A-Levels Curriculum Guide

A- Levels Curriculum Guide

A-Level subjects

The choice of subjects

Which subjects do I like?

Which subjects do I need?

The IELTS Test

UK University Admissions Tests

Applying to US universities : Application Process

Types of Standardised Tests

ART - Block B - AQA

BIOLOGY - Block C - Edexcel/Pearson

BUSINESS - Block B - AQA

CHEMISTRY - Block B - AQA

CHINESE - Block F - Edexcel/Pearson

COMPUTER SCIENCE - Block C - AQA

ECONOMICS - Block B - AQA

ENGLISH LITERATURE - Block B - Eduqas

FRENCH - Block F - AQA

GERMAN - Block F - AQA

FURTHER MATHS - Block D - Edexcel/Pearson

GEOGRAPHY - Block A - Edexcel/Pearson

HISTORY - Block A - Edexcel/Pearson

ITALIAN - Block F - Edexcel/Pearson

JAPANESE - Block F - Edexcel/Pearson

LEVEL 3 MATHS - Block D - AQA

LEVEL 3 SPORT - Block D - Edexcel/Pearson

MATHS - Block A or B - Edexcel/Pearson

PHOTOGRAPHY - Block A - Edexcel/Pearson

PHYSICS - Block C - Edexcel/Pearson

POLITICS - Block C - Edexcel/Pearson

PSYCHOLOGY - Block C - Edexcel/Pearson

RUSSIAN - Block F - Edexcel/Pearson

SPANISH - Block F - AQA

EPQ - Extended Project Qualification - All students will start this in Year 12

Application Timeline

Standardised Tests

Test Overview

Home | Courses and Qualifications | A-Levels Curriculum Guide

This A-level curriculum guide has been written to set out the course that we offer at Earlscliffe. There are descriptions of each of the subjects, what they contain, how they are assessed and to where they may lead. There is advice on how to construct an academic programme, taking into account skills and abilities and aspirations for higher education and life beyond Earlscliffe. The curriculum is occasionally revised and changes may therefore occur from time to time.

For more information please contact:

Deputy Head – Academic : Mr Niall Johnson
Head of Careers & University Admissions and Head of Year 13, UFY & BD : Mrs Anna Burkett

When choosing which A-levels to do, it is advisable to consider four important questions:

Which subjects do I like?
Do I possess the necessary skills and abilities to do these subjects?
Which subjects do I need for entry to my intended University course?
Given my academic programme, what qualifications will I have after two years in the Sixth Form?

If in doubt, our Admissions team and subject teachers are also available to advise. Please simply request a meeting via Zoom.

Subjects are split into blocks to help us create your timetable. You may choose one subject from each block.

2024 2025 A-Level Subject Options Form.

Most A-level subjects consist of up to nine periods per week for two years and require considerable private study time. You need commitment if you are to make a success of it and this is more likely to be forthcoming if you enjoy the subject.

University entry requirements are often flexible, but there are some courses for which choice of A-levels is critical. Examples of such courses, together with the A-levels required, include:

Veterinary Medicine and Medicine: Biology and Chemistry to A-level; a few medical schools require Biology and Chemistry, plus either Mathematics or Physics, at A-level.
Physiotherapy: Biology
Biological Sciences: Biology, and preferably Chemistry
Engineering: Mathematics, and preferably Physics
Physics: Physics and Mathematics
Chemistry: Chemistry and Mathematics
Economics: Economics and Mathematics

Most university departments will make offers that are conditional on specified grades in three A-level subjects. Similarly if you opt for both Mathematics and Further Mathematics at A-level you may need to include two other subjects to satisfy the entrance requirements for some university departments.

In the past, some universities (most notably Bath, Cambridge and LSE) have published lists of ‘non preferred’ A-level subjects, i.e. subjects they consider to provide an insufficiently rigorous preparation for undergraduate study.

The Russell Group, a group of universities which aims to protect and promote excellence in Higher Education in the UK, has now published a document called ‘Informed Choices’ which advises pupils on the best subject combinations for a wide range of university courses. . If you are seriously considering applying to Oxford or Cambridge, or any other highly competitive university department, our Head Teacher, Deputy Head or University Coordinator will be happy to discuss subject choice with you before you make your final decision. We also work with Oxbridge Applications to help guide you through the process.

You must also be realistic in your expectations as you embark on a Sixth Form course. For example, most medical schools will reject a UCAS application in two years’ time if you do not have at least six GCSE ‘A’ grades (or the equivalent) including Mathematics, Biology and Chemistry.

20% of the marks are awarded for how well you manage the project – so students need to be well organised.
20% are for your research skills and use of resources.
40% is given for how well you realise your plan and overcome problems in meeting your objectives.
20% is for your ability to review your progress and evaluate your own performance.

The EPQ is submitted in May each year. The ideal is for it to be written during the Lower Sixth summer holiday.

UCAS has more advice available here

Overseas pupils applying to a British university are likely to be required to take the Academic IELTS test. The International English Language Testing System (IELTS) is an English proficiency test and is used by many universities as evidence of an applicant’s level of English. The IELTS may also be required by overseas university applicants by way of meeting UK visa requirements. Non-EU students will sit the ‘IELTS for UKVI’ test.

There are four parts to the IELTS and these are:

1 hour writing test
1 hour reading test
30 minutes listening test
15 minutes speaking test

It is important that overseas pupils applying to a British university find out the IELTS requirements of their prospective university course at an early stage so that pupils can work towards achieving a good IELTS score In Year 12. There are dedicated IELTS lessons and additional private IELTS lessons can also be arranged as required.

IELTS may be taken as many times as is necessary. It is scored on a scale of 0.0 to 9.0. Most UK universities will demand an average score of 6.0-6.5 as an entry requirement, with others such as LSE, Oxford and Cambridge demanding at least 7.5.

Some universities require that you pass an admissions test as well as standard qualifications if you are applying for courses in particular subjects. These external exams are designed in a way that cannot be revised for. However, there are a number of test preparation guides, texts, and courses provided commercially which you may investigate.

The better known admissions tests are for candidates applying for medicine, veterinary science and bio-medical degrees: the BMAT and UKCAT tests.

The details for a majority of these university admissions tests are provided below, although it is not an exhaustive list.

Please check whether you have to pass an admissions test when deciding which courses you are going to apply for, as there may be admissions tests that are not included in the list on this page.

You can do this by checking the Entry Profile for your chosen course(s) on the UCAS Course Search.

You can also contact your universities or colleges directly by phone or email, or check the prospectus on their website.

Whilst we will provide some support, it is YOUR responsibility as the candidate, to make these checks and to ensure that entry deadlines are met.

BioMedical Admissions Test (BMAT) : For entry to medicine, veterinary medicine and biomedical science courses.
Classics Admissions Tests (CATS) : For entry to any course including Classics at the University of Oxford.
English Literature Admissions Test (ELAT) : For entry to English courses at the University of Oxford.
Graduate Medical School Admissions Test (GAMSAT) : For graduate entry into medicine and dentistry courses.
History Aptitude Test (HAT) : For entry to all degrees involving history at the University of Oxford.
Health Professions Admissions Test (HPAT) : For entry to certain medical courses at the University of Ulster.
The National Admissions Test for Law (LNAT) : For entry to law.
Mathematics Aptitude Test (MAT) : For entry to mathematics or computer science, or a joint honours degree involving mathematics at the University of Oxford.
Modern and Medieval Languages Test (MML) : For entry to modern and medieval languages at the University of Cambridge.
Modern Languages Admissions Test (MLAT) : For entry to any course including a modern language at the University of Oxford.
Physics Aptitude Test (PAT) : For entry to physics, or a joint degree involving physics at the University of Oxford.
Sixth Term Examination Papers (STEP) : For entry to mathematics at the University of Cambridge and University of Warwick.
Thinking Skills Assessment (TSA Cambridge) : For entry to computer science, natural sciences, engineering, economics, land economy and politics, psychology and sociology (PPS) at a number of University of Cambridge colleges.
Thinking Skills Assessment (TSA Oxford) : For entry to philosophy, politics and economics (PPE), economics and management (E&M), experimental psychology (EP) or psychology and philosophy at the University of Oxford.
Thinking Skills Assessment (TSA) UCL : For entry to European social and political studies at University College London (UCL).
UK Clinical Aptitude Test (UKCAT) : For entry to medical and dental schools.

International students often underestimate the amount of time required to apply for admission to a college or university in the United States. You can avoid this mistake by setting a schedule for yourself that begins well in advance of the time that you plan to begin your studies.

Always remember that starting the process early is the best way forward. You will need to allow yourself sufficient time to thoroughly research the institution and/or program that will best serve your academic and professional goals. Then you must meet the application deadlines of the universities to which you apply, which may be up to ten months before the beginning of the school term.

Especially for schools with competitive admissions (so-called Ivy League plus others), the application process takes a significant amount of time and effort. You will need to write personal statements and request recommendations from teachers or others who know you well. Even if you are applying online via the Common Application, you will want to get started early. University websites and other academic internet sites may provide quick and convenient access to the required application forms, but you still need time to research your options, contact teachers and institutions to provide recommendations and transcripts, and sign up for required entrance exams in time to meet application deadlines.

This application timeline will provide you with detailed information about the steps you should take and when you should take them in order to plan your approach to studying in the USA. The plan starts 18 months before you wish to study, so you need to get planning soon! Of course, if you don’t have that much time you can still jump in and catch up – but the earlier the better.

18 Months Before U.S. Study

Research various colleges and universities programs
Register and prepare for required entrance exams
Keep working hard in school

12-14 Months Before U.S. Study

Choose the schools to which you will apply
Obtain all necessary information and forms for each school
Take required entrance exams

10-12 Months Before U.S. Study

Request any forms and information again, if necessary
Identify your references and supply them with required reference forms
Request transcripts from your school/s
Write your application essay (also called a “personal statement”)

10 Months Before U.S. Study

Retake entrance exams if scores were unsatisfactory
Line up all required financing
Complete and mail applications
Electronic Applications: An Additional Note

3 Months Before U.S. Study

Apply for your student visa
Research health insurance options for your time abroad
Make travel arrangements for when you arrive in the U.S.

Most U.S. colleges and universities require that you take one or more standardised admissions tests in order to gain entrance into their programs. SAT, ACT, TOEFL, IELTS.

Most U.S. colleges and universities will require that both undergraduate and graduate students applying for admission take one or more standardised admission tests. They are intended to provide a common measure for comparing the abilities of students who come from a variety of educational backgrounds and institutions. Scores from these tests will be sent with your application packets, along with your college applications, essays, references, transcripts, work experience and other information you prepare for consideration.

Universities generally determine the ability of an international student after reviewing all of the criteria above, including whether his or her English skills are sufficient to successfully complete their academic program. Some schools may place more weight on students’ test scores than others. Various factors complicate the interpretation of standardised test scored for international students. For example, the degree of English proficiency may affect test performance. Moreover, school officials must consider the cultural and educational backgrounds of international students, since the tests were developed for students who were educated in the United States.

The level of skills required for success in undergraduate studies varies by field or department. Institutions often look at the separate components of test scores because there may be significant differences between them. For example, one student might score low on the verbal measure but high on a maths measure of a test, while another student might score the opposite. An English department and an engineering department would consider these students differently.

Institutions might also look at separate measures on English proficiency tests such as grammar, listening, reading, speaking and writing. Some departments might consider it crucial to have high scores in listening and speaking; others might feel it is important to have high scores in reading and writing.

Further information and assistance can be found at A LIST

Most undergraduate courses will require the TOEFL or IELTS exam for all international students to ensure that they have adequate proficiency in English to succeed in U.S. colleges. All standardised tests listed here are given in English.

For undergraduate admissions, required standardised tests usually include:

SAT (https://sat.collegeboard.org/home)
IELTS (http://www.ielts.org/)
3. ACT (http://www.actstudent.org/)

Lessons	6.75 hours total per week.
Practical subject:	YES
Entry Requirements	It is expected that students will have obtained a high grade GCSE in Art or equivalent of at least two years’ in-depth study and practice in the subject. Enthusiasm, self-motivation, creativity and aptitude are integral to success in this subject.
Course aim	students will be taught to investigate, explore and record information from a variety of sources. they will learn how to develop ideas in response to a wide range of stimuli and imaginative and creative thinking. they will learn about different art forms and how they are used to communicate ideas and emotions. to communicate effectively in a visual way, students will learn skills and use of materials and techniques through practice, experimentation and modification. they will learn to distinguish between a variety of ways to achieve intended outcomes and be self-critical and analytical in their work.
Course & Assessment overview	Year 1	Component 1: An internally guided project based on a theme. 60% of AS-level. Component 2: An externally set assignment. Students choose one from a set of five questions. Following preparation time there is a period of 10 hours of supervised but unaided time to produce a finished outcome. 40% of AS-level.
	Year 2	Component 1: Personal Investigation. An internally guided practical investigation into an idea, issue, concept or theme, supported by written material. 60% of A-level. Component 2: An externally set assignment. Students choose one from a set of eight questions. Following preparation time they will have 15 hours of supervised but unaided time to produce a finished outcome. 40% of A-level.
Career and Opportunities	These may include careers in such fields as advertising, marketing design, architecture, fashion and product design and the media. The study of art can also help you develop transferable skills you can take into any career or job. Universities, art colleges and employers are impressed by creative and self-determined candidates.

Lessons	6.75 hours total per week.
Practical subject:	YES
Entry Requirements	We would expect that applicants to this course would have grades 9-4 in British GCSE Biology/Science and Mathematics or equivalent grade/mark in their national system of secondary education.
Course aim	enable students to sustain and develop an enjoyment of, and interest in Biology and its applications. develop an understanding of the link between theory and experiment and skills in the design and execution of experiments. develop essential knowledge and understanding in Biology and, where appropriate, the applications of Biology.
Course & Assessment overview	Year 1	Paper 1: Lifestyle, Transport, Genes and Health. This first topic for this paper involves the study of the functioning of the circulatory system and the importance of lifestyle choices to health. Whilst the second topic explores the exchange and transport of materials, DNA, protein synthesis enzymes and monohybrid inheritance within the context of the genetic disease Cystic Fibrosis. Paper 2: Development, Plants and the Environment. This first topic for this paper involves the study of the development of multicellular organisms from single cells to complex individuals. The second topic focuses on the biodiversity and wealth of natural resources used by humans.
	Year 2	Paper 1: The Natural Environment and Species Survival. This paper involves the study of topics studied for AS Biology plus a topic that builds an appreciation for photosynthesis as a process that underpins the majority of ecosystems. The second topic looks at the wide variety of techniques used by forensic pathologists to determine the identity and the time and cause of death in organisms, including humans. Paper 2: Energy, Exercise and Co-ordination. This paper involves the study of topics studied for AS Biology plus a topic that is centred on the physiological adaptations that enable animals and humans to undertake strenuous exercise. The second topic considers how the working of the nervous system enables us to see. Paper 3: General and Practical Applications in Biology. This paper involves the interpretation and analysing experimental results/data based upon the topics 1 -8. There is also one section with questions based upon a pre-released scientific article.
Career and Opportunities	By studying Biology at school or college students are opening the door to a wide variety of rewarding careers. As well as learning about how organisms works, students will get a broad training in skills that all employers value – an ability to grasp concepts quickly, a determination to find coherent answers, not to mention problem solving, analytical, evaluation, mathematical and IT skills. “A” grades in Biology are highly valued by leading British universities. Careers in Biology may be very versatile and literally “mind-blowing”, but if you have chosen Medicine, Veterinary Science, Biochemistry or Zoology, or even management and finance, the skills developed by studying Biology are still highly regarded.

Lessons	6.75 hours total per week.
Entry Requirements	We would expect that applicants to this course would have grades 9-4 in British GCSE English and Mathematics or equivalent grade/mark in their national system of secondary education.
Course aim	Give the students an understanding of four key elements of business performance: accounts, marketing personnel and logistics. Encourage the students to use their knowledge of business models and theory to explain the behaviour and success or failure of real businesses around the world . Provide students with the confidence and skills needed to run their own organisations in the future.
Course & Assessment overview	Year 1	What is business? Managers, leadership and decision making Decision making to improve marketing performance Decision making to improve operational performance Decision making to improve financial performance Decision making to improve human resource performance Paper 1 – Written exam: 1 hour 30 minutes • 80 marks in total 50% Paper 2 – As in Paper 1 but exam consists of one case study 50%
	Year 2	1-6 as for AS plus: Analysing the strategic position of a business Choosing strategic direction Strategic methods: how to pursue strategies Managing strategic change Paper 1 – Written exam: 2 hours • 100 marks in total – 33.3% Paper 2 – Data response (as Paper 1) – 33.3% Paper 3 – Case study (as Paper 1 & 2) – 33.3%
Career and opportunities	The individual elements of the Business Studies course give the students the chance to decide whether they would like to pursue a business career in finance, marketing personnel or logistics. The A-level course gives them a sound grounding in each of these key career areas. More holistically the subject should equip students with the skills that they will need in later life to become entrepreneurs themselves or managers of departmental areas within a corporation.

Lessons	6.75 hours total per week.
Practical subject:	YES
Entry Requirements	The course doesn’t require previous knowledge of Chemistry, however most of our students had either GCSE or some form of basic Chemistry education before, which is certainly beneficial. Be prepared to extend your knowledge by reading books and relevant articles in contemporary science magazines, be ready to enter the International Chemistry Olympiad, attend fascinating science lectures at UK universities and you will come with us for an unforgettable two-day visit the University of Cambridge Science Festival every spring. We use a wide range of internet based activities to prepare our students for a successful examination. Earlscliffe is in Partnership with the Royal Society of Chemistry, the world’s leading chemistry community – and all their tools and resources are to help us bring chemistry to life in the classroom.
Course aim	gain an understanding of how the chemical elements interact and the role they play in making up our world and beyond. understand the relevance of science beyond the laboratory. learn analytical, evaluative and synoptic skills. develop practical skills, including the ability to plan and manipulate information and data. be able to use scientific logic to assess critically a wide range of ideas presented in newspapers, books and in the electronic media. understand how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.
Course and Assessment overview	Year 1	Unit 1: Physical chemistry, Inorganic chemistry Relevant practical skills Written examination, lasting 1 hour 30 minutes. Unit 2: Depth study, Physical chemistry Organic chemistry Relevant practical skills Written examination, lasting 1 hour 30 minutes.
	Year 2	Unit 1 and Unit 2 Physical, Inorganic and Organic chemistry Relevant practical skills Written examination, lasting 3 hours Unit 3: Any content, any practical skills Written examination, lasting 2 hours
Career and Opportunities	Students do chemistry mostly to go on to study Medicine and do research at prestigious universities. Along with Engineering these are the best paid science related jobs all over the world. Chemical engineers develop novel materials that improve our quality of life and new batteries to fuel our various electrical devices. Chemists work for pharmaceutical companies to develop new drugs to cure diseases and help fight bugs that would destroy our crops. Molecular biologists want to understand the way living cells operate and study DNA, proteins and their reactions. Analytical chemists can be involved in forensic investigations and help keep sports drug free. Environmental sciences involve a great deal of chemistry including ways to reduce pollution and the ways our waste can be recycled.

Lessons	6.75 hours total per week.
Entry Requirements	It is expected that prior to embarking upon this course students will have achieved grades 9-4 in UK GCSE English and Mathematics (or equivalent).
Course aim	give the students an understanding of the workings of the national and global economy. encourage students to apply their economic knowledge to interpret real world events. equip students to think logically and critically about economic ideas that are presented to them.
Course and Assessment overview	Paper 1	Markets and Business Behaviour (Micro-economics) Economic methodology and the economic problem. Individual economic decision making. Price determination in a competitive market. Production, costs and revenue. Business objectives & economic efficiency. Perfect competition, imperfectly competitive (including contestable) markets and monopoly. The labour market. The market mechanism, market failure, government intervention in markets to address market failure and government failure. Assessed: written exam: 2 hours. 100 marks (35% of A-level) Questions: Section A: multiple choice and short answer questions (25 marks) Section B: data response questions requiring written answers, worth 50 marks; Section C: essay questions requiring written answers, choice of one from two worth 25 marks.
	Paper 2	The National and Global economy (Macroeconomics) The measurement of macroeconomic performance. 9. How the macro-economy works: the circular flow of income, AD/AS analysis, and related concepts. Economic performance. Financial markets and monetary policy. Fiscal policy and supply-side policies. The international economy Assessed: written exam 2 hours. 80 marks (35% of A-level) Questions: Section A: multiple choice and short-answer questions Section B: data response questions requiring written answers, worth 50 marks; Section C: essay questions requiring written answers, choice of one from two worth 25 marks
	Paper 3	Microeconomics & Macroeconomics (considering micro and macro-economic issues raised in paper 1 & 2) Assessed written exam: 2 hours. 100 marks. (30% of A-level) Questions: Section A: Three data response questions and a choice of one from two essay questions worth 50 marks Section B: Three data response questions and a choice of one from two essay questions worth 50 marks

Career and Opportunities

The study of Economics is seen as a rigorous preparation for a wide variety of careers in both the public and private sector. Within the government sector students can go on to work as Economists at the Treasury, at the Bank of England or with the European Commission. Economics graduates are employed directly by large companies as economic forecasters and market advisors. Economics is also seen as a good grounding for careers in accountancy, banking and the law.

Lessons	6.75 hours total per week.
Entry Requirements	We would expect that applicants to this course would have grades 9-7 in British GCSE English or equivalent grade/ mark in their national system of secondary education.
Course aim	English Literature’s historicist approach to the study of literature rests upon reading texts within a shared context. Working from the belief that no text exists in isolation but is the product of the time in which it was produced, English Literature encourages students to explore the relationships that exist between texts and the contexts within which they are written, received and understood. Studying texts within a shared context enables students to investigate and connect them, drawing out patterns of similarity and difference using a variety of reading strategies and perspectives. English Literature privileges the process of making autonomous meaning, encouraging students to debate and challenge the interpretations of other readers as they develop their own informed personal responses.
Course and Assessment overview	Year 1	Component 1: Section B: Poetry post-1900 (open-book, clean copy) One question from a choice of two based on the reading of two post-1900 poetry texts: Thomas Hardy: Poems selected by Tom Paulin and T S Eliot: Selected Poems. Written exam: • 1hr. Component 2: Section A: Shakespeare (closed book exam) – The Tempest, Antony and Cleopatra or Hamlet. Examination will consist of two questions. Written exam: • 1hr. Component 3: Unseen Poetry and Prose Section A: Unseen prose One question from a choice of two, analysing an unseen passage of prose, taken from one of two prescribed periods for study (1880-1910 or 1918-1939). Section B: Unseen poetry One question from a choice of two, analysing an unseen poem or poetry extract. Written exam: • 2hrs.
	Year 2	Component 1: Section A: Poetry pre-1900 (open-book, clean copy) One two-part question based on the reading of one pre-1900 poetry text – William Blake: Poems selected by Patti Smith. Written exam: • 1hr. Component 2: Section B: Drama (closed-book) One question from a choice of two based on the reading of a pair of plays: one pre-1900 and one post-1900. Either Oscar Wilde: Lady Windermere’s Fan & Harold Pinter: Betrayal or John Webster: The Duchess of Malfi & Tennessee Williams: A Streetcar Named Desire. Written exam: • 1hr. Component 4: Non-exam assessment: One 2500-3500 word assignment based on the reading of two prose texts from different periods, one pre-2000 and one post-2000.
Career and Opportunities	There is a pretty diverse range of careers open to graduates with an English degree: copywriter, PR, journalist, marketing, advertising, animator, designer, public speaker, teacher, curator and TV producer are just a few.

Lessons	1.5 hours total per week.
Entry Requirements	Ideally, students wishing to study A-level French should either have at least a Grade 6 in GCSE French or be a native speaker.
Course aim	Develop and build on the skills acquired at GCSE. To enhance employment prospects. To facilitate foreign travel. To provide an insight into another culture and society. To provide students with a sound basis for further study.
Course and Assessment overview	Year 1	Paper 1 – Listening, reading and translation Paper 2 – Written response to works and translation Paper 3 – Speaking
	Year 2	Paper 1 – Listening, reading and translation Paper 2 – Written response to works Paper 3 – Speaking
Career and Opportunities	Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

Lessons	1.5 hours total per week.
Entry Requirements	Ideally, students wishing to study A-level German should either have at least a Grade 6 in GCSE German or be a native speaker.
Course aim	Develop and build on the skills acquired at GCSE. To enhance employment prospects. To facilitate foreign travel. To provide an insight into another culture and society. To provide students with a sound basis for further study.
Course and Assessment overview	Year 1	Paper 1 – Listening, reading and translation Paper 2 – Written response to works and translation Paper 3 – Speaking
	Year 2	Paper 1 – Listening, reading and translation Paper 2 – Written response to works Paper 3 – Speaking
Career and Opportunities	Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

Lessons	5.25 hours total per week.
Entry Requirements	Grade 7 at GCSE or equivalent in Mathematics Students studying Further Mathematics must also study A-level Mathematics or have completed a recognised A-level course of study. Further Mathematics is an “extra subject” at A-level and is for the highly able. It is delivered in lieu of Wednesday SCS activities.
Course aim	OCR AS and A Level in Further Mathematics B (MEI) is designed for learners with an enthusiasm for mathematics, many of whom will go on to degrees in mathematics, engineering, the sciences and economics, or any subject where mathematics is developed further than in A Level Mathematics. AS and A Level Further Mathematics build from GCSE, AS and A Level Mathematics. As well as building on algebra and calculus introduced in A Level Mathematics, the AS Level Further Mathematics core content introduces complex numbers and matrices, fundamental mathematical ideas with wide applications in mathematics, engineering, physical sciences and computing. The non-core content includes different options that can enable learners to specialise in areas of mathematics that are particularly relevant to their interests and future aspirations. AS Level Further Mathematics prepares learners for further study and employment in highly mathematical disciplines that require knowledge and understanding of sophisticated mathematical ideas and techniques.
Course and Assessment overview	Year 1	This is a linear course comprising of a pure mathematics compulsory unit and two optional units. The optional units can be selected from mechanics, statistics, working with algorithms, further pure maths with technology and numerical methods. There are three papers, one for each unit. Each lasts 1 hour 15 minutes and comprises 33.3% of the qualification
	Year 2	This is a linear course comprising of a pure mathematics compulsory unit and either two or three optional units depending on whether the student wishes to specialise in a particular area and sit a major and a minor paper or three minor papers. These optional units can be selected from mechanics, statistics, working with algorithms, further pure maths with technology and numerical methods. • The pure maths paper will last 2 hours and 40 minutes and comprises 50% of the qualification. • A major paper lasts two hours 15 minutes and comprises 33.3% of the qualification. • A minor paper lasts one hour 15 minutes and comprises 16.7% of the qualification.
Career and Opportunities	Mathematical experts in demand across all types of industries the world over. Study maths and you have access to career opportunities in sectors you may never have even considered including specialised fields such as law and medicine. That said, a large number of maths careers are still based within business or science and technology related sectors, with maths graduates occupying roles such as accountant, actuary, statistician, technician, Economist or market researcher. Career opportunities include; Statisticians, Actuaries, Physicists, Surveyors, Town planners, Engineers, Teaching, Management, Computing, Accountancy

Lessons	6.75 hours total per week.
Entry Requirements	Students wishing to study A-Level Geography should have at least a grade 5 or 6 in GCSE English and/or Geography. Students should also have a keen interest in reading books and articles, watching documentaries and films and being able to work independently outside of the classroom, particularly to update case study knowledge.
Course aim	Develop and apply understanding of contemporary geographical concepts and processes to understand and interpret our challenging world. Inspire students about the world around them and gain employment, with skills and knowledge from geographical studies. Develop an awareness of the complexity of interactions within and between societies, economies, cultures and environments at local and global scales Become global citizens who recognise the challenges of sustainability and the implications for our own and each other’s lives. Become adept in the use and application of skills and new technologies through geographical studies both in and outside the classroom.
Course and Assessment overview	Component 1	2h15 Min Written Paper 30% of total mark
	Component 2	2h15 Min Written Paper 30% of total mark
	Component 3	2h15 Min Written Paper 20% of total mark
	Component 4	Coursework Moderated 20% of total mark
	Written papers are predominantly essay based.
Career and Opportunities	Geography combines well with both arts and science subjects as it is a broad based subject that really fits well for your future progression. It leads to a variety of careers in sustainability, urban regeneration, retail location, managing the effects of hazards and climate change. Careers in law, human rights, politics and welfare benefit from studying aspects of Geography such as “Global Development” and “Migration, Identity and Sovereignty”, for instance.

Lessons	6.75 hours total per week.
Entry Requirements	Ideally, students wishing to study A-level History should either have at least a Grade 5 or 6 in GCSE English and History. We study modern History which is aimed at helping you have an understanding of the world in which we live in and the world in which you will be forging your careers in. Be prepared to read articles and books, watch documentaries and films, write essays and be able to work independently outside of the classroom.
Course aim	Develop their interest in and enthusiasm for history and an understanding of its intrinsic value and significance. Acquire an understanding of different identities within society and an appreciation of aspects such as social,cultural, religious and ethnic diversity, as appropriate. Build on their understanding of the past through experiencing a broad and balanced course of study. Improve as effective and independent learners, and as critical and reflective thinkers with curious and enquiring minds. Develop the ability to ask relevant and significant questions about the past and to research them. Acquire an understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and that historical judgements are provisional. Develop their use and understanding of historical terms, concepts and skills. Make links and draw comparisons within and/or across different periods and aspects of the past. Organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.
Course and Assessment overview	Year 1	Unit 1: Breadth study with interpretations Option 1H: Britain transformed, 1918–97 Written examination, lasting 2 hours 15 minutes. Unit 2: Depth study Option 2H.1: The USA, c1920–55: boom, bust and recovery Written examination, lasting 1 hour 30 minutes.
	Year 2	Units 1 & 2 plus: Unit 3: Themes in breadth with aspects in depth Option 33: The witch craze in Britain, Europe and North America, c1580–c1750 Written examination, lasting 2 hours 15 minutes. Unit 4: Coursework Internally assessed, externally moderated.
Career and Opportunities	A significant number enter the legal profession, where their analytical and critical reasoning skills are highly valued, as well as library, information and archivist careers, where their research expertise and ability to select, manage and organise information comes to the fore. Politics, publishing, journalism, media and writing in all its forms are similarly suitable, alongside business and commerce, public sector administration and the charity and voluntary sectors.

Lessons	1.5 hours total per week.
Entry Requirements	Ideally, students wishing to study A-level Italian should either have at least a Grade 5 or 6 in GCSE Italian or be a native or nearly-native speaker.
Course aim	develop and build on the skills acquired at GCSE. to enhance employment prospects. to facilitate foreign travel. to provide an insight into another culture and society. to provide students with a sound basis for further study.
Course and Assessment overview	Year 1	Paper 1 – Listening, reading and translation Paper 2 – Written response to works and translation Paper 3 – Speaking
	Year 2	Paper 1 – Listening, reading and translation Paper 2 – Written response to works and translation Paper 3 – Speaking
Career and Opportunities	Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

Lessons	1.5 hours total per week.
Entry Requirements	Ideally, students wishing to study A-level Japanese should either have at least a grade 7 or 8 in GCSE Japanese or be a native speaker
Course aim	Develop and build on the skills acquired at GCSE. To enhance employment prospects. To facilitate foreign travel. To provide an insight into another culture and society. To provide students with a sound basis for further study.
Course and Assessment overview	A-Level	Paper 1 Translation into English, reading comprehension and writing (40%) Paper 2 Translation into Japanese and written response to works (30%) Paper 3 Listening, reading and writing (30%)
Career and Opportunities	Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

Lessons

6.75 total per week.

Entry Requirements

The Level 3 National Extended Certificate in Sport is equivalent in size to 1 A level and is a post 16 qualification. This course is taken across two years and is a total of 360 guided learning hours. It is ideal for you if you are interested in covering the fundamentals of the sports sector alongside other fields of study, with a view to progressing to a sport-related degree programme or to one of a wide range of other higher education courses. This course involves both theoretical and practical work aligned with the body’s performance under exercise, fitness testing and planning to improve an athlete’s performance alongside career development in the sports industry.

Learners are most likely to succeed if they have:

five GCSEs at good grades and/or BTEC qualification(s) at Level 2
achievement in English and mathematics through GCSE or Functional Skills.

Course aim

This course suits anyone who has an interest in Sport and physical activity. In this course you will explore the working of the different systems of the body and how they respond to both short and long term exercise. Being equipped with this knowledge will help learners apply this understanding to fitness development.

As a learner you will be prepared to:

Explore the effects of exercise on body systems including the skeletal, muscular, respiratory, cardiovascular and energy systems
Examine lifestyle factors and their effect on health and wellbeing
Understand the screening processes for training programming
Understand programme-related nutritional needs
Examine training methods for different components of fitness and understand training programme design
Understand the career and job opportunities in the sports industry
Explore own skills using a skills audit to inform a career development action plan
Undertake a recruitment activity to demonstrate the processes that can lead to a successful job offer in a selected career pathway
Reflect on the recruitment and selection process and your individual performance
Understand the principles of fitness testing assessing your own and other’s data
Explore the fitness tests for different components of fitness
Undertake evaluation and feedback fo fitness tests results and plan to improve

Course and Assessment overview

Year one

Unit 1: Anatomy and Physiology

90 minute written exam paper set and marked by Pearson (sat in January 2025)
The paper will contain a number of short- and long-answer questions that will assess learners’ understanding of the following topics: the skeletal system, the muscular system, the respiratory system, the cardiovascular system and the energy system for sports performance. Learners will use this knowledge and understanding to determine the interrelationships between body systems for sports performance.

Unit 5: Application of Fitness testing

Internal coursework

Year two

Unit 2: Fitness training and programming for Health, Sport and Well-being

This unit is a synoptic unit and will be assessed under supervised conditions.
In part A earners will be given a case study one week before the supervised assessment period to carry out preparatory work.
In part B the supervised assessment period is a maximum of 2.5 hours as timetabled by Pearson. During the assessment learners will be given a task that will assess their ability to interpret lifestyle factors and health screening data from a scenario and stimulus information in order to develop and justify a fitness training programme and nutritional advice based on these interpretations. Pearson sets and marks the task.

Unit 3: Professional development in the Sports Industry

Internal coursework

Career and Opportunities

This course prepares learners for a range of higher education courses and job roles related to the sector and helps students develop many transferable skills from job application processes in the Sports Industry to being able to plan a Health and Fitness programme.

Options for higher level study of Bsc or BA University courses
Learners have a variety of options going forwards including but not limited to Sports Coaching, Sports Psychology, Sports Science, Sports Management, Sports Business and Marketing, Sports Rehabilitation, Physical Education and Fitness Industry careers.

Lessons	6.75 hours total per week.
Entry Requirements	A grade 7 at GCSE or equivalent in mathematics
Course aim	• understand mathematics and mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study. • extend their range of mathematical skills and techniques. • understand coherence and progression in mathematics and how different areas of mathematics are connected. • apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general. • use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale for these decisions clearly. • reason logically and recognise incorrect reasoning. • use their mathematical skills and techniques to solve challenging problems that require them to decide on the solution strategy. • represent situations mathematically and understand the relationship between problems in context and mathematical models that may be applied to solve them. • draw diagrams and sketch graphs to help explore mathematical situations and interpret solutions . • make deductions and inferences and draw conclusions by using mathematical reasoning. • interpret solutions and communicate their interpretation effectively in the context of the problem. • read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding. • read and comprehend articles concerning applications of mathematics and communicate their understanding. • use technology, such as calculators and computers, effectively and recognise when it may be inappropriate to use them. • take increasing responsibility for their own learning and the evaluation of their own mathematical development.
Assessment overview	Year 1	This is a linear course comprising of compulsory teaching in the fields of pure mathematics, statistics and mechanics. There are no optional modules. There are two examination papers: Paper 1: Pure mathematics lasts 2 hours, has 100 marks which makes up 62.5% of the qualification Paper 2: Statistics and Mechanics lasts one hour and 15 minutes, has 60 marks and makes up 37.5% of the qualification
	Year 2	This is a linear course comprising of compulsory teaching in the fields of pure mathematics, statistics and mechanics. There are no optional modules. There are three examination papers: Paper 1: Pure Mathematics 1 Paper 2: Pure Mathematics 2 Paper 3: Statistics and Mechanics Each paper is lasts 2 hours, has 100 marks and makes up 33.3% of the qualification
Career and Opportunities	Mathematical experts in demand across all types of industries the world over. Study maths and you have access to career opportunities in sectors you may never have even considered including specialised fields such as law and medicine. That said, a large number of maths careers are still based within business or science and technology-related sectors, with maths graduates occupying roles such as accountant, actuary, statistician, technician, Economist or market researcher.

Lessons	6.75 hours total per week.
Practical subject:	YES
Entry Requirements	If you have studied Photography or ART to GCSE it would be advantageous but not essential. The most important requirements are a keen interest in photography combined with enthusiasm and a willingness to work hard during the lessons and in your own time.
Course aim	Students will learn how to technically use a DSLR camera, and apply relevant techniques to help communicate ideas. They will learn how to investigate the work of photographers and artists to help inform and develop their work. They will learn how photography can represent ideas, feelings, and meanings and utilise this within their own work. During the lessons students will explore a variety of technical photographic practices using the DSLR on outdoor locations, studio workshops, developing their images through Camera Raw and Photoshop workshops. Students will be required to document the journey of their photography project in an A4 sketchbook illustrating the development and exploration of their work. The sketchbook needs to present a range of techniques, approaches and methods working towards a final outcome.
Course and Assessment overview	Year 1	Component 1: Portfolio – An internally guided project based on a theme. 60% Component 2: Externally set assignment – An externally set assignment students choose one from a set of questions. Preparatory period + 10 hours supervised time.40%
	Year 2	Component 1: Personal Investigation – An internally guided practical investigation into an idea, issue, concept or theme, supported by written material. 60% Component 2: Externally set assignment – An externally set assignment students choose one from a set of questions. Preparatory period + 15 hours supervised time. 40%
Career and opportunities	You may go on to study Photography at University or combine it with other creative subjects such as Fine Art, Interior Design, Graphic Design, Web Design, Multi-Media, Advertising or Video Production. Potential careers within Photography could include Photographic Professional Practice, Journalism, Advertising, Fashion, Media and Film.

Lessons	6.75 hours total per week.
Practical subject:	YES
Entry Requirements	We would expect that applicants to this course would have grades 9-4 in British GCSE Physics/Science and Mathematics or equivalent grade/mark in their national system of secondary education. Use of mathematical skills will make up 40% of the assessment.
Course aim	Essential knowledge and understanding of different areas of the subject and how they relate to each other. A deep appreciation of the skills, knowledge and understanding of scientific methods. Competence and confidence in a variety of practical, mathematical and problem solving skills. Developing their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject. An understanding of how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.
Course and Assessment overview	Year 1	Students should gain experience of a wide variety of practical work that gives them opportunities to develop their practical and investigative skills by planning, carrying out and evaluating experiments. Content of the course covers: Topic 1: Working as a Physicist Topic 2: Mechanics Topic 3: Electric Circuits Topic 4: Materials Topic 5: Waves and Particle Nature of Light
	Year 2	This course includes 5 topics from AS specification. In addition to them it also contains: Topic 6: Further Mechanics Topic 7: Electric and Magnetic Fields Topic 8: Nuclear and Particle Physics Topic 9: Thermodynamics Topic 10: Space Topic 11: Nuclear Radiation Topic 12: Gravitational Fields Topic 13: Oscillations
Career and Opportunities	By studying Physics at school or college students are opening the door to a wide variety of rewarding careers. As well as learning about how the universe works, students will get a broad training in skills that all employers value – an ability grasp concepts quickly, a determination to find coherent answers, not to mention problem-solving, analytical, mathematical and IT skills. “A” grades in Physics are highly valued by leading British universities. Careers in Physics may be very versatile, but if you have chosen medicine, engineering, IT or architecture, or even management and finance, the skills developed by studying Physics are still highly regarded.

Lessons	6.75 hours total per week.
Entry Requirements	Ideally, students wishing to study A-level Politics should either have at least a Grade B in GCSE English or be of a Band 6 standard in IELTS writing. More importantly, perhaps, is an interest in current affairs!
Course aim	Develop a critical awareness of the nature of politics and the relationship between political ideas, institutions and processes. Acquire knowledge and understanding of power and the related structures within the political system of the United Kingdom. Acquire knowledge and understanding of the rights and responsibilities of the individual and encourage an engagement with contemporary politics, both in the UK and in the wider world.
Course and Assessment overview	Component 1	UK Politics • 2 hours/33⅓% • TWO 30-mark questions (Section A) and ONE 24-mark question (Section B)	Section A Political Participation: Democracy and participation Political parties Electoral systems Voting behaviour and the media Section B Core Political Ideas: Conservatism Liberalism, Socialism
	Component 2	UK Government • 2 hours/33⅓% • TWO 30-mark questions (Section A) and ONE 24-mark question (Section B)	Section A The constitution Parliament Prime Minister and executive Relationships between the branches Section B • ONE non-core political idea
	Component 3	Comparative Politics (Global Politics) • 2 hours/33⅓% • TWO twelve-mark questions and TWO 30-mark questions	Sovereignty and globalisation Global governance: political and economic Global governance: human rights and environmental Power and developments regionalism and the European Union Comparative theories.
	Studying Politics would lead to a wide range of career opportunities including those in public affairs, banking, social work, journalism, law, probation work, sales, public relations and research. Politics combines well with all humanities and arts subjects. The skills you develop will be transferable to other subjects and will support your studies generally. This course is heavily essay based.

Lessons	6.75 hours total per week.
Entry Requirements	There are no prior learning requirements to take this course. However, the course demands both fluent writing skills and being comfortable with numbers. It is therefore recommended that those wishing to study A-level Psychology should have obtained 5 or 6 grades in GCSE English and Maths, or their international equivalents. A commitment to hard work is essential for this course.
Course aim	To develop essential knowledge and understanding of various areas of Psychology and how they relate to each other. This involves developing an appreciation of the scientific method and confidence in a variety of practical, mathematical and problem-solving skills. It also involves developing an appreciation of the many applications of Psychological science to social issues.
Assessment overview	Year 1	Topic 1 – Social Psychology Topic 2 – Cognitive Psychology Topic 3 – Biological Psychology Topic 4 – Learning Theories Topics 1-4 are assessed via a 2-hour external examination, and comprise 35% of the total A-level.
	Year 2	Topics 1-4 (35% of total A-Level) plus: Topic 5 – Clinical Psychology Topic 6 – Criminological Psychology Topics 5 and 6 are assessed via a 2-hour external examination, and comprise 35% of the total A-level. Topic 9 – Psychological Skills (review of methodology, Review of studies, Review of issues and debates) Topic 9 is assessed via a 2-hour external examination, and comprises 30% of the total A-level.
Career and Opportunities	Studying Psychology gives you a broad range of skills that span both science and the arts and opens up opportunities with a wide variety of employers. Careers directly related to psychology include clinical psychologist, counselling, educational psychologist, forensic psychologist, psychology lecturer, and sports psychologist. However, the subject also opens up opportunities in advertising and marketing, human resources, finance, the media, and social services, amongst others.

Lessons	1.5 hours total per week.
Entry Requirements	Ideally, students wishing to study A-level Russian should either have at least a Grade 7 in GCSE Russian or be a native speaker.
Course aim	Develop and build on the skills acquired at GCSE. Enhance employment prospects. Facilitate foreign travel. Provide an insight into another culture and society. Provide students with a sound basis for further study.
Assessment overview	Year 1	Unit 1 – Assessment: 8-10 minute assessment in two sections. Section A requires students to respond to four Edexcel set questions. Section B requires the teacher to engage the student in a discussion Unit 2 – Assessment: 2 hour 30 minute paper in three sections. Section A requires students to listen to a range of authentic recorded Russian language material and to retrieve and convey information given in the recording. Section B requires students to read authentic Russian language printed materials and to retrieve and convey information. Section C requires students to write 150–165 words in the form of a letter, report or article in Russian based on a short printed Russian-language stimulus.
	Year 2	Unit 3 – Assessment: 11-13 minute assessment Students first outline their chosen issue for about one minute, adopting a definite stance towards the issue. They should then defend and justify their opinions for up to four minutes. Unit 4 – Assessment: 2 hour 30 minute paper in three sections. Section A: A short written translation exercise to test students’ ability to transfer meaning from English into Russian effectively. Section B: A Russian-language essay in response to one from a choice of seven questions, linked to the prescribed general topic areas, that invite either discursive or creative writing. Section C: A research-based essay in Russian (180–200 words) to reward students for Russian-language research skills linked to an area of interest to the student that relates to the culture and/or society of a Russian language country, countries or community.
Career and opportunities	Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

Lessons	1.5 hours total per week.
Entry Requirements	Ideally, students wishing to study A-level Spanish should either have at least a Grade 6 in GCSE Spanish or be a native speaker.
Course aim	Develop and build on the skills acquired at GCSE. To enhance employment prospects. To facilitate foreign travel. To provide an insight into another culture and society. To provide students with a sound basis for further study.
Course and Assessment overview	Year 1	Paper 1 – Listening, reading and translation Paper 2 – Written response to works and translation Paper 3 – Speaking
	Year 2	Paper 1 – Listening, reading and translation Paper 2 – Written response to works Paper 3 – Speaking
Career and Opportunities	Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

Lessons

1.5 hours total per week.

Entry Requirements

Ideally, students wishing to study A-level Chinese should either have at least a grade 7 or 8 in GCSE Chinese or be a native speaker

Course aim

develop and build on the skills acquired at GCSE.

to enhance employment prospects.

to facilitate foreign travel.

to provide an insight into another culture and society.

to provide students with a sound basis for further study.

Course and Assessment overview

Paper 1 Listening, reading and translation into English (40%)

Paper 2 Written response to works and translation (30%)

Paper 3 Speaking (30%)

Career and Opportunities

Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

Lessons	1 ½ hours total per week.
Entry Requirements	The EPQ is an internally assessed qualification where pupils have the opportunity to direct their learning. There are no formal entry requirements for this qualification – it is an ideal opportunity to take the lead exploring a topic of their choosing and of their interest. For some projects, learners may need to work in a group. In these cases each learner must have a clearly distinguished role and produce their own individual evidence for the entire project which can be assessed independently of others’ contributions.
Course aim	This qualification will enable learners to take responsibility for their own learning through choosing, researching, creating and finally evaluating a project of their choosing. Students begin the course focusing on developing critical thinking and analysis skills or PLTS (personal, learning and thinking skills). This is an important aspect of the course as it helps students consider and critique their potential sources in terms of reliability and bias for example. Students will: Develop and improve their own learning and performance as critical, reflective and independent learners Develop and apply decision making and, where appropriate, problem solving skills Extend their planning, research, critical thinking, analysis, synthesis, evaluation and presentation skills Where appropriate, develop as e-confident learners and apply relevant technologies in their studies Develop and apply skills, creatively demonstrating initiative and enterprise Transfer skills developed as part of their project to other areas of study Use their learning experiences to support their personal aspirations for further education and/or career development. Identify the key concepts and principles underlying their studies or areas of interest Make connections, links and complexities, where appropriate, between different areas of study and/or different areas of interest. The EPQ is equivalent to half an A-Level and can be worth up to 28 UCAS points.
Course and Assessment overview	Level 3 – Extended Project Qualification. Students chose one unit of study. This project can be linked to work carried out in other qualifications and extend their understanding or can be a totally separate entity.	Unit 1 (Dissertation) – e.g. a theoretical written project on any topic presenting an argument, eg research into the ethics of genetic engineering Unit 2 (Investigation or field study) e.g. a practical investigation involving the collection of data regarding a geographical study of erosion. Unit 3 (Performance) e.g. – development of practical skills resulting in a performance, eg performing music, drama, sport Unit 4 (Artefact) – designing and making an artefact e.g, making a painting or sculpture, designing a piece of furniture, creating a website. Students must submit evidence to their assessor including a project proposal form, a project activity log of their journey, evidence of outcome and an evaluation in the form of a presentation and a short question and answer session. The learning objectives that form the assessment total a maximum of 54 marks and include: AO1 – Manage – Identify, design, plan and carry out a project, applying a range of skills, strategies and methods to achieve objectives. AO2 – Use resources – Research, critically select, organise and use information, selecting and using a range of resources. Analyse data, apply relevantly and demonstrate understanding of any links, connections and complexities of the topic. AO3 – Develop and realise – Select and use a range of skills, including, where appropriate, new technologies and problem solving, to take decisions critically and achieve planned outcomes. AO4 – Review – Evaluate all aspects of the extended project, including outcomes in relation to stated objectives and own learning/performance. Select and use a range of communication skills and media to present project outcomes and conclusions.

Career and Opportunities

The EPQ teaches students a number of soft skills that are valuable throughout their higher education studies and beyond. Skills such as communication, research skills, time management, problem solving and thinking creatively to find a solution, organisation and resilience all develop throughout the qualification. Candidates can tailor their project towards their chosen University course to deepen their understanding, give them valuable experience to discuss at interviews and give them an important insight into higher level education and study.