SIXTH FORM
Excellence For All
Welcome to Trinity High School and Sixth Form Centre. We have highly experienced teaching staff that have a great deal of expertise and experience at A-Level and Level 3 courses. Ofsted described the Sixth Form as a `vibrant community’. There are many opportunities that lead on to successful progression, whether that be university, work based learning or apprenticeships. Trinity Sixth Form offers a wide range of courses Post 16, from the more traditional subjects to ones which may be new to students such as Psychology, Accountancy, Media Studies and Photography. Please see individual subject entry requirements for progression onto A-Level and Level 3 Courses after GCSE’s.
Accommodation and Resources
Students have their own purpose built Sixth Form Centre. This is the first phase in transforming the Post 16 accommodation and facilities with new common rooms, study areas and toilets. The next phase will see further dedicated Sixth Form teaching spaces, all housed within the same building, making a truly independent and unique Post 16 Centre. Sixth Form students also have access to a fully refurbished silent working room with upgraded work stations. We are also planning to extend our Wifi facilities with a bank of tablets for the students to work in an internet café style environment.
Enjoy Your Time With Us
By joining Trinity High School’s Sixth Form, students have access to an inspiring choice of activities and opportunities, vital to their future personal, social and career development. Strong links have been forged already with the Careers Services (full time Independent Advice and Guidance advisor), universities and local businesses, to enable students to face future progression positively and with confidence. Trinity High School has a team of specialist Post 16 mentors with an excellent record of supporting students through the demands of Post 16 study and further assisting them in acquiring university places, employment and training.
‘Students enjoy their lessons because they get on well with their teachers, who respond quickly and effectively to any issues raised. Students are rightly very complimentary about the support they receive, particularly the guidance on what to do when they leave. The school is very successful in this respect, with all students going on to continue their education or straight into employment’ – Ofsted.
For more information, or to arrange a visit please contact:
Mr J Petit – Assistant Head Post 16
email: [email protected]
Mr D White – Sixth Form Pastoral Manager
email: [email protected]
Additional Information
Curriculum and Reformed A-Levels after 2 years of study
Advanced Level Studies (A-Levels and BTEC’s Level 3) are now 2 year study programmes. Trinity Sixth Form, as now common with many other KS5 educational providers, does not offer AS (Advanced Subsidiary) qualifications.
Set goals and take a real interest in your courses
Planning ahead helps you decide what you need to do now in order to get where you want, in the future. If you are interested in a subject it is more likely that you will put the hours of study in that are required to be successful. Presumably the courses you are studying matter to you – for interest and future progression paths: i.e. university, work placement and future career. Think long term and always keep a perspective.
Regular Feedback
Academic feedback is essential for any student wanting to make improvements. Keep up to date your ‘professional dialogue’ with your subject’s teachers, i.e. RAPS/PALS/DIRT Time/Meetings. When you are given spoken or written feedback make sure that you truly understand the comments being made to you in order for you to improve your work further.
Non-Teaching Periods
When you have completed a major task/unit – give yourself some time to ‘catch your breath’ and
re-charge. Study periods are built into the timetable to enable you to focus in on the demands of the courses. Word of warning: it is easy to mismanage this time playing games, socialising too much or going up town unnecessarily often. Like any thing in life, it is a ‘balance’ that you need to find between the above non-contact time and the demands of your academic work. Establish a study schedule where regular and routine school work takes place; this will help you immensely in managing your time. Do not be afraid to tell others that you are studying and need not to be distracted. Avoid digital distractions, plan your breaks, reward yourself when task is done and always end on a high note.
Organisation
Have the ability to find what you need instantly. This requires having an excellent filing systems and folders that are orderly and labelled. Use dividers, make an index, write page numbers on your notes, put loose sheets of paper in plastic pockets and date everything.
THS Mobile Phone Policy
Sixth Form Students are only permitted to use mobile phones (including iPod/MP3 payers etc.) in the Common Rooms – nowhere else. All Sixth Form students are indeed role models for school policy to lower school students where all phones are prohibited on school grounds.
BTEC NATIONALS 2020 QUALIFICATIONS
What sort of qualification is it?
BTEC Nationals from 2018 onwards are classified as Applied General qualifications.
There are two external exams. All other units are assessed via assignments set by your teachers. There are mandatory units, which are set by the exam board and optional units which have been selected by your teachers to provide you with an interesting and balanced course.
How is it graded?
All units are individually graded.
Each unit has specified grading criteria for Pass, Merit and Distinction.
To achieve a Pass you must complete all the Pass criteria to a suitable standard.
To achieve a Merit, you must complete all the Pass and all the Merit criteria to a suitable standard.
To achieve a Distinction, you must complete all the Pass, Merit and Distinction criteria to a suitable standard.
You must pass all the mandatory units to pass the course.
| Unit Grade | A-Level equivalent | 60 Credit Unit Point Score | 90 Credit Unit Point Score | 120 Credit Unit Point Score |
| Unclassified | U | 0 | 0 | 0 |
| Pass | E | 6 | 9 | 12 |
| Merit | C | 10 | 15 | 20 |
| Distinction | A | 16 | 24 | 32 |
At the end of the course a final grade is calculated. This is done by calculating the total of all the unit points achieved. The grade is awarded based on the bands shown below:
| Points Range | Grade | A-Level Equivalent | Planned UCAS Points |
| 90 and above | Distinction * | A* | 56 |
| 72-89 | Distinction | A | 48 |
| 53-71 | Merit | C | 32 |
| 32-53 | Pass | E | 16 |
| Below 32 | U | U | 0 |
Academic entry requirements
Five subjects at grade 4 or above , preferably including English Language and Maths.
Some subjects wish a minimum requirement level. These are facilitating subjects, such as the Sciences, Maths, and MFL, History and Geography, English Literature. Please check subject sheet.
Accountancy
| Faculty | Maths | |
| Subject | Accountancy – A-Level | |
| Staff and Responsibility | Mr Kabir | |
| Exam Board | AQA | |
| Assessment Format | To enable Accountancy students, to show their breadth of knowledge and understanding, the accounting exam uses a mixture of question types including multiple choice, short answer and scenario based questions. Assessment remains 100% exam based.
In Year 13 the students sit 2 exams each one of 3 hours duration:
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| Subject Overview | You do not need to have studied Accountancy at GCSE level. This course helps students to understand the responsibilities of the accountant and the impacts of their recommendations, on the business and the wider environment.
Students will build knowledge and understanding of key concepts, principles and techniques that they can apply to real-life scenarios, developing the ability to solve problems logically, analyse data methodically, make reasoned choices and communicate effectively. Areas studied include: · An introduction to the role of the accountant in business · Types of business organisation · The double entry model · Verification of accounting records · Accounting concepts used in the preparation of account records · Preparation of financial statements of sole traders · Limited company accounts · Analysis and evaluation of financial information · Budgeting · Marginal costing |
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| Potential Career Options with this Subject | Accountancy combines well with a range of subjects including Business Studies, Maths and ICT. Students with an advanced level in Accountancy will have access to a wide range of career and higher education opportunities, in areas such as accountancy both chartered and management, banking, human resources and government. | |
| Other | UK Accountancy qualifications are widely recognised throughout the world. In recent years there has been an increased demand for British qualified accountants, with many offering five figure salaries. |
Biology
| Faculty | Science |
| Subject | Biology – A-Level |
| Staff and responsibility | Miss Dilay – Head of Biology
Mrs Packett Mr Prime Miss Bray Miss Tyrell |
| Exam Board | AQA |
| Assessment Format | Modules will be examined in the full A-Level in the summer of Year 13.
Three 2 hour papers make up the A-Level exam. Paper 1 and paper 2 are each worth 35% of the final mark with paper 3 contributing 30%. There is no coursework at either level. Practical and experimental skills are assessed through the final exams. |
| Subject Overview | The content of the A-Level Biology course is based around eight core topics:
· Biological molecules · Cells · Organisms exchange substances with their environment · Genetic information, variation and relationships between organisms · Energy transfers in and between organisms · Organisms respond to changes in their internal and external environments · Genetics, populations, evolution and ecosystems · The control of gene expression To access this course a minimum GCSE level of 6 is required. |
| Potential Career Options with this Subject | Pursuing a career in biology is both stimulating and rewarding. Whether you want to cure the next disease, end world hunger, develop a new drug or solve a crime there are options for everybody who are interested in Biology.
Biology can open the door to multiple careers, a few of these include medicine, dentistry, forensic science, food science, microbiology, criminology, marine biology, veterinary and sports science |
| Other | ‘’Biology is the study of complicated things that have the appearance of having been designed with a purpose’’ Richard Dawkins
Biologists are scientists who study the natural world and all the living things in it, from the largest mammals down to our very own microscopic DNA. They try to understand how animals and organisms work (including us humans), how we evolved and the things that can make us sick or improve our health. There are lots of celebrities who have studied biology e.g. Lisa Kudrow, better known as Phoebe from Friends, studied biology at Vassar College, New York, Ben Miller, a popular comedian and actor studied natural sciences at Cambridge, Harry Hill, a comedian studied medicine at the University of London. |
Business Studies – A-Level
| Faculty | Humanities & Communication |
| Subject | Business Studies – A-Level |
| Staff and Responsibility | Miss Styler – Head of Business Studies
Miss Beardsmore – Business Studies |
| Exam Board | AQA |
| Assessment Format | A-Level
Paper 1 – Assessed via a written exam: 2 hours, 100 marks in total, 33.3% of A-Level Three compulsory sections: Section A has 15 multiple choice questions (MCQs) worth 15 marks. Section B has short answer questions worth 35 marks. Sections C and D have two essay questions (choice of one from two and one from two) worth 25 marks eachPaper 2 – Assessed via written exam: 2 hours, 100 marks in total, 33.3% of A-LevelThree data response compulsory questions worth approximately 33 marks each and made up of three or four part questions. Paper 3 – Assessed via written exam: 2 hours, 100 marks in total, 33.3% of A-Level One compulsory case study followed by approximately six questions. |
| Subject Overview | You do not need to have studied Business Studies at GCSE level in order to take this subject. However you must have at least A-Level 4/5 in English and Maths. It is important that you have a strong interest in Business Studies and want to learn how a business is organised, operates, plans and makes decisions. The qualification is designed to assess the skills of knowledge, application, analysis and evaluation.
Business Studies gives students at Trinity High School the opportunity to study a subject that will be extremely relevant to their lives when they leave school whether working for a business or in becoming an entrepreneur, as Business Studies lessons will introduce and help students to develop a range life skills. Where possible regular visits are made to local and national businesses, with guest speakers also coming into school to enhance pupils learning. All students learn through a variety of teaching strategies, that stretches their business knowledge. This is then applied in a variety of challenging case studies and practical simulations. |
| Potential Career Options with this Subject | Business Studies is such a varied, well-respected and interesting subject that a wide range of employment opportunities and degree courses are open to students on completing the course. It combines well with a range of other subjects including Social Sciences, Humanities, Mathematics and ICT. Students will have access to a wide range of career and higher education opportunities in areas such as management, accountancy, banking, human resources, marketing and sales. If you are interested in the business or you want to keep your options open before making a career or degree choice, then this is the course for you. |
Chemistry - A Level
| Faculty | Science |
| Subject | Chemistry – A-Level |
| Staff and Responsibility | Mrs Tapp – Head of chemistry
Dr Pass Mrs Duggins |
| Exam Board | AQA |
| Assessment Format | Examinations |
| Subject Overview | The course is split into the three branches of chemistry:
Physical Chemistry – including atomic structure, amount of substance, thermodynamics and rate equations Inorganic Chemistry – including periodicity, group 2, group 7 and transition metals Organic Chemistry – including alkanes, alkenes, alcohols, polymers, amino acids and proteins All three branches carry a large practical section. Students will be assessed on their competency in required practical and will achieve a pass/fail for this at the end of the course. To access this course a minimum Science GCSE level of 6 is required with a 6 in Maths |
| Potential Career Options with this Subject | Engineering, medicine, nanotechnology, scientific publishing, veterinary medicine, environmental science, forensic science, pharmacy, toxicology, metallurgy (studying how metals behave and how they can be used), space exploration, developing perfumes and cosmetics, developing new sources of electricity/energy, software development |
| Other | “Chemistry is, well technically, chemistry is the study of matter. But I prefer to see it as the study of change” – Walter White
Did you know J is the only letter to not appear on the periodic table? Did you know the human body contains enough carbon to provide ‘lead’ (which is really graphite) for about 9,000 pencils? Famous degrees that relate to Chemistry: Mayim Bialik (Big Bang Theory) has a PhD in neuroscience; Ashton Kutcher has a degree in Biochemical engineering; Cindy Crawford has a degree in Chemical engineering, Pope Francis has a chemical technician’s degree. |
Computer Science – BTEC Level 3
| Faculty | Creative & Technical | ||||||
| Subject | Computer Science – BTEC Level 3 | ||||||
| Staff and responsibility | Mr Barton – Head of Faculty
Mr Khawaja – Teacher of Computer Science |
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| Exam Board | Edexcel: BTEC LEVEL 3 National Extended Certificate in Computing | ||||||
| Assessment format |
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| Subject Overview | The course allows students to develop their knowledge and skills in computer science and computer systems. The qualification is designed for students interested in learning about the computing sector alongside other fields of study. The content of this qualification incorporates the most up-to-date knowledge and skills to enable progression to higher education or employment.
Learners will study: · The principles that underpin all areas of computer science, developing computational thinking skills and applying those to solve problems. · The fundamental principles of how computer systems work, including the role of hardware and software, the way components in a system work together and how data in a system is used. · IT system security threats and the methods to protect against them. They will undertake activities to protect IT systems from security threats, including data encryption · Investigations of the computer games industry and its impact on technological and social trends. They will design and develop a computer game to meet requirements. |
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| Potential Career options with this subject | A BTEC qualification in computing combines well with many subjects. It also goes well with subjects that contain logical, technological and creative aspects. The BTEC is a vocational qualification and the units taught cover areas applicable to a career in creative media e.g. Web Development, Graphic Design. It would also prepare candidates for a Higher Education course in a computing discipline or a degree in which computing-related skills and knowledge may be advantageous, for example Business Studies. | ||||||
| Other | “Perhaps the most important principle for the good algorithm designer is to refuse to be content.” ― Alfred V. Aho |
Drama and Theatre – A-Level
| Faculty | Creative & Technical | ||||||||||||
| Subject | Drama and Theatre – A-Level | ||||||||||||
| Staff and Responsibility | Mr Keady – Head of Drama | ||||||||||||
| Exam Board | Pearson Edexcel | ||||||||||||
| Assessment Format | A-Level Drama and Theatre | ||||||||||||
| Subject Overview
Potential Career Options with This subject |
The Drama and Theatre course provides students with the opportunity to explore, perform and analyse play texts, as individuals and as part of a group. On the course students will be encouraged to think creatively, communicate effectively and work as part of a team.
Students will be expected to conduct independent research, participate in performances and evaluate themselves and others. All of these skills are highly regarded by employers and universities. The course will include, at least one theatre visit to analyse and evaluate the work of professionals.
A-Level Drama and Theatre is a well-established qualification for university entrance in many subject areas and is invaluable for careers in the arts. Almost every year we have students from Trinity go on to study Drama at university or Drama School which in turn has led to some of our former students becoming professional performers and teachers. |
English Literature – A-Level
| Faculty | English |
| Subject | English Literature – A-Level |
| Staff and Responsibility | Mr Joy – Course Leader
Miss Allan Miss Wilkinson Head of Faculty |
| Exam Board | Edexcel |
| Assessment Format | Component 1 – Drama
Component 2 – Prose Component 3 – Poetry Coursework |
| Subject Overview | The A-Level consists of three examinations, and one piece of coursework, which must all be completed in Year 13. There are full end of year examinations in components 1-3 at the end of Year 12.
Paper 1 Drama – involves the study of one Shakespeare play and one other drama text, currently Marlowe’s Dr Faustus. The exam here will require you to display an understanding of the social and historical contexts surrounding each text, as well as an appreciation of critical views on the texts. Paper 2 Prose – will be a 1hour15mins paper on a comparison between two supernatural novels, presently Dracula and Beloved. Paper 3 Poetry – will be an examination covering a modern poetry anthology, Poems of the Decade, unseen poems and you will also be required to study a second collection of poetry, from a specified poet or historical period. This exam will also require you to analyse one unseen poem using your skills to unpick and explore the poetic devices employed in order to create an essay-based comparison. To access this course a minimum GCSE level of 5 is required, but preferably A-Level 6 There are extensive wider-reading aspects to the A Level Literature course, where a vast variety of topics are covered and discussed, and students benefit from a strong personal drive for independent study. This set them up well for the demands of a university course. |
| Potential Career Options with this Subject | Advanced Level English Literature is a well-established qualification for university entrance in many subject areas and is invaluable for careers in journalism, law, publishing and, indeed any career where communication skills are important. Recent graduates of this course have gone on to study not only English, but Law, Anthropology, nursing, social care and criminology to name a few. |
Art and Design Fine Art – A Level
| Faculty | Creative & Technical |
| Subject | Art and Design Fine Art – A Level |
| Staff and Responsibility | Mr Pleasant – Subject Leader
Mrs Stangroom |
| Exam Board | Eduqas |
| Subject Overview | This subject is a natural progression from Art & Design, Fine Art or Photography. Although other routes will be considered students are expected to start the course with knowledge and understanding of image capture, drawing and observational drawing skills. Students will be expected to communicate a range of research and design developments through visual communication, in a range of 2D media. Students showing real commitment to Fine Art may follow this course, even if they did not study at GCSE.
Students will be introduced to a variety of experiences that explore a range of Fine Art media, processes and techniques. They will be made aware of both traditional and new media. Students will explore the use of drawing for different purposes, using a variety of methods and media on a variety of scales. Students will explore relevant images, artefacts and resources relating to a range of art, craft and design, both historical and contemporary, including European and non-European examples. |
| Assessment Format | Over the course, students will complete two components and 2000 word written assignment. Within each body of work, students are expected to build on their previously learnt skills to visually communicate and realise their intentions in 2D or 3D.
Component 1 – Students will be required to produce a body of work that shows skill and understanding of fine art. Each student will develop their visual awareness, while refining their ability in 2D and other material areas. Portfolio 60%. Component 2 – External set task, students will be expected to produce a body of work in response to an exam board set task. Students will then produce a final outcome during an exam. Externally set task 40%. |
| Potential Career Options with this Subject | Students can go on to higher education choosing a degree or foundation degree specialising in drawing and painting, mixed-media, including collage and assemblage, sculpture, ceramics, installation, printmaking (relief, intaglio, screen processes and lithography), moving image and photography. |
| Other | Regular Art trips are organised, such as the Tate Modern, the National Gallery and the V&A Museum. |
Food Science and Nutrition
| Faculty | Science Faculty |
| Subject | Food Science and Nutrition |
| Staff and responsibility | Mrs Kirk-Course Leader
Mrs Cadman |
| Exam board | WJEC EQDAS |
| Assessment Format | Year 12:
Unit 1: Meeting Nutritional Needs of Specific Groups
Part 1: Theory test – 90minutes. Looks at nutrition in detail and developing practical skills. Exam marked externally. There will be a mixture of short and long response questions on hygiene and nutrition, and a section to analyse a person’s diet which will need improving. Part 2: Coursework – 9.5 hours. This includes a practical exam based on a scenario given by the exam board. It will need to be planned for creating a time plan and justifying choice of dishes and why they are suitable to the task, showing a detailed understanding of nutrition and hygiene. Year 13: Unit 2: Ensuring food is safe to eat. It is assessed by a written assignment, which has 8 hours for completion. It will include a risk assessment/HACCP charts for a set of given recipes and training materials for staff at a food based event for example a food festival or a burger van. This will include a trip to the local Nandos to see how the chain follows hygiene and safety procedures Unit 3: Experimenting to solve food production problems. 12 hour practical and written assessment. Students work to a brief to complete a range of experiments testing the scientific properties of ingredients to improve a product for a food company. A range of testing, tasting, research and practicals are completed and a detailed report written up. |
| Subject Overview | Results UCAS points: Distinction* 56, Distinction 48, Merits 32, Pass 16.
Students will gain an understanding of the science of food safety, nutrition and nutritional needs in a wide range of contexts, and through on going practical sessions, gain practical skills to produce quality food items to meet the needs of individuals. The course is designed to offer exciting, interesting experiences that focus on the learning for 16-19 year olds through applied learning i.e. through the acquisition of knowledge and understanding in purposeful, work related contexts, linked to the food production industry. There is the opportunity for educational food trips to BBC Good Food Show and a trip to Italy as well as Nandos |
| Potential Career Options with this Subject | Sports science, Food Teacher, journalist, product development, environment health, food science, National Health Service, Food quality, Public relations, Health promotions, Nutritionists etc. |
| Other | Food is one of the fastest growing industries, with many varied jobs on offer. Food Science and Nutrition offers further study on many Food related degree programs: BSC Human Nutrition, BSC Public Health and Nutrition, BSC Food and Consumer Management. |
Geography – A-Level
| Faculty | Humanities & Communication |
| Subject | Geography – A-Level |
| Staff and Responsibility | Mr Monk – Head of Geography
Mr Brannan – Teacher of Geography |
| Exam Board | AQA |
| Assessment | Component 1: Physical Geography Component 2: Human Geography
· Water and Carbon Cycles Global systems and Global Governance · Coastal systems Changing Places · Hazards Population and the environment · 2hr 30 min exam- 40% 0f A-Level 2hr 30 min exam- 40% 0f A-Level Component 3: Geographical Investigation (20% of A-Level) Students complete an individual investigation which MUST include data collection in the field, usually in the form of a residential fieldtrip for 3 days/2 nights and the trip will have a cost attached. · 3000-4000 words · 20% 0f A-Level In teaching Geography students will be expected to debate, discuss, research, explore, investigate and develop ideas and opinions based upon sound knowledge and understanding. Fieldwork is an essential part of the course, and students will need to complete their own investigation based on a question identified over the course. This is worth 20% of the course. ASSESSMENT There are 2 exams at the end of Year 13. Both exams are 2hr 30 mins and focus on the core topics covered in the Physical and Human content. Questions are in the form of multi-choice, short response and extended responses. Both exams contribute a total of 80% of the overall qualification with the final 20% being attributed to the completion of a fieldwork investigation. |
| Subject Overview | Geography is one of the most dynamic subjects you can study. It is a subject that investigates the relationship that people have with their physical environment over time and space, and at a variety of scales from local to the global. Students will learn about the formation of different physical landforms, as well as how those areas influence the way in which we live today and in the future. Students will also consider the impact that humans have in shaping and changing areas in which they live and work, and the response of humans to the challenges posed by a changing planet
To access this course a minimum GCSE level of 5 is required, but preferably A-Level 6 |
| Potential Career Options with this Subject | See attached sheet Geography at Post 16 is a popular choice as it mixes so well with both Arts and Science based courses. It is also a subject that is liked by institutions of further education and employers as it covers the skills they require. It is often regarded as one of the most employable degrees!
Geography is such a varied, well-respected and interesting subject that a wide range of employment opportunities and degree courses are open to students on completing the course. Popular choices of employment for Geographers include marketing and buying, administration, ICT, development work overseas, finance, exploration, conservation work, planning and advertising, teaching, and local government. |
Health & Social Care – Level 3
| Faculty | Science |
| Subject | Health & Social Care – Level 3 |
| Staff and Responsibility | Mrs Green – Head of Subject
Miss Bray Miss Hopkins |
| Exam Board | OCR Cambridge Technical |
| Assessment Format | Four units require students to produce portfolios, while the other two are tested through an external examination. The external examination questions are short answers, stepped, structured or open responses. The course provides an opportunity to focus on a range of client groups including Early Years Education. Each unit completed generates a score. These scores are then aggregated to determine the final grade for the course. |
| Subject Overview | Unit 1 – Building Positive Relationships – Portfolio
Unit 2 – Equality & Diversity – Examination Unit 3 – Health, Safety & Security – Examination Unit 4 – Anatomy & Physiology – Examination Unit 10 – Nutrition for Health – Portfolio Unit 13 – Sexual Health, Reproduction and Early Development stages – Portfolio As part of the course you will develop professional and personal skills through interaction with people, who either work in the sector or require care or support. This will allow you to develop a person-centred approach to care and support and build positive relationships with the people you are working with. You will consider the real impacts to people living with conditions or illnesses such as the social, financial and psychological impacts, not just the signs, symptoms and treatment of an illnesses. In addition you will also learn about the legislation and guidance supporting health and social care, so that you can ensure the people you are working with are not only able to access all the care and support they are entitled to, but are also able to protect themselves from any harm or abuse whilst at work. |
| Potential Career Options with this Subject | The course covers a range of client groups including children, the elderly and vulnerable groups. Career opportunities include working with any of these client groups in health and social care settings or pursing higher education courses, in a related field. This could be at HND or Degree level or as an Apprenticeship in Health & Social Care.
Higher Education routes including courses in teaching, midwifery, nursing, social work, health promotion, social policy, societal health, childhood studies, early years, working with children & families, community health and food, nutrition & health, forensic psychology and counselling degrees. |
| Other | The subject will require students to visit work placements as an integral part of the course. These are organised by the school, such as a nursery placement or Terry Springs Court. The course is supported by visiting outside speakers. |
History – A-Level
| Faculty | Humanities and Communications |
| Subject | History – A-Level |
| Staff and Responsibility | Mrs Stocks – Head of History
Mr Coyle – History Teacher |
| Exam Board | OCR |
| Assessment Format | Paper 1 – The Later Tudors, 1547 – 1603 (20% 1 hour and a half exam)
Paper 2 – Democracy and Dictatorships in Germany 1919 – 1963 (15%, 1 hour exam) Paper 3 – Popular Culture and the Witchcraze of the 16th and 17th Centuries (40% 2 and a half hour exam) A-Level also requires a 3500 – 4500 Historical investigation piece of coursework, based on a selection of questions ranging from Jack the Ripper, to the Cold War, to the Holocaust. |
| Subject Overview | Course content
OCR History A-Level course consists of 4 modules: A British Period study, a non-British Period study, a Thematic Study and a non-examined assessment (coursework). Both period studies are taught in Year 12, and the Thematic Study along with the coursework are taught in Year 13. British Period Study: The Later Tudors 1547 – 1603 Teacher: Mrs Stocks Taught in Year 12, students will study the Mid-Tudor crises, and the reign of Elizabeth, all explored through primary source material. Depth Study: Democracy and Dictatorships in Germany 1919 – 1963. Taught in Year 12, students will study the end of the First World War, impact on Germany, rise of Hitler and his time in power, and the rise of a divided Germany. Thematic Study: Popular Culture and the Witchcraze of the 16th and 17th Centuries Taught in Year 13, this unit explores how popular culture influenced the mass populous, and investigates 3 historic case studies: the Southern German Witch Trials, the Hopkins Witch Trials and the Salem Witch Trials. Historical Investigation During the A-Level course students will also undertake an independent study of 3,000 – 3,500 words, utilising both primary sources and historical interpretations to explore a question chosen from a list created for the group. To access this course a minimum GCSE level of 5 is required. |
| Potential Career Options with this Subject | History is a valuable and respected qualification which is welcomed by employers and further educational establishments. It is considered particularly useful for careers in journalism, law, the civil service, publishing, broadcasting, accountancy, archaeology and teaching. |
| Other | Educational visits of a Historical nature are regularly planned throughout the academic year, for example to museums, The Hive in Worcester to undertake academic research for the coursework, and others. |
Information Technology
| Faculty | Creative and Technical |
| Subject | Information Technology |
| Staff | Miss Jordan – Teacher of ICT and Head of Media studies |
| Exam Board | OCR: Cambridge Technical Introductory Diploma in IT – Emerging Digital Technology Practitioner Pathway |
| Assessment Format | Two exams and Three coursework units |
| Subject Overview | This qualification allows learners to study IT in a context that enables them to learn and be assessed in ways that are practical and relevant to the IT sector. They will develop skills that enable them to use IT to strategically view the IT landscape and to exploit new technologies to gain business advantage.
Unit 1 – Fundamentals of IT (Exam) Unit 2 – Global Information (Exam) Unit 5 – Virtual and Augmented Reality (Coursework) Unit 13 – Social Media and Digital Marketing (Coursework) Unit 17 – Internet of Everything (IOE) (Coursework) |
| Potential Career Options with this Subject | A Cambridge Technical qualification in IT combines well with many subjects. It also goes well with subjects that contain technological and creative aspects.
The Cambridge Technical is a vocational qualification and the Emerging Digital Technology Practitioner pathway provides the knowledge and skills applicable to careers in many aspects of IT. Junior Digital Content Developer 3D Graphics Technician Virtual Reality Software Technician Higher Education course in IT Social Media sector IT Support Website Developer Project Management Retail And many more… |
| Other | ‘’I’m a great believer that any tool that enhances communication has profound effects in terms of how people can learn from each other, and how they can achieve the kind of freedoms that they’re interested in.” ― Bill Gates |
Art and Design - Product Design/3D
| Faculty | Creative & Technical |
| Subject | Art and Design – Product Design/3D |
| Staff and Responsibility | Mrs Stangroom – Subject Lead
Mr Pleasant Mr Clements |
| Exam Board | EDUQAS |
| Subject Overview | This subject is a natural progression from Art and Design at GCSE. Fine Art, 3D or Resistant Materials. Although other routes will be considered, students are expected to start the course with knowledge and understanding of 3D drawing and observational drawing skills as they will be expected communicate a range of research and design developments through visual communication in a range of 2D Media.
Students will explore a range of concepts within product and jewellery design and modelling skills to produce product in metal, timbers and plastics. Students will communicate design ideas through the production of a portfolio of design work which demonstrates their ability to design, sample, and model and produce aesthetical pleasing as well as functional outcomes, such as Jewellery, Sculpture, ceramic works and furniture. Students will develop and communicate ideas through a wide range of 2D and 3D media working in a range of scales. Students will study and explore a variety of existing designers and products from around the world in order to develop their own ideas. |
| Assessment Format | Students study two components, where they must produce a body of work that draws on the work of others and communication of their ideas through visual means, the written word and model making.
Component 1 – Students will be required to produce a body of work that shows their skill development in a range of 2D and 3D media. Each student will develop knowledge and understanding of Resistant Materials and their properties, while discovering how to shape, form and finish them in to a range of products and outcomes. All students will be required to write a 1000 word reflective essay about their work and idea progression. (Portfolio 60%) Component 2 – EDUQAS externally set task. Students will be expected to produce a body of work in response to an exam board set task. Candidates will then produce a final outcome during a 15 hour exam. (Portfolio 40%) |
| Potential Career Options with this Subject | Students may go on to higher education, apprenticeships or foundation courses or be the gate way to a carrier in construction, carpentry, engineering or mechanics, Product Design, stage or prop design, Inertia Design, Jewellery Design, Furniture and Life style Products or 3D Designer Maker. |
| Other | “The UK has the second largest design sector in the world and the largest industry in Europe” (thecreativeindustries.co.uk)
“Design is a plan for arranging elements in such a way as best to accomplish a particular purpose.’’ Charles Eames |
A-Level Mathematics
| Faculty | Mathematics |
| Subject | A-Level Mathematics |
| Staff and Responsibility | Mr. D. Earles – Head of Mathematics
Miss. C. Pinnell – 2i/c Mathematics |
| Exam Board | Edexcel |
| Assessment Format | A-Level Mathematics consists of three examination papers.
Paper 1 assesses Pure Mathematics Paper 2 assesses Pure Mathematics Paper 3 assesses the application of Statistics and Mechanics and uses large data sets. |
| Subject Overview | Mathematics is a very highly respected A-Level and essential for numerous courses, of further study. The course covers pure Mathematics, statistics and is a challenging and highly rewarding subject to study. It opens doors to careers such as medicine, engineering, finance, various sciences, computing, economics, psychology and more. However it should not be forgotten as a standalone subject, with the call for career mathematicians increasing rapidly, especially in the age of big data and the internet. We pride ourselves in fostering a love of mathematics in our students and this enthusiasm will be transferred to all of our students.
To access this course A-Level GCSE level 7 is required. |
| Potential Career Options with this Subject | Mathematics complements a wide range of other subjects, including science, engineering, technology, business and humanities. The skills developed in problem solving and analytical thinking are highly desirable in many careers.
A Mathematics degree or a degree which includes some study of Mathematics, offer excellent career opportunities in engineering, electronics, information technology, teaching and the civil service. |
| Other
(Interesting fact/statistic/ quote surrounding your subject) |
In March 2016 the Times Education Supplement (TES) reported that Academics from the University of Nottingham had found that
“Pupils who take maths at A-Level receive an 11 per cent premium on their salary by the time they are 34 years old” They stated that “Those people who had taken maths A-Level earned between 2 and 21 per cent on top of the salary predicted by all other contributing factors. This equated to an average salary premium of 11 per cent. No other A-level subject attracted a wage premium in the same way.” |
Media Studies
| Faculty | Creative and Technical | |||||||||||
| Subject | Media Studies | |||||||||||
| Staff and Responsibility | Miss L Jordan – Head of Media Studies | |||||||||||
| Exam Board | OCR | |||||||||||
| Assessment format | 70% Examination, 30% Coursework. | |||||||||||
| Subject Overview | Media Messages (35% of overall A-Level)
Section A: News (in depth news study) Newspaper texts studied: Two covers of the ‘Daily Mail’ and two covers of ‘The Guardian’ (focusing on language and representation) plus · One complete edition of the ‘Daily Mail’ and one complete edition of ‘The Guardian’ (focusing on industries and audiences) · Online and participatory media: Mail Online website looking at two articles, The Guardian website looking at two articles (plus Facebook, Twitter and Instagram feeds) · Contemporary news in the UK how and why newspapers and their online counter parts are evolving as media products · Relationship between online and offline news Section B: Media Language and Representations Students will explore media language and representation across three forms to understand social, cultural and political contexts and how media producers create meaning. Looking at the following texts
Evolving Media (35% of overall A-Level) Section A: Media Industries and Audiences Students will explore media industries and audiences looking at how and why media products are constructed across forms, to address audiences. Looking at:
Section B: Long Form TV Drama Students will conduct one in depth study of TV as an evolving global media form looking at one full episode of a contemporary English language long form TV drama and a non-English long form TV drama. Students will be able to apply theoretical concepts to choices made within the episodes. · English: Stranger Things (season 1, episode 1, July 2016) BBFC 12 · Non-English: Deutschland 83 (Season 1, episode 1, June 2015) Channel 4 Making Media (30% of overall A-Level) Create a cross media product and a 500-word statement of intent
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| Potential Career options with this subject. | Digital marketer | Broadcasting/film/ video | Editorial assistant | Marketing executive
Public Relations officer Teacher |
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Languages
| Faculty | Humanities and Communication |
| Subject | Languages |
| Staff and responsibility | Mrs Leggett – Head of MFL
Mr Petit Miss Nicholson |
| Exam Board | AQA |
| Assessment format | There are 3 papers at A-Level
Paper 1 – Listening, Reading and Writing (40% of final grade) There are a variety of reading and listening comprehension questions and a translation element, to this paper. Topics include the changing nature of family, “cyber-society”, cinema and music. Further topics include life for the marginalised, positive features of a diverse society, teenagers’ right to vote and political commitment. Paper 2 – Writing (30% of final grade) This is a written exam, including two essays. One about a book and the other about the film. There is an element of choice and all questions will require a critical response to the aspects studied. Paper 3 – Speaking (30% of final grade) Candidates will discuss opinions based on a stimulus card from sub-themes they have studied. They will have 5 minutes preparation time. They will also present and discuss their individual research project. |
| Subject Overview | The A-Level course builds on the knowledge, understanding and skills gained at GCSE level. In addition to improving and extending knowledge of the language, students will examine the contemporary culture of the country, as well as its literature and compare it to our own here in the UK.
To access this course a minimum level of 6 is required, but preferably A-Level 7 at GCSE |
| Potential Career options with this subject | There is an increasing need for qualified linguists in this country to trade and negotiate with our European partners and also to use their skills abroad in European countries. Industry and Commerce are increasingly recognising the importance of European languages and are rewarding competent linguists with very high salaries and excellent working conditions. Successful completion of the course will lead candidates naturally on to a language related degree course.
The benefits of studying a language are wide-ranging: from learning to communicate in fresh ways to having a window into the culture of another country, from learning to express your views and listen to the views of others through the language that you are learning to studying its culture through a variety of modern media. By learning to manipulate a language to generate your own ideas and responses, you will broaden your own horizons and appreciate the variety that other languages offer. Delivering presentations and being able to summarise your reading, skills that go well beyond the classroom. |
| Other | French/Spanish/German are languages of literature, rich in philosophy and culture. They are spoken widely throughout the world and open up huge possibilities for business and finance.
❝If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.❞ ‒Nelson Mandela |
Music
| Faculty | Creative & Technical |
| Subject | Music |
| Staff and Responsibility | Miss Lyons – Head of Music |
| Exam Board | RSL |
| Assessment Format | 100% coursework – 1 externally marked units & 5 internally marked units |
| Subject Overview | RSL Level 3 Subsidiary Diploma for Music Practitioners
Students will have an opportunity to perform regularly, organise live music events, lead music making activities and cover a wide range of topics which could lead into a variety of career opportunities in the music industry. Below is the unit breakdown of the course. Core Units MUSPRA 349 – Planning a Career in Music (internally assessed) MUSPRA 387 – Rehearsal Skills and Live Performance (externally assessed) Optional Units (subject to change) MUSPRA 353 – Music Event Management MUSPRA 355 – Lead Music Making Activity MUSPRA 362 – Lead Performer MUSPRA 365 – Auditioning for Music |
| Potential Career Options with this Subject | A RSL qualification for Music Practitioners will prepare students for a variety of higher education courses.
This course compliments the other arts subjects well and also gives students opportunities to go into a career in the community arts, events promotion, recording companies, technical theatre and performance. |
| Other | Entry Requirements
GCSE Music grade 5 or above or RSL or BTEC Level 2 in Performing Arts or Music, Merit or above. Students are also required to be grade 4 standard or above on their chosen instrument or voice. They need to be practising regularly and preferably having weekly lessons on their instrument or voice. It is helpful if students also have a basic knowledge of music theory or can read music. |
PE
| Faculty | Science |
| Subject | OCR (Cambridge Technical) – Sport and Physical Activity Level 3
Year12 – Certificate Year 13 – Extended Certificate |
| Staff and Responsibility | Miss Taylor – Head of PE
Miss Henman Mr Cross Mr Bristowe Miss Hopkins |
| Exam Board | OCR |
| Assessment Format | Core Units:
· Body Systems and the Effects of Physical Activity (90 GLH) – Exam paper · Sports Coaching and Activity Leadership (90GLH) – Coursework/practical assessment · Sports Organisation and Development (60GLH) – Exam paper Specialist Units: · Practical Skills in Sport and Physical Activities (60GLH) – Practical assessment/coursework · Organisation of Sports Events (60GLH) – coursework/practical assessment |
| Subject Overview | OCR Sport and Physical Activity Level 3; is a two year course, equivalent to one A-Level. Students are required to successfully achieve all 5 units over the two years (3 core units plus 2 specialist units).
The course involves the application of knowledge and technical skills in practical activity and coaching environments. It offers practical and hands on approaches to learning for all students, whether they are interested in working in a sport-related industry, coaching and leadership or progressing to Higher Education and beyond. |
| Potential Career options with this subject | This is the right choice for you at key stage 5 if you are……..
· Passionate about sport and healthy lifestyles · Good at communicating with others · Great at leading and support others in teams and physical activity · Able to work in or as part of a team · Excellent at motivating others |
| Other | What it Prepares you for:
This course – OCR Sport and Physical Activity Level 3; are valued by both employers and Higher Education (Universities and Colleges). Employment Opportunities · Sports coaching · Sport and leisure industry · Professional sports · Health and fitness · Coaching and training · Personal training/instructing · PE teacher Educational Progressions · Sports Development · Leisure Management · Recreation Management · Sports Science · Sports Event Management · Sport studies |
Philosophy, Ethics and Theology
| Faculty | Humanities & Communication |
| Subject | Philosophy, Ethics and Theology |
| Staff and Responsibility | Mrs K Hannan – Head of Humanities Faculty & SG Lead
Mrs E Young – Head of Religious Studies Department |
| Exam Board | OCR |
| Assessment Format | A-Level Qualification
Component 1: A Study of Religion Christianity Written examination: 2 hours 33.3% of qualification 120 marks Component 2: Philosophy of Religion Written examination: 2 hours 33.3% of qualification 120 marks Component 3: Religion and Ethics Written examination: 2 hours 33.3% of qualification 120 marks |
| Subject Overview | Development in Christian thought
This component provides learners with the opportunity to undertake an in-depth and broad study of Christianity. This covers themes ranging from religious figures and sacred texts to practices, which shape religious identity. Philosophy This component provides learners with the opportunity to undertake an in-depth and broad study of fundamental philosophical themes, ranging from arguments for the existence of God to the use of religious language. Ethics This component provides learners with the opportunity to undertake an in-depth and broad study of fundamental ethical themes, ranging from ethical language and thought to freewill and determinism. |
| Potential Career Options with this Subject | A relevant choice – The Russell Group of top Universities has made it clear that Philosophy and Ethics A-Level provides ‘suitable preparation for university generally’.
Students who study Philosophy and Ethics are found working for almost every type of employer in the public, private and not-for-profit sectors. They work in organisations such as the National Health Service (NHS), the Civil Service and for advertising, marketing and public relations agencies. The investment banking industry and legal sector prove popular choices, as do publishing firms, charities and recruitment agencies. |
| Interesting fact/statistic/quote surrounding your subject | “To know, is to know that you know nothing. That is the meaning of true knowledge.” – Socrates |
Photography
| Faculty | Creative & Technical |
| Subject | Photography |
| Staff | Mrs Douglas |
| Exam Board | EDUQAS |
| Subject Overview | Students with no prior experience of photography are more than welcome to the course, providing they have the necessary entry requirements for Trinity’s Sixth Form.
Students will begin their journey into A-Level Photography at Trinity with a series of workshops and short projects, designed to provide them with the necessary camera and computer skills to be successful in both the coursework and exam components of the qualification. The exam board expects all coursework and exam projects to have a designated theme which is appropriately researched, shows experimentation and is resolved in both a personal and creative manner. Students work independently on their submissions and document their opinions throughout. Students are not expected to own their own cameras as the school has a number available for loan. (Students are very welcome to bring their own equipment if they are willing to take responsibility for it whilst at school.) |
| Assessment Format | The A-Level revisits and refines skills explored at GCSE, developing these through to a higher level. A comprehensive, instructed project at the start of the course seeks to prepare students for the remaining programme of study.
From the Spring Term of Year 12 until February of Year 13, students will be engaged in the practical work for their personal investigation project. Students will be expected to explore a variety of processes, both behind the lens and in the digital darkroom, where their findings will be presented in digital portfolios or sketchbooks. Students’ work will be graded against four assessment objectives where they will be expected to display their ability to develop ideas through extensive artist research, experiment with capture and editing techniques and thoroughly evaluate their own process and outcomes. In February of Year 13, students will receive their exam papers and select a question to base their final project upon. The initial stages of this project are identical to the coursework portfolio, with the only difference in that the final shoots are edited and resolved in a 15 hour exam. To assist and enrich the learning experience, trips will be organised throughout the course. In recent years students have been to museums, galleries, towns and cities for location shoots and research. Students will need to have a committed approach to photography, displaying self-motivation and independent work; Trinity believes each student should spend 4.5 hours, outside of lesson time, per week on the course to yield success. Year 12: Skills workshops and coursework Year 13: Personal portfolio (60%) and externally set task (40%) |
| Potential Career | Students may go on to higher education or apply for degrees based on classical photography (some universities offer specialist courses within this umbrella e.g portraiture or landscape), photo-journalism, fashion, fine art, animation, media, film and many more. |
Physics - A-Level
| Faculty | Science faculty |
| Subject | Physics – A-Level |
| Staff and Responsibility | Mr Hopkins – Head of Physics
Mr Prime – Physics Teacher Mr Timney – Physics Teacher |
| Exam Board | AQA – Course code 7407/ 7408 |
| Assessment Format | Modules will be examined end of Year 13 with three 2 hour exams at the end of Year 13.
There will be no coursework at A-Level, but instead you will be assessed on practical skills throughout the year and be given the opportunity to achieve the Practical Endorsement qualification at the end of the two year course. |
| Subject Overview | The course builds on topics studied at GCSE and introduces some new topics. There are three modules in Year 12. Module 1 introduces ideas about particles, radiation and quantum phenomena. Module 2 deals with mechanics and molecular kinetic theory and builds on ideas about forces and motion. In module 3 you will study electricity and elastic properties of matter.
In Year 13, you will study three more modules. Module 4 deals with gravitational, electric and magnetic fields, waves and oscillations. In module 5 you will cover nuclear applications. The final Module is Astrophysics. To access this course a minimum GCSE level of 6 is required in Physics and Maths, but preferably a level 7 |
| Potential Career Options with this Subject | Following successful completion of an A-Level of degree qualification, potential careers include; mechanical engineer, electrical engineer, science journalist, teacher, medical physicist, astrophysicist, architect, satellite engineer, jet engine designer, computer games designer. |
Psychology – A-Level
| Faculty | Humanities & Communication |
| Subject | Psychology – A-Level |
| Staff and Responsibility | Miss H Daniels |
| Exam board | AQA |
| Assessment Format | ASSESSMENT
For the full two-year A-Level course, there will be three papers at the end of Year 13, each lasting two hours. Each paper is worth 96 marks and has an equal weighting towards the end grade. All papers consist of multiple choice questions, short answer questions, and extended essay questions. Students are assessed on their knowledge, analysis and evaluation skills. |
| Subject overview | COURSE CONTENT
Psychology is the scientific study of the human mind and behaviour. Across the two years, students will study introductory topics in Psychology, Psychology in context and issues and options in Psychology. INTRODUCTORY TOPICS IN PSYCHOLOGY (Paper 1): · Social Influence · Memory · Attachment · Psychopathology PSYCHOLOGY IN CONTEXT (Paper 2): · Approaches · Biopsychology · Research Methods (including understanding of statistical test, methods used in Psychology plus mathematical knowledge including data handling and interpretation). INTRODUCTORY TOPICS IN PSYCHOLOGY (Paper 3): · Issues and Debates · Relationships · Forensics · Schizophrenia |
| Potential career Options | Psychology is an increasingly popular choice at degree level and can open up a number of careers. These include teaching, occupational therapy, clinical psychology, research, personnel and management in industry, armed forces, policing, medicine, nursing, media and law. |
Science (Applied)
| Faculty | Science |
| Subject | Science Applied – OCR Cambridge Technical Level 3 |
| Staff and responsibility | Mrs Packett
Dr Pass Mrs Duggins |
| Exam Board | OCR |
| Assessment format | The course is divided into five mandatory units. Two Units are assessed externally and marked by OCR.
These units will be 2 hours long (90 marks) and will consist of short answer questions and questions requiring more extended responses. A learner can resit an examined unit once during the course. The other three units are assessed through a means of a portfolio of evidence compiled throughout the course. All assessments will be carried out under teacher supervision and will be moderated by OCR exam board. Learners can resubmit an assessment at the teacher’s discretion. Each unit will be graded as Pass, Merit or Distinction. Learners who do not achieve at least a pass for each unit will be unclassified. |
| Subject Overview | The content of the OCR level 3 Applied Science course is based around 5 core topics:
· Science Fundamentals · Laboratory techniques · Control of hazards in the laboratory · Product testing Techniques · Microbiology To access this course a minimum GCSE level of 4 at GCSE is required |
| Potential Career options with this subject | This qualification will provide transferable knowledge that will prepare learners for progression to university including, laboratory technician, food development technician, microbiologist, pharmaceutical companies, forensic science, health and social care courses, nursing, the NHS and local authorities. |
“The sixth form is a vibrant community in which learning is improving rapidly. The last validated results at Level 3 progress on academic courses was above national averages. “
“Inspectors saw progress in Sixth Form lessons which was uniformly good or better. Learning is well planned to provide work that challenges all students. “
“Students receive detailed and thoughtful feedback on their work, which makes a significant contribution to their progress. Teachers have thorough subject knowledge, and are adept at extending students’ learning and encouraging reflection.”
“The behaviour and safety of students are good. Students’ attitudes towards their learning are very positive. They appreciate the school’s protocols and how the support and challenge from their staff are driving their progress. “
“The leadership and management of the Sixth Form are good. Teachers provide well-informed advice and guidance tailored to the needs of each student, with the result that a high proportion of students stay on to complete their course.”