, and Oxford. ‘Philosophy, if it cannot answer so many questions as we would wish, has at least the power of asking questions which increase the interest of the world, and show the strangeness and wonder lying just below the surface even in the commonest things of daily life.’ (Bertrand Russell)

Course Structure: AQA AS: (written examination) Section A : Epistemology (the study of knowledge) Section B : Philosophy of Religion (arguments regarding the nature and existence of God) A2:(written examination) Section A : Ethics (why should I live in a moral way) Section B : Philosophy of Mind (what is my ‘mind’, and is it part of my body?)

Continued Over

Downs 6th 43

Career Direction: Philosophy is a challenging, and highly regarded, A-level. It develops thinking skills which can be applied in a very wide variety of careers, and which are ideally suited to the demands of a work place in which people are required increasingly to respond to changing information, situations, and demands. You will learn how to think critically, evaluate arguments, and construct your own view. Skills in reasoning will allow you to navigate a changing world. Alongside this, study of philosophy will allow you to develop as a person, because it will allow you to explore questions which have continued to intrigue people over the centuries, and also because it will allow you to feel you know how to explore and develop your own responses to complex issues of any kind. ‘Philosophy graduates are popular candidates for a variety of high-powered professions - journalism, research, the civil service, politics, and law. A recent Times poll revealed that the business world favours philosophy graduates above all others.’ (Heythrop College website, University of London)

44 Downs 6th

Physics (A-level)

Entry Requirements:

GRADE B in Physics at GCSE or BB in Science and at least GRADE B in Mathematics at GCSE.

General Information: Students at The Downs follow the OCR Physics B course. The course is also known as 'Advancing Physics' and was developed in association with the Institute of Physics to give a thorough grounding in contemporary Physics. At its heart, Physics is about trying to answer some of the ‘big’ questions in life. What will happen to the Universe in the future? Where did we come from? What are we made of? How and why do things interact in the way that they do? The Advancing Physics course offers a glimpse of the beauty and order from which the world around us made. The course is up to date and varied and is presented in a way to convey the excitement of the subject. It presents Physics in a wide range of real life situations, linking well to research that is currently being carried out within the Physics community. Physics is a challenging subject that will definitely make you think. It requires a step up from GCSE in terms of the level of working as well as the mathematical skills that are used; in Physics we use numbers and mathematics to help interpret the world around us. However, if you are a determined character with a curious nature, positive attitude and a hard worker then you will be well suited to the course.

Course Structure: Please note the AS qualification does not contribute towards the A-level final grade. Module 1 (Year 12/13) – Development of practical skills in Physics This module lays the foundations for students to be able to do good quality practical work in Physics by helping them to learn how to plan, implement, analyse and then evaluate practical work. They learn about the correct use of a range of different apparatus and techniques. This module is embedded throughout the content of the specification and is developed as we move through the full A-level course. Module 2 (Year 12/13) – Fundamental data analysis This module teaches the students how to process and analyse the data that they may obtain from practical sessions. Students are taught a range of skills that will enable them to process data correctly, such as how to write numbers in standard form as well as how prefixes are used within Physics. Added to this, students consider how uncertainties arise within data and also how they can be minimised. Added to this, students consider how a range of factors such as accuracy, precision, resolution, sensitivity, response time, systematic error and zero error might affect the quality of data obtained. This module is embedded throughout the content of the specification and is developed as we move through the full A-level course. Module 3 (Year 12) - Physics in Action The module is broadly split into two sections, focussing on ‘Communications’ and the ‘Mechanical properties of materials’. Communications is about electrical circuits and sensors, waves as signals and imaging. The mechanical properties of materials introduces students to material properties and how these depend on the structure of the material. Students also consider how they help determine the choice of material for a given purpose. Module 4 (Year 12) - Understanding Processes The unit is split into two halves, with one half focussing on ‘Mechanics’ and the other considering ‘Waves and Quantum Behaviour’. The Mechanics aspect focuses on vectors and calculations involving space and time. Waves and Quantum Behaviour focuses mainly on the understanding of superposition phenomena of waves with a brief account of quantum behaviour of photons and electrons.

Continued Over

Downs 6th 45

Module 5 (Year 13) - Rise and Fall of the Clockwork Universe This develops the grand conception of the world as a mathematical machine. ‘Models and Rules’ covers the core Physics of random decay and the charge on a capacitor, energy and momentum, the harmonist oscillator and circular orbits. ‘Matter in Extremes’ shows how theories of matter and atoms explain behaviour. Module 6 (Year 13) - Field and Particle Physics This introduces the modern picture of fields and particle interactions as fundamental mechanisms of nature. ‘Fields’ covers ideas about electromagnetism, electric field and potential. ‘Fundamental particles’ describes atomic, nuclear and sub-nuclear structure. Examination structure: Due to the linear nature of all qualifications at A-level from 2015, only exams that are sat in the final exam session contribute to the final grade.

AS Physics – Both exams draw from modules 1 to 4

Method of assessment

Weighting When assessed

AS – Paper 1 – Foundations of Physics (70 marks)

Exam – 1hr 30mins 50% of AS June Year 12

AS – Paper 2 – Physics in depth (70 marks) Exam – 1hr 30mins 50% of AS June Year 12

A2 Physics - Unit title – The three exams draw from all 6 modules

Method of assessment

Weighting When assessed

A-level – Paper 1 – Fundamentals of Physics (110 marks)

Exam – 2hr 15mins 41% of A-level

June Year 13

A-level – Paper 2 – Scientific literacy in Physics (100 marks)

Exam – 2hr 15mins 37% of A-level

June Year 13

A-level – Paper 3 – Practical skills in Physics (60 marks)

Exam – 1hr 30mins 22% of A-level

June Year 13

Practical endorsement in Physics Reported separately

Throughout the course

Career Direction: Physics is one of the most highly regarded A-level courses by employers and universities and, as such, the course supports students in a diverse range of destinations post sixth form. At University level, Physics opens the door towards Science, Maths and Engineering courses as well as supporting students who may wish to progress to a Humanities based subject. Employers also recognise the importance of A-level Physics and actively seek to recruit students who have completed Physics as a result of the way that students are trained and encouraged to think in a logical manner.

Further information: Physics contains a large amount of mathematical content, particularly at A2 level. Though not absolutely essential an A-level in Maths would be strongly recommended; previous students have found that A-level Maths and Physics complement each other well.

46 Downs 6th

Physical Education (Sports Science)

(A-level)

Entry Requirements: To sit A-level Physical Education it is recommended that students achieve a GRADE B or above at GCSE PE (preferably with a GRADE C in the theory paper) and perform in TWO SPORTS TO AT LEAST HIGH CLUB STANDARD IN/OUT OF SCHOOL. For students who have not taken GCSE PE, it may be possible for them do the A-level as long as they have at least 7 high pass GCSEs, including English Language and Science (to B Grade level).

General Information: Physical Education at A-Level adopts an academic, multi-disciplinary approach in which different forms of enquiry are developed.

It involves a focus on: Physiology, Historical, Social and Cultural influences and Psychology and how each impacts upon the practical performances of those involved in the pursuit of sporting excellence.

It gives those who have a keen interest in furthering their theoretical knowledge of Sport and Physical Education, from GCSE level, a great opportunity to delve into these wide-ranging areas across four modules (during the two years of the A-level).

It provides invaluable experience for students wishing to increase their involvement in various roles in sport, beyond merely that of performer (such as official and/or coach / leader).

It can help to equip successful individuals with the necessary skills and knowledge to enter higher education or the world of work.

Course Structure: Please note the AS qualification does not contribute towards the A-level final grade. AS Level A healthy, active lifestyle Have students considered:

How the body and its systems contribute to their pursuit of a healthy, active lifestyle?

How skill is acquired and about the impact of psychological influences on their performance?

How their opportunities for participation came about, or what is actually available to them and others? (Unit One – 2 hour written exam paper worth 60% of AS year)

Students will be given scope to adopt different roles as they analyse and evaluate physical activity as performer, coach/leader and/or official (practical involvement outside of lessons is essential) (Unit Two – Externally moderated practical assessment – 40%)

A2 Level Optimising performance within sport

Would students like to know how to produce their best performances? Acquire an insight through the study of different lines of enquiry (Unit Three – 2 hour written exam paper worth 60% of A2 year)

Carry out an in-depth study of one role of practical involvement from a chosen activity, drawing on knowledge from theory elements (Unit Four - Externally videoed practical assessment – 40%)

Continued Over

Downs 6th 47

Career Direction: Physical Education is considered an academic subject by universities and employers, often leading onto a wide range of opportunities such as: - Sports Science - Sports Coaching - Sports / Physiotherapy - Armed Forces - Personal Fitness Training - Police - Sports Business Management - Teacher Training - Sports & Leisure Recreation Management - Sport Technology

48 Downs 6th

Production Arts (BTEC Subsidiary Diploma Level 3)

Equivalent to an AS or full A-level

Entry Requirements: 4 GCSE’s at GRADE C or above plus a genuine interest/enthusiasm in design or production and commitment to these subjects.

General Information: We are now offering students the opportunity to study a BTEC Subsidiary Diploma level 3 in Production Arts, equivalent to an A-level qualification. The course requires the student to pick a pathway in Production Arts which could be Stage Management, Theatre Technology, Make-Up, Costume or Set Design and Construction. Students will then study a diverse range of units across the two years. This course provides enrichment and extension – allowing students to excel in their preferred area of study as well as providing a vocational and practical approach to their studies. Work Experience placements at local theatres for short periods can also be negotiated. This course is an excellent follow on from Drama, Production and Dance BTEC and/or GCSE at KS4. Students currently studying a Design subject at GCSE or Art at GCSE/BTEC would also find this a beneficial course of study. Students must:

have the ability to meet deadlines

be a reliable group member

attend rehearsals/performances in your own time is essential

Course Content: The BTEC is a practical course; written work is expected in the form of research projects and evaluations. Students will be expected to wear appropriate clothing for practical/technical work including workshops. Students will also be expected to rehearse in their own time, take part in evening performances and attend theatre trips. After studying the core units, it will be possible to specialise in all aspects of theatrical production. The course is continually assessed; there is a proportion of practical technical work or practical production work, which is filmed, documented and /or performed to live audiences at the end of certain units. Although there is no final examination paper students should expect to complete in-depth written work and assignments based on research into production areas and plays studied. Students must be prepared to keep a log of all Production lessons to help them complete written assignments. Units Studied: (3 Units during Year 12 and 3 units during Year 13)

Production Pathway – ‘Stage Management’ or ‘Theatre Technology’ or ‘Set Design and Construction’

Production Pathway ‘Make-Up’ or ‘Costume’

Core Units: Production Arts Workshop + Assistant Stage Management or Technical Stage Operations or Stage Design for Performance Plus 4 further Specialist Units which cover designing, planning, making or operating (These specialist units are subject to change depending on the needs of the class.)

Core Units: Production Arts Workshop + Make-Up Application or Costume Design Skills Plus 4 further Specialist Units which cover designing, planning or making (These specialist units are subject to change depending on the needs of the class.)

Continued over

Downs 6th 49

Why do students do it?

Because they like to design and enjoy creating original and inventive work for productions.

Because they are interested in moving further into the Design or Production Arts Industry and need to gain a wide experience of Performing Arts skills.

Because they are looking to improve their Production Arts skills in preparation for a further education course.

Available pathways: ‘Stage Management’ or ‘Set Design and Construction’ or ‘Theatre Technology’ or ‘Make-Up’ or ‘Costume’

50 Downs 6th

Production Arts Level 2

(BTEC First Certificate) one year course

Entry Requirements: 4 GCSEs at GRADE E or above A genuine interest and enthusiasm in running and working within a production company. The ability to meet production deadlines and a commitment to working backstage and putting on a variety of school shows.

General Information: This qualification is equivalent to 3 GCSEs at Grades C or above. Pass = C Merit = B Distinction = A and Distinction* = A* This choice is a full-time programme of study including: work skills, first aid, functional English and Mathematics and work experience. Production Pathway; It is the study of all aspects of production and the production business including creating a production company to run performing arts events, marketing and planning events, working backstage, mastering a choice of technical elements such as sound, lighting, make-up, wardrobe management, set construction and set design. This course links closely to Business Studies and will teach students all about the process of event management.

Course Content: The BTEC is a practical course; written work is expected in the form of set tasks, on-line tests, research projects, portfolios, power points, use of publisher, use of excel and evaluations. Students will be expected to wear appropriate clothing for production and/or technical work. Students will also be expected to attend rehearsals in their own time, take part in evening productions and attend theatre trips. Each learner must complete the core and mandatory units and then four optional units to complete their pathway. The flexible design of the BTEC course means that it can be tailored to suit the group’s interests and needs. Unit examples;

Core Units 1 Individual Showcase 2 Preparation, Performance and Production Mandatory units 7 Production Skills for Performance 8 The Performing Arts Industry Optional specialist units: Group A (minimum three units from this group) 9 Performance in Context 19 Design Planning for Performance 20 Realising Costume Design for Performance 21 Realising Set Design for Performance 22 Realising Prop Design for Performance 23 Realising Mask Design for Performance 24 Lighting for Performance 25 Sound for Performance 28 Make-up for Performance 29 Wardrobe for Stage Performance

Downs 6th 51

Career Direction: This course has been designed as a stepping stone allowing students to spend a year building upon their GCSE qualifications gained in year 11. Production Arts or Performing Arts are extremely versatile subjects which could take students just about anywhere. Some students find work in the industry whilst others use it as a pathway to advanced courses at further education or theatre school. At the end of the first year students who are successful can stay on to do ‘AS’ Levels or continue onto A-level 3 course at college or here at school. As the programme of study also contains work experience placements; students may also choose to follow a vocational pathway after completing the qualification and enter the world of work.

52 Downs 6th

Psychology (A-level)

Entry Requirements: GRADE B in English GCSE. GRADE C in Maths GCSE and in Biology GCSE or CC in Science GCSE, although preferably students will have GRADE B in these.

General Information: Studying Psychology will change the way you think about yourself and other people; it is the study of the human mind and behavior. At The Downs School we follow the AQA specification, the most popular Psychology course in the country. This thought-provoking and wide-ranging course builds on previous qualifications, retaining the most valuable and exciting features of these, and offers an engaging and thought-provoking introduction to Psychology. This course is designed to:

Enable students to develop a broad knowledge and understanding of the core areas of psychology: (social, cognitive, developmental, biological and individual differences) through a range of popular and accessible topics.

Develop skills which are highly valued by Higher Education and employers including critical analysis, independent thinking and research.

Challenge students to view the world around them, and themselves, from different perspectives.

Enable students to bring together explanations from different psychological approaches.

Engage students in issues and debates in psychology. In addition to developing a wide range of valuable skills, Psychology requires a good standard of literacy as producing extended written answers is an important feature of the course. Therefore, it is essential that students achieve a minimum Grade B in at least one of their English GCSEs. The requirement of a Grade B in Mathematics GCSE is because students need to be able to work confidently with data from investigations.

Course Content:

Please note the AS qualification does not contribute towards the A-level final grade.

AS Level Psychology

Topics:

1 Social influence – conformity, obedience and independent behaviour. 2 Memory - characteristics of short-term and long-term memory, models of memory, factors affecting the accuracy of eye-witness testimony, strategies for improving memory. 3 Attachment - development of attachment relationships between a child and their caregiver, effects of deprivation and privation on development, effects of day-care on development. 4 Approaches in Psychology – biological, social, cognitive, evolutionary, psychodynamic and behaviourist approaches. 5 Psychopathology - definitions of abnormality, approaches to explaining abnormality and possible therapies. 6 Research methods - knowledge, understanding and skills of research design, data analysis, and data interpretation and reporting.

Continued Over

Downs 6th 53

These topics are assessed by two written papers, each of 1 hour 30 minutes: Paper 1: Introductory Topics in Psychology (topics 1-3 above) Paper 2: Psychology in Context (topics 4-6 above)

A-level Psychology

Compulsory topics:

1 Social influence – conformity, obedience and independent behaviour.

2 Memory - characteristics of short-term and long-term memory, models of memory, factors affecting the

accuracy of eye-witness testimony, strategies for improving memory.

3 Attachment - development of attachment relationships between a child and their caregiver, effects of

deprivation and privation on development, effects of day-care on development.

4 Approaches in Psychology – biological, social, cognitive, evolutionary, psychodynamic and

behaviourist approaches.

5 Psychopathology - definitions of abnormality, approaches to explaining abnormality and possible

therapies.

6 Biopsychology – brain function and the role of the nervous and hormonal systems in controlling

behavior, ways of studying the brain.

7 Research methods - knowledge, understanding and skills of research design, data analysis, and data

interpretation and reporting.

8 Issues and debates in Psychology – understanding the key questions which frame psychological

thought such as the nature vs nurture debate and gender bias.

Optional topics. A choice of three topics from the following: Relationships, Gender, Cognition and development, Schizophrenia, Eating behaviour, Stress, Aggression, Forensic psychology, Addiction.

Assessment is by three written papers, each of 2 hours: Paper 1: Introductory Topics in Psychology (topics 1-4 above) Paper 2: Psychology in Context (topics 5-7 above) Paper 3: Issues and Options in Psychology (topic 8 and three option topics from above)

Career Direction: Psychology may influence students’ future choices directly or indirectly. Of course, if students wish to become a psychologist, therapist or mental health worker, this A-level is of direct value. However, students who want a career in any of the caring services, or in marketing or business, will find an understanding of psychology invaluable and it is a subject increasingly valued by a wide range of employers. Psychology is also very highly regarded by higher education institutions and combines well with the many, many other A-level subjects including, sciences and the humanities. Many of our students have enjoyed their A-level course so much they have gone on to study it at undergraduate level.

Student comments: “I enjoy Psychology as it is fun and new, and the teachers are good at making it exciting.” “There is a lot to remember but it is extremely interesting and rewarding as a subject.” “Something I really enjoy and have a great interest in.” “Psychology is quite difficult because there is a lot to learn but it is very enjoyable.” “A really interesting subject that is easy to engage and get involved with.”

54 Downs 6th

Religious Studies

(A-level)

Entry Requirements: English GCSE at grade B or above Religious Studies GCSE at grade B or above is helpful but not essential

General Information: The new religious studies A-level has been designed to enable students to explore life’s ultimate questions and formulate a personal response to issues of life and morality. Religious Studies enables students not only to address the core issues of Western thought in both Philosophy and Ethics but also to explore the ways in which Christian thinkers have shaped the way we still think about the world. Students who choose to study Religious Studies at AS or A-level will need to be willing to think deeply and critically about a range of issues and be willing to challenge and develop their own views and opinions. Students will need to reflect on matters such as the nature of the soul, whether it’s logical to believe in life after death and if religion has a place in a world that accepts scientific principles. Students will need to be willing to engage in debates and discussions with enthusiasm as well as apply what they have learnt to constructing logical arguments.

Course Content: Please note the AS qualification does not contribute towards the A-level final grade. Students study the central beliefs of Christianity which are then applied to issues of both Philosophy and Ethics. At A-level they will be expected to apply all they have learnt to a synoptic question in both exam papers.

Exam Board: AQA AS Level: AS LEVEL ASSESSMENT: 3 essay style questions in 1hr 45 minutes Paper 1: Religion and Philosophy Paper 2: Religion, Ethics and Society Religion and Philosophy: • The nature of God • Self, death and the afterlife • Sources of wisdom and authority • Arguments for the existence of God • Evil and suffering • Religious experience Religion and Ethics: • Key moral principles. • Religious identity • Sources of wisdom and authority • Ethical theories. • Issues of human life and death. • Issues of animal life and death.

A-Level A-LEVEL ASSESSMENT: 4 essay style questions in 3 hours Paper 1: Religion and Philosophy Paper 2: Religion, Ethics and Society Students choosing the A-Level course will cover the same content as the AS with the additions listed below: Religion and Philosophy: • The challenge from science • The nature and function of religion • Religious language • Miracles • The dialogue between philosophy and Christianity Religion and Ethics: • Religion and sexual identity • Religious pluralism • Introduction to meta ethics. • Free will and moral responsibility. • Conscience. • Bentham and Kant. • The dialogue between ethics and Christianity

Career Direction: A-level Religious Studies encourages candidates to develop the critical and evaluative skills which enable them to go on to University to study a wide range of courses including Law, Sociology, Theology, Philosophy and the Social Sciences. There are many career opportunities following a course of study at university including further research to doctoral level, teaching and journalism. Many RS students enter careers as diverse as the police force to working for humanitarian organisations all over the world. The choice is endless as many companies seek students who have developed clear and logical thinking, the ability to critically evaluate problems and research complex data, all of which the course in Religious Studies offers.

Downs 6th 55

Sociology (A-level)

Entry Requirements: Students need to have achieved a GRADE B in GCSE English, History or Media.

General Information: Sociology is the study of society. It examines the world in which we live in a practical, theoretical and analytical way. Sociology sets out to investigate how the world in which we live is structured and organised, and to study the effect this has upon all of our lives. Studying Sociology encourages students to challenge or reinforce their own views and to think critically through the analysis and evaluation of different points of view and a variety of evidence based research. Studying Sociology at A-level gives students the opportunity to positively engage with the world around them and gain a greater understanding of many of the issues that will affect them throughout the course of their lives.

Course Content: Please note the AS qualification does not contribute towards the A-level final grade. Education and Sociological Methods

The role and purpose of education and how different social groups achieve in education.

The significance of educational policies and the effect they have upon education.

The focus on the education system will be combined with a consideration of the varied methods used to research and judge people’s responses and reactions. Therefore students will put into practice the theory of research and surveying by carrying out surveys and questionnaires that fit with the different approaches.

Welfare and Poverty

Different definitions and ways of measuring wealth, poverty and income.

The distribution of poverty, wealth and income between different social groups.

The existence and persistence of poverty in contemporary society.

Different responses to poverty, by the government and social groups. Mass Media Students will study the very influential and powerful area of Mass Media and its significant effect on society. Where does our information come from? Who is giving it to us? Why are we being given this information? How are new technologies impacting the society we live in? Does the media create the society in which we live or simply reflect it? Do powerful media owners have more influence on us than presidents and prime ministers? Crime and Deviance (Criminology) Why do people commit crime? What should we do about the problems of crime? Who is committing crime and where do they commit it? Who are the victims of crime? Will we ever reach a point where there is no crime? Should we have longer prison sentences or should the focus be on rehabilitation? Why do so many criminals reoffend? Students will look at different theories of crime, deviance, social order and social control and the distribution of crime amongst different social groups. The globalization of crime (crime around the world); the mass media and crime, green crime, human rights and state crime.

Continued Over

56 Downs 6th

Career Direction: The skills developed in A-Level Sociology are highly sought after by universities and employers alike. A-Level Sociology recommends students for careers in the Civil Service, local government, journalism, social work, management and commerce; while many of our students have gone on to study Criminology, or Sociology itself, at university.

Downs 6th 57

Spanish (AQA)

(A-level)

Entry Requirements : Students require a GRADE B at GCSE

General Information: Studying Spanish at AS and Advanced Level is fun and highly rewarding. Linguists use many transferable skills that are not only useful in other subjects but also in real life! Students will be able to communicate with so many more people as they develop their language skills. They will learn about many more aspects of Spanish culture and they will be able to express themselves on a range of topics – psychology, sociology, philosophy, politics, literature and the Arts. Students will become a lot more independent in using a range of resources to find out about contemporary Spain and Spanish-speaking countries: Spanish websites, authentic magazines, Spanish music and cinema. Intensive speaking practice with a native speaker will definitely boost students’ oral skills, fluency and confidence.

Course Structure (subject to ratification): Please note the AS qualification does not contribute towards the A-level final grade. AS Level topics

ASPECTS OF HISPANIC SOCIETY o Modern and traditional values o Cyberspace o Equal rights

ARTISTIC CULTURE IN THE HISPANIC WORLD o Modern day idols o Spanish regional identity o Cultural heritage or cultural landscape

A-Level topics

MULTICULTURALISM IN HISPANIC SOCIETY o Immigration o Racism o integration

ASPECTS OF POLITICAL LIFE IN THE HISPANIC WORLD o Today’s youth, tomorrow’s citizens o Monarchies, republics and dictatorships o Popular movements

LITERARY TEXTS AND FILMS : two books OR a book and a film will be studied Possible works to be studied:

BOOKS

Esquivel Como agua para chocolate

Lorca La Casa de Bernarda Alba

Gabriel García Márquez Crónica de una muerte anunciada FILMS

Volver

El laberinto del fauno

Ocho apellidos vascos

Continued Over

58 Downs 6th

Career Direction: Languages are a student’s unique selling point to universities and employers. Universities use them as a way of differentiating students. They are looked on favourably, whether taken at AS or to A2 level and form the basis for further study of the same language, but everyone knows that learning one language makes it easier to learn another one so students could start a totally new language at university! There are also many university courses which combine a language with another subject. In the world of work Specialist language occupations include interpreter, translator, languages teacher or trainer. Industries where languages are ‘essential’ or ‘highly desirable’ include journalism, market research, catering and hospitality, tourism, global industries, personal assistant positions. Many businesses prioritise a language learner in their selection criteria.

Downs 6th 59

SPORT

(BTEC Subsidiary Diploma Level 3)

Entry Requirements: 4 GCSEs at GRADE C or above, BTEC Level 2 merit. If students have not taken GCSE PE or BTEC Sport, it may be possible for them do the BTEC Level 3.

General Information: We are offering the students the opportunity to study a BTEC Subsidiary Diploma level 3 in Sport, equivalent to an A-level qualification. BTEC Sport is an option for anyone wishing to enter the sport and leisure industry with a relevant qualification which provides with an applied learning method within a sports and leisure environment.

It involves a focus on Physiology, fitness, protocol within the industry and practical performance.

It gives those who have a keen interest in furthering their practical knowledge of Sport and Physical Education.

It provides invaluable experience for students wishing to increase their involvement in various roles in sport, beyond merely that of performer (such as official and/or coach / leader).

It can help to equip successful individuals with the necessary skills and knowledge to enter higher education or the world of work. Students must have:

a genuine interest and enthusiasm for sport or the leisure industry

Course Structure: (All coursework based assessment) Core Units:

Principles of Anatomy and Physiology in Sport: To explore the structure and function of key systems in the body. Physiology of Fitness: Looking at the response to acute exercise and how the body adapts. Assessing risks in Sport: Focuses on aware of the vital nature of risk assessment and its management within the sports industry. Fitness training and programming: You’ll plan fitness training sessions and design fitness training programmes. Fitness testing for Sport and Exercise: Learners will gain an understanding of fitness testing and the importance of health screening and health monitoring tests. One of:

Practical Team Sports: A practical unit to explore skills, techniques and tactics of team sports. Practical Individual Sports: A practical unit to explore skills, techniques and tactics of individual sports.

Career Direction: Why do students do it?

Because they love to Sport and would like to take their interest further with a higher level qualification.

Because they are interested in moving further into the Sport and leisure industry. BTEC Sport can often lead into a wide range of opportunities such as: - Sports Science - Sports Coaching - Sports / Physiotherapy - Armed Forces - Personal Fitness Training - Police - Sports Business Management - Teacher Training - Sports & Leisure Recreation Management - Sport Technology - Strength and conditioning coach - Sports Therapist - Sports Development Officer

60 Downs 6th

Travel and Tourism

(BTEC Subsidiary Diploma Level 3)

Entry Requirements: GRADE C in English Language

General Information: The Travel and Tourism industry is one of the biggest and fastest growing industries in the UK. The department staff has over 12 years’ experience of working within the UK travel industry, and over 20 years of independent travel through over 45 countries worldwide. The BTEC Level 3 course has been designed to develop:

Critical understanding of the UK and Global Travel Industry, and the connections between different parts of the industry.

A holistic view of the industry and its connections to wider topics such as business management, environmental impacts, customer relations, marketing, global economies, development, the role of advanced technology, physical landscapes, global cultures and destinations.

In-depth independent research into particular aspects and issues within the industry, to help develop skills to deal with complex situations and problem solving as well as providing experience of using 21st century transferable employment skills.

Course Structure: Year 12 (Certificate) Year 13 (Subsidiary Diploma) Unit 1: Investigating the Travel and Tourism Sector Unit 2: The Business of Travel and Tourism Unit 3: The UK as a Destination Unit 4: Customer Service in Travel and Tourism Unit 8: Long-haul Destinations Unit 7: European Destinations All units are internally examined through coursework assignments.

Career Direction: This qualification instills the transferable skills required in both further education and employment. It supports progression into higher education within courses relevant to Travel and Tourism industry as well as giving students a good basis for employment within the vast number of Travel and Tourism organisations within the UK and globally.

Downs 6th 61

The Library at the Downs School

The Library at the Downs School offers all students opportunities to read for pleasure and to carry out

research. It is open every day and the collection contains resources to support both curriculum

requirements and leisure interests.

Sixth Form students are guaranteed daily library time for their exclusive use; we aim to create an

atmosphere of university-style quiet study. A dedicated collection of A-level materials is available to

support the students. Furthermore, the library houses the school’s resource of further and higher

education and careers materials, whether prospectuses or guides to individual careers.

As a modern information centre, in addition to a comprehensive book collection, 50 computers are

available for research and schoolwork.

The librarians, Mrs Berger and Mrs Coker, aim to encourage all students to become efficient

researchers and to use their skills effectively to support their learning throughout their lives.

All students are welcome during break and lunchtimes to relax with a book or to do homework. A

weekly book group is popular and the library hosts various events during the year, including

celebrations of World Book Day or shadowing the Carnegie Book Award.

Having moved to a new location in 2014, a further phase of library redevelopment took place during

2015 when attractive new shelving and a new layout was installed. The Library is also generously

supported by Friends of the Downs.

62 Downs 6th

Notes:

Downs 6th 63

Notes: