1. education
2. school

Year 12 & 13
Parent/Carer Handbook
Supporting your child’s learning
2014 - 2015
CONTENTS
GENERAL INFORMATION
PAGE
Our School Aims .................................... 3
Welcome to the Minster School ................ 3
Head of Sixth Form Welcome................... 3
Christian Ethos & Worship ....................... 3
Minster7 ............................................... 4
Teaching School Status .......................... 4
Awards................................................. 4
School Comms ...................................... 5
Minster School Website ........................... 5
ICT Agreement ...................................... 6
E-Safety ............................................... 6
Travelling to/from PE Fixtures.................. 6
ParentPay ............................................. 7
The School Day ..................................... 7
Emergency Planning ............................... 7
Reporting Sixth Form Absence ................. 7
Holiday/Out of School Applications ........... 7
Teaching Staff List ............................. 8-11
90% in a Subject Rule ........................... 12
Private Study Expectations ..................... 12
Course Changes ................................... 12
Entry to Year 13 ................................... 12
Ways to Support Student Learning .......... 12
Additional Specifics ............................... 12
Supporting Student Learning .................. 13
Uniform ............................................... 13
Buses................................................. 14
Instrumental Music Tuition .................... 14
School Equipment ................................. 14
Sixth Form Use of School Library ........... 15
Recycling ............................................ 16
The National Healthy School Standard .... 16
MSPTA ............................................... 16
School Holidays 2014/2015 ................... 17
School Residential Trips ........................ 18
Year 12 & 13 Calendar...................... 19-22
Reporting to Parents/Carers .................. 23
YEAR 12 CURRICULUM
Art & Design ....................................... 25
Digital Photography.............................. 25
Biology............................................... 26
Business Studies ................................. 27
Chemistry ........................................... 28
Computing .......................................... 29
Design & Technology ........................ 30-31
Product Design—Graphic Products .......... 32
Product Design—Resistant Materials ....... 33
Drama & Theatre Studies ...................... 34
Economics .......................................... 35
English Language................................. 36
English Literature ................................ 37
The Minster School
Geography .......................................... 38
Government & Politics ........................... 39
History ............................................... 40
ICT .................................................... 41
Languages—French .............................. 42
Languages—German ............................. 43
Languages—Spanish ............................. 44
Maths ................................................. 45
Further Maths ...................................... 46
Media Studies ...................................... 47
Music.................................................. 48
Music Technology ................................. 49
PE ..................................................... 50
Physics ............................................... 51
Psychology .......................................... 52
Religious Studies .................................. 53
Subsidiary Diploma in Performing Arts . 54-55
The Extended Project Qualification .......... 56
Young Enterprise .................................. 57
Duke of Edinburgh ................................ 57
YEAR 13 CURRICULUM
Art & Design ........................................ 59
Digital Photography .............................. 59
Biology ............................................... 60
Business Studies .................................. 61
Chemistry ........................................... 62
Computing .......................................... 63
Design & Technology ............................ 64
Product Design—Graphic Products .......... 65
Product Design—Resistant Materials ........ 66
Drama & Theatre Studies ...................... 67
Economics ........................................... 68
English Language ................................. 69
English Literature ................................. 70
Geography .......................................... 71
Government & Politics ........................... 72
History ............................................... 73
ICT .................................................... 74
Languages—French .............................. 75
Languages—German ............................. 76
Languages—Spanish ............................. 77
Maths & Further Maths .......................... 78
Media Studies ...................................... 79
Music.................................................. 80
Music Technology ................................. 81
PE ..................................................... 82
Physics ............................................... 83
Psychology ..................................... 84-85
Religious Studies .................................. 86
Subsidiary Diploma in Performing Arts . 87-88
Sports Leaders..................................... 89
Recommended Textbooks & Websites.. 90-93
Parent/Carer Handbook 2014-2015
2
GENERAL INFORMATION
OUR SCHOOL AIMS
HEAD OF SIXTH FORM WELCOME
1. To create an atmosphere of caring and
purpose derived from commitment to moral
and religious principles.
A sincere welcome to parents/carers of our
Sixth Formers. We are confident that your child
will be happy here. Minster Sixth Form provides
a
caring
and
challenging
environment,
complemented by the strong friendship groups
which flourish in our Sixth Form. We are
delighted by our academic success and remain
a very popular Sixth Form. Sixth Form students
will enjoy new privileges and new responsibility.
There is a dedicated Sixth Form cafeteria and
for private study, students have their own ICT
facilities and study rooms.
2. To engender a lifelong love of learning.
3. To encourage each child to strive for his or
her best in intellectual, physical and spiritual
growth.
4. To help each child to develop relationships
with others which are founded on mutual
respect and the pursuit of lasting happiness.
5. To encourage and develop leadership and
active citizenship within the school and
wider community which fosters a sense of
dignity, vocation and purpose for every
individual.
6. To develop and maintain
teaching and learning.
excellence
in
WELCOME TO THE MINSTER SCHOOL
This handbook is part of our commitment to
work in close partnership with parents/carers.
We want to ensure that you have a good sense
of the things that your child will be doing this
year at school. We encourage you to read this
booklet, to discuss its contents with your child
and to ask any questions regarding the
booklet’s contents.
We want parents and carers to feel that there is
an ever-open opportunity for you to tell us what
is going well, to suggest what we might do
differently to improve things further and to feel
involved in the decisions we make in school.
Elsewhere in this booklet you will find a section
on communication with the school. This details
a range of ways to get in touch and who to
make contact with.
We’re proud of the achievements of our past
and present students and ambitious for the
future. We hope you will feel a close part of our
continuing journey as a school .
Mr M. J. Parris
The Minster School
Head Teacher
Mr J R Samuels
Director of Post-16 Studies
CHRISTIAN ETHOS AND WORSHIP
As a Church of England School, gospel values
are very important to us.
The Christian
message has had a presence in our school for
hundreds of years and its essential message of
love for neighbour remains a guiding principle
in our academic studies and our relationships
with one another. The school’s heart-space is
both the meeting point of our academic
endeavours, as the school’s subject areas all
give onto it and it is the main gathering point
for staff and students. The chapel, situated in
the Hall and in which we meet for acts of
worship, provides the spiritual compass for all
of our work and play.
Students and staff meet twice weekly for an Act
of Worship in our modern, well-equipped hall.
These are presided over by members of the
school’s chaplaincy team, members of the
senior leadership group, Heads of House,
teachers and visitors who speak on a variety of
issues.
In addition we have a yearly
Foundation Service in the Summer Term which
celebrates the school’s origins as a Christian
school and its links with Southwell Minster.
Students can attend communion once every
half term and we have a strong and growing
Christian Union in the school, which meets
weekly and plans Acts of Worship and other
events. We also have a whole-school service at
the conclusion of every term.
Parent/Carer Handbook 2014-2015
3
GENERAL INFORMATION
At the Minster School we want all of our
students to become successful learners,
confident individuals and responsible citizens.
The Minster 7 are firmly grounded in the
Minster School’s ethos and underpin the
attributes which we believe will enable young
people to enter work and adult life as confident
and capable individuals who can make a
positive contribution to society. The Minster 7
place value on transferable skills and attributes
and provide a framework to support students in
their development as learners and members of
society, recognising the importance of both
learning in school and students’ wider
experiences outside of school.
MINSTER7
Students are at their best when they are…
motivated.
They challenge themselves to achieve more in
all areas of life

Approach life with confidence and an
eagerness and willingness to learn.

Adopt a ‘can do’ attitude and celebrate
success, both their own and that of others.

Demonstrate leadership and encourage
other students to fulfil their potential.
independent learners.
They exhibit a high level of personal
organisation and independent learning

Reflect on their own learning and resolve
problems.

Set themselves targets and plan their own
work effectively.

Discover links between subjects and with
the outside world.
The Minster School
new thinkers.
They have the confidence to be creative and
generate new ideas

Use their initiative to investigate and
generate new ideas.

Are creative.

Adapt ideas and embrace change.
self managers.
They take responsibility for their own learning
and respond positively to the expected
standards of behaviour

Organise time and resources.

Show commitment and perseverance in
working towards goals.

Respond positively to change, seeking
advice and support when needed.
team workers.
They co-operate fully in learning strategies,
especially where collaboration with other
students is a key element

Are prepared to take a wide variety of
roles and change the way they work to
suit their role.

Collaborate with others to achieve a
common goal and demonstrate leadership.

Listen, share and move forward with
others.
explorers.
They contribute to the school and the wider
community

Seek new opportunities and take part in
activities in and out of school.

Consider and appreciate alternative views
and opinions to clarify their own values.

Explore knowledge and life and develop an
understanding of their place in the world.
respectful.
They work to the best of their ability, develop
positive relationships with others and show care
for the school environment.

Show respect for others and earn respect
for themselves.

Show consideration for others and the role
they have in our community.

Treat their environment with respect.
Parent/Carer Handbook 2014-2015
4
GENERAL INFORMATION
TEACHING SCHOOL STATUS
AWARDS
The Minster School was designated as a
National Teaching School in March 2013. This
status, awarded only to outstanding schools,
means that together with an alliance of
strategic partners, the Minster Teaching School
has responsibility for leading a ‘self-improving
school system’ in the local area and beyond.
The Minster School holds the ICT Mark and the
British Council International Schools Award. The
school has gained recognition for its use of
technology by achieving the ICT Mark, Third
Millennium
Learning
Award
and
the
International Technology in Education Mark.
The Geography department achieved the
‘centre of excellence’ quality mark from the
Geographical Association.
SCHOOLCOMMS
The Minster Teaching School Alliance brings
together a diverse range of schools in a
partnership of equals. The overarching aim of
the Alliance is that all students in all schools
within the Alliance will benefit from a
commitment to work collaboratively to share
strengths and support develoment, whilst
ensuring that the high standards we expect for
our own school are maintained.
The Minster Teaching School is active on behalf
of its members in the areas of initial teacher
training, continuing professional and leadership
development, school-to-school support and
research and development.
In June 2014 the school became one of thirty
two National Maths Hubs, designated to
transform and improve the teaching of
Mathematics across the country and to inform
government thinking on the teaching of
Mathematics.
Schoolcomms is a reliable way of improving
communication between parents/carers, staff
and students, using text messaging and e-mail.
It ensures the quality and regularity of contact
with parents/carers for issues such as school
events, student absence, late bus information,
details of school trips and the sending out of
important
letters
and
newsletters.
The
Schoolcomms system provides an added benefit
of reducing the amount of paper and printing
required, and as an eco school this is very
important to us.
Parents/carers must be registered with the
Schoolcomms system, which is a straight
forward process.
For more information on how to register and
how to get help if you have registered but are
not receiving information, please contact:
Lorraine Bailey Tel: 01636 817303
or email [email protected]
Information about Schoolcomms is available on
the school website by following the Parent
weblink.
The Minster School
Parent/Carer Handbook 2014-2015
5
GENERAL INFORMATION
SCHOOL/PARENT/CARER ICT AGREEMENT
The school computer system provides Internet
and e-mail access to students and staff. This
Responsible
Network
and
Internet
Use
statement will help protect students, staff and
the school by clearly stating what is acceptable
and what is not.
of computer access. The school may, without
consultation
with
the
student,
delete
inappropriate materials in circumstances where
it believes unauthorised use of the school's
computer system is or may be taking place, or
the system is or may be being used for criminal
purposes or for storing text or imagery which is
unauthorised or unlawful.
 Access must only be made via the user's
authorised account and password, which must
not be given to any other person.
 School computer and Internet use must be
appropriate to the student's education or to
staff professional activity.
 Copyright and intellectual property rights
must be respected.
 Users are responsible for e-mail they send
and for contacts made.
 E-mail should be written carefully and
politely. As messages may be forwarded, email is best regarded as public property. The
use of any threatening, sexist, racist or
obscene language is banned.
 Unauthorised downloads to the system are
not permitted. Users seeking to download ay
material must seek permission from the
Assistant Head eLearning before undertaking
any such activity.
 Anonymous messages and chain letters must
not be sent.
 The use of public chat rooms is not allowed
unless they are of an educational theme and
staff supervision is given at all times.
 The school ICT systems may not be used for
private purposes, unless the Head Teacher
has given permission for that use.
 Use for personal financial gain, gambling,
political purposes or advertising is forbidden.
 The security of ICT systems must not be
compromised, whether owned by the school
or by other organisations or individuals.
All students using the ICT network will have
these rules explained in full, and with clear
examples, within two weeks of starting to use
the network.
Access to the Internet, e-mail and supervised
extra-curricular access to equipment, will not be
available until that time.
Any breach of the rules above or any other use
considered against the spirits of reasonable use
will result in a sanction, such as the loss of
access rights to the system.
Very occasionally staff may use their own car to
transport students to and from sports fixtures.
Members of staff will be in possession of the
necessary insurance to do so.
Any questions or queries relating to this policy
should be addressed to Mr J Partridge (Assistant
Head) or to the Head Teacher directly.
E-SAFETY
The Minster School has in place technologies
that will protect students from inappropriate
material that can be found when using the
Internet. Social networking websites, such as
Facebook, are blocked. E-mail is also monitored
and e-mails containing inappropriate language,
for example, are directed to the systems
manager and Assistant Head of eLearning who
then will take appropriate action. Students
cannot download software from the internet or
install software brought into school using a
memory stick.
eSafety guidance material is available on the
school website by following the eLearning link.
Guidance will also be available to parents/carers
to help protect their children from the dangers
of the Internet at home.
TRAVELLING TO/FROM PE FIXTURES
The school may exercise its right by electronic
means to monitor the use of the school's
computer systems. Examples of the monitoring
which may take place include: recording visited
web-sites, the interception of e-mails or logging
The Minster School
Parent/Carer Handbook 2014-2015
6
GENERAL INFORMATION
PARENTPAY
REPORTING SIXTH FORM ABSENCE
ParentPay is our online payments system,
creating a cashless environment for the
school. The system allows parents/carers to
pay online for school meals and trips. A
ParentPay link is available via the school
website or visit www.parentpay.com and enter
your username and password today. Some of
the benefits this system brings are that it:
Parents/carers should contact Miss Toms in the
Sixth Form Office—telephone 01636 817333 or
[email protected], in the event of
any student absence.
 removes the risks of students carrying money
 eliminates money related bullying
 releases students from the responsibility of
taking payments into school
 anytime, anywhere payments can be made
with high security
Should you require any more information about
Parentpay please contact the School Finance
Office.
A call, note or email to the Sixth Form Office
from parent/carer on the morning of any
unforeseen student absence is sufficient. Sixth
Form students cannot self-certify reasons for
absence.
For planned absences e.g. Holidays/University
Open Days/Medical Appointments authorisation
must also be sought in advance from Mr
Samuels via Miss Toms in the Sixth Form Office.
Following the above procedures is particularly
important for students who are recipients of the
Post 16 Bursary Allowance as a failure to
communicate could result in non-payment.
HOLIDAY/STUDENT
OUT
APPLICATION DETAILS
OF
SCHOOL
Holidays will not be authorised by school for the
following reasons:
THE SCHOOL DAY
The school operates within a 5 period day with
lessons timetabled over a two week cycle. The
morning session begins at 8.50am and the
afternoon session finishes at 3.30pm. On
Wednesdays however we operate a 4 period
day and students finish at 2.30pm. However,
Year 13 students are not required to be on site
outside of timetabled activities.
EMERGENCY PLANNING
If an emergency happens at school or the
school is closed for any reason (for example,
severe weather) methods of informing parents/
carers will include:




 Availability of cheap holidays
 Availability of desired accommodation
 Poor weather experienced in the school
holiday period
 Overlap with beginning or end of term
 Holidays booked before checking with school
Day trips
The reason for this is that at certain times of
the year students may experience extra
problems because of missing school.
These
include examination periods or completion of
core activities.
If you still wish to apply for a leave of absence
the application form can be obtained from Miss
Toms in the Sixth Form office.
Notice on the school website
SchoolComms text messaging
Notice on the school entrance door
Local radio
Reminder: Please inform the school if you
change your contact details so that the
communication link can be maintained.
The Minster School
Parent/Carer Handbook 2014-2015
7
GENERAL INFORMATION —TEACHING STAFF
Name
Role
Tutor
Group
Department
Mr L Akhurst
History
W5
Mr C Aldred
Geography
C4
Science
W9
Mr M Arnold
Assistant Curriculum
Team Leader
Mrs M Atkinson
Deputy Head/ Director of
Teaching School
Maths
T5
Mrs E Baguley
English
C11
Ms L Ball
TAD
C16
Assistant Head
Student Behaviour
Social Studies
Mr R Berry
English
Ms M Bilodeau
Music
Mr P Birks
Progress Manager
Mrs A Blackwell
Assistant Head of House —
Clumber
Miss E Bolivar
Mr D Boothroyd
Assistant Head & Deputy
Director of Teaching School
and ITT
Mr P Bowen
Mr P Bowes
[email protected]
T6
History
Mr R Blackmore
[email protected]
Maths
W3
Social Studies
C2
Languages
T14
History
[email protected]
Modern Foreign Languages
Curriculum Team Leader
Social Studies
Miss E Bradshaw
Social Studies
R18
Maths
W6
W16
Miss L Brailsford
Assistant Head of Post 16
Physical Education
Mrs S Britten
Head of Junior Department
Junior Department
Mr J Brookes
Assistant Head of House Rufford
Physical Education
R9
Languages
W1
Mr A Brooks
[email protected]
[email protected]
Mrs G Burles
Head of Rufford House
Physical Education
Mrs M Burlington
Assistant Curriculum Team
Leader
Science
R16
Mrs J Burrows
Assistant Head of House —
Thoresby
Social Studies
T1
Mrs J Chappell
Curriculum Team Leader
— Humanities
Geography
C12
[email protected]
Mrs H Charnley
Maths
Mrs S Chewings
Science
Ms J Clifford
Modern Foreign Languages T14
Mrs A Coyle
Music
Mrs K Crone
English
R1
Dr Esme Davidson
English
R17
Mrs P Durance
Technology & Design
W11
Mrs K Edington
Junior Department
Mrs H Feehily
RE
R11
Miss A Fellows
ICT
C15
The Minster School
[email protected]
[email protected]
Mrs K Auld
Miss C Bentley
Email address
[email protected]
[email protected]
C3
Parent/Carer Handbook 2014-2015
8
GENERAL INFORMATION —TEACHING STAFF
Name
Role
Department
Miss G Forster
Miss R Foy
Tutor
Group
English
Curriculum Team Leader History
History
R7
Miss A Garnett
Humanities
C10
Miss A Gillott
Technology & Design
W13
Physical Education
T3
Mr G Grosvenor
Maths
R15
Mrs A Guest
English
C7
Mrs S Gratton
Mrs L Hall
Curriculum Team Leader
Assistant Curriculum Team English
Leader
R13
Miss C Harbron
Religious Eduaction
R10
Mr D Heald
Maths
R3
Mr B Heath
Science
W14
Miss N Herreros
Assistant Curriculum Team Languages
Leader
Mr P Hughes
Languages
Mrs J Ireland
Maths
Mr A Jarmyn
Science
Mr I Jennings
Music
Mr J Jordan
Curriculum Team Leader
Christian Distinctiveness/
Worship
W7
Religious Eduaction
[email protected]
[email protected]
[email protected]
[email protected]
English
R14
Mrs J Lacey
Languages
T17
ICT
T11
Mrs H Lawson
English
W2
Mr A Lewis
TAD
T8
Temp Curriculum Team
Leader —ICT &
Computing
[email protected]
C14
Mrs R Kirkpatrick
Mr S Lang
Email address
[email protected]
Mrs N Lyons
Assistant Head Enrichments
Geography
[email protected]
Ms H McGregor
Curriculum Team Leader
—Maths
Maths
[email protected]
Miss C McKeever-Williams
Curriculum Team Leader
—Wider Learning
Technology & Design
Mr T Meads
C8
[email protected]
English
Mr A Mellor
Assistant Curriculum Team Technology & Design
Leader
T16
[email protected]
Mr D Monteith
Curriculum Team Leader
—Science
Science
T15
[email protected]
English
W10
Mrs C Morgan
The Minster School
Parent/Carer Handbook 2014-2015
9
GENERAL INFORMATION —TEACHING STAFF
Name
Role
Department
Miss M Moseley
Languages
Miss C Murphy
Science
Mr M Musson
Temporary Assistant
Curriculum Team Leader —
PE
Physical Eduaction
Tutor
Group
Email address
C17
R6
Miss A Nicolaou
Music
Mr C Owen
Social Studies
R8
C6
[email protected]
Mr M Oxley
Curriculum Team Leader —
English
English
Mr J Partridge
Assistant Head - E Learning
ICT
Miss L Potts
Assistant Curriculum Team
Leader — English
English
T18
[email protected]
Mrs J Powis
Assistant Curriculum Team
Leader —Part-time
English
T7
[email protected]
Mr R Price
Deputy Head—Pastoral
Social Studies/Maths
[email protected]
Mrs J Rawcliffe
Curriculum Team Leader —
Learning Support
Learning Support
[email protected]
Mr P Rowson
Head of Clumber House
Physical Eduaction
[email protected]
Mr J Samuels
Director of Post 16 Studies
Technology & Design
[email protected]
Miss M Shaw
P16 EPQ Coordinator
Social Studies
W17
Science
C9
Mr M Shooter
[email protected]
Mrs P Skoyles
Assistant Head of House —
Welbeck
Science
W4
Mrs A Spinks
Curriculum Team Leader
Drama
Drama
W18
Mrs J Sprawson
Assistant Curriculum Team
Leader
Technology & Design
T2
Technology & Design
C5
Mrs J Stafford
[email protected]
[email protected]
[email protected]
Mrs C Stanley
Head of Welbeck House
Physical Education
[email protected]
Mr C Stevens
Deputy Head - Curriculum
Geography
[email protected]
Mr P Stevens
Assistant Head—Data
Management & Exams
ICT
[email protected]
Mrs J Stewart
Science
R4
Miss L Stolworthy
Drama
C1
Ms S Siame
ICT
Miss K Taylor
Technology & Design
Mrs V Texier-Salter
Languages
T9
Mrs E Timms
Temp Curriculum Team
Leader (Maternity Cover)
Geography
C18
Mr P Tipple
Assistant Curriculum Team
Leader
Maths
T13
Mr M Towndrow
Maths
R2
Mr R Turner
Science
T12
[email protected]
Mr A Vickers
Part time
Religious Education
Mr M Walker
Head of Thoresby House
Physical Education
[email protected]
Mr A Wall
Assistant Head - Teaching &
Learning
Religious Education
[email protected]
Ms H Wallis
Director of Music
Music
The Minster School
Parent/Carer Handbook 2014-2015
10
GENERAL INFORMATION —TEACHING STAFF
Name
Role
Department
Mr A Wall
Assistant Head - Teaching &
Learning
RE
Ms H Wallis
Director of Music
Music
Tutor
Group
[email protected]
Miss A Walter
Languages
R5
Mr C Webster
RE
W12
T10
Mrs S Westerman
Curriculum Team Leader —
Languages
Languages
Mrs A Whiles
Assistant Curriculum Team
Leader —Music
Music
Mrs J Whitham
AST
Science
T4
Mr M White
Science
C13
Mr D Williams
Maths
W15
R12
Mrs H Wilson
Assistant Curriculum Team
Leader —Biology
Science
Mr M Woodford
Assistant Head Intervention & Maths Hub
Maths
Curriculum Team Leader —
Technology & Design
Technology &
Design
Email address
[email protected]
Mrs J Woodhouse
Mrs A Zannetou
W8
[email protected]
LEADERSHIP GROUP
Head Teacher: Mr M J Parris
Deputy Head Pastoral: Mr R Price
Deputy Head Curriculum: Mr C Stevens
Deputy Head—Director Teaching School: Mrs M Atkinson
Assistant Head—Student Behaviour: Miss C Bentley
Assistant Head—Deputy Director of Teaching School: Mr D Boothroyd
Assistant Head—Enrichments: Mrs N Lyons
Assistant Head– e-learning: Mr J Partridge
Assistant Head– Data Management and Exams: Mr P Stevens
Assistant Head– Teaching and Learning: Mr A Wall
Assistant Head– Intervention and Maths Hub: Mr M Woodford
School Business Director: Mrs J Straw
LEARNING SUPPORT
Special Educational Needs Co-ordinator: Mrs L Green
Teaching Assistant: Mrs S Beacock
Assistant Head: Mrs A Cadman
Assistant Head: Ms K Iremonger
Assistant Head: Mrs H Nunn
Assistant Head: Mrs F Plume
Personal Care Assistant: Mrs R Towle
If unsure who to approach please e-mail [email protected] and your message will be forwarded to the
relevant member of staff.
The Minster School
Parent/Carer Handbook 2014-2015
11
GENERAL INFORMATION
90% IN A SUBJECT RULE
WAYS TO SUPPORT STUDENT LEARNING
It is our judgement that if the level of
attendance for an individual student across the
academic year falls below 90% the student
should forfeit automatic entry for the subject
and/or be made responsible for the costs of
entry or withdrawal.
Year 12 students have at least two personal
progress interviews with their tutor per year
and Year 12 tutor groups also have a one
period per fortnight with tutors.
PRIVATE STUDY EXPECTATIONS
Year 12
It is expected that Year 12 students will spend a
minimum of four hours per subject, per week
on private study. In Year 13, as fewer subjects
are studied, it is expected that students will
spend a minimum of five hours per subject per
week on private study. Year 12 students are
expected to use the private study time available
to them in school to consolidate their core
learning from lessons. This time in school allows
access to a wide range of learning resources,
including the advice and guidance of subject
tutors and peers, and text and Internet
resources.
 5 AS Subjects exceptional
 4 AS Subjects normal plus 1 enrichment
subject - Extended Project
 3 AS subjects minimum
 1 hour per fortnight with tutor group
 Associate Tutoring
 Sixth Form Assembly
 Higher Education Fair March/April 2015
 UCAS Day 10th July 2015
 Core RE
COURSE CHANGES
There may be any number of reasons why a
student may wish to change his or her
programme of study. However, this should only
be requested after very careful thought and
consultation with parents/carers, subject staff,
tutor and the Director of Post 16 studies. It is
then at the school’s discretion whether to
authorise the change. For an approved change
to take place documentation must be completed
and countersigned by parents/carers. Only
when the documentation is complete will a
student be removed from the registers and
exam entries amended.
ENTRY TO YEAR 13
Entry to Year 13 is conditional upon a
student achieving the Year 12 minimum
outcome in three AS equivalent subjects of
grade E (excluding enrichment subjects).
If a student has only two grade E passes at
the end of Year 12, they would not be able
to access a full-time timetable for Year 13
and subsequently would not gain entry
into Year 13.
The Minster School
ADDITIONAL SPECIFICS
Year 13
Year 13 students have more independence than
other year groups. When not in lessons, tutor
activities or assembly, Year 13 students are
permitted to work at home or off the school
site.
In Year 13 most students will drop one AS
subject and study three A2 subjects.
The
Extended Project is not offered in Year 13.
Year 13 students can expect to receive support
and guidance with their application to university
or other progression until the October half-term
break. Any students wishing to attend
university open days and interviews have
permission to do so providing the Sixth Form
Office is notified in advance.
Please note, upon reaching the age of 18,
parents/carers are still required to notify us of
any student absence from school.
The school year finishes for Year 13 students
usually at the half-term at the end of May.
Until this time, full attendance in lessons and
tutor periods is required.
Parent/Carer Handbook 2014-2015
12
GENERAL INFORMATION
SUPPORTING STUDENT LEARNING
Parents/carers can support learning in a
number of ways – with homework, lesson work
and revision. The information below suggests
ways in which you can help your child to realise
his/her potential. Don’t forget that if you have
any concerns about your child in school, then
the tutor is the first point of contact who will
know your child well.
Students should be aware that the overall
guidelines are that they should look
tailored and professional—dress should be
suitable for office daywear.
Boys
 Trousers—suit-style plus shirt and tie, jacket
optional.
 Shoes (no boots) - must be appropriate.
 Sweaters or cardigans.
ORGANISATION
 Looking at completed work.
 Talking with students to remind them of
important dates for various school trips and
activities.
 Asking if any letters have been received that
require parent action.
Girls
 Suits with skirt or trousers.
 Skirts – plain colour, smart, tailored.
 Trousers – plain colour, smart, tailored.
 Shirts and blouses—with collar and sleeves.
 Shoes (no boots) - must be appropriate.
 Sweaters or cardigans.
SPECIFIC LEARNING
 Encouraging students to plan ideas for longer
writing tasks.
 Helping students to solve problems or answer
queries that arise from independent research
such as using the internet or library sources
or encouraging students to ask his/her
teacher for extra help.
 Showing an interest in the work students are
completing and talking to them about it. This
helps to consolidate ideas. Conversations
help to reinforce learning.
Not Acceptable: Ugg type boots, short tunics
covering leggings, jeans, black jeans type
canvas trousers (or any other colour), T-shirts,
denim jackets and denim shirts, lumberjack
shirts, all polo shirts, but particularly those with
logos/patterns etc, soft canvas shoes, off-theshoulder tops, strappy vest tops, hoodies,
sweatshirts, ‘transparent’ tops.
REVISION
 Encouraging active revision using past papers
and mark schemes, designing posters of key
information, talking through ideas that
students find difficult with them.
 Encouraging students to collaborate with
their revision and work with others to share
information and ideas.
 Encouraging students to use revision
methods that are not solely based on reading
class notes as these may quickly be
forgotten.
 Wearing a clearly visible ID card is a
requirement for entry to the school.
 All Sixth Formers should display the whole of
their card and lanyard with picture clearly
visible at all times on the school site during
the school day.
 Students not using lanyards should have the
whole card and photo visible and fixed using
a secure attachment such as a clip.
UNIFORM
Aims
 That Sixth Formers will look smart
 That they present themselves as role models
to which the main school would aspire
 That the differences between their dress and
the rest of the school mark them out as more
mature
responsible
adults
and
are
immediately recognisable as Sixth Formers.
The Minster School
SAFEGUARDING
POLICY
FOR
MAINTAINING VISIBLE IDENTIFICATION
OF POST-16 STUDENTS
Exceptions:
The first time a Sixth Form student does not
bring their identity card due to a genuine oneoff mistake, the student may be permitted to
wear visitors’ identification. Students in this
situation will have one chance only. Any further
occurrences within the same term, for whatever
reason, will result in the student being sent
home.
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13
GENERAL INFORMATION
BUSES
Thursday
Students who travel on the school buses should
be aware that they represent the school as they
travel on the buses to and from school. They
should behave in a way which brings credit to
the school.
All students should read the
Nottinghamshire County Council guidelines and
should
behave
sensibly
at
all
times.
Nottinghamshire
County
Transport
are
responsible for the behaviour and safety of
students when they are on the buses. The
school works closely with them when there are
incidents of poor behaviour and in extreme or
repeated cases students can be banned from
travelling on the buses.
Route A
Halam,
Edingley,
Farnsfield,
Bilsthorpe,
Kirklington, Hockerton, Normanton, Upton
The school has also arranged for late buses on
some evenings to enable students to participate
in after school activities.
Any student who misbehaves on this bus may
be banned from the bus and may therefore
miss out on after school activities.
Our late bus arrangements operate on
Mondays, Tuesdays and Thursdays.
Buses
depart at 4.45pm.
The timetable for this is given below:
Monday
Route A
Morton,
Fiskerton,
Bleasby,
Thurgaton,
Hoveringham,
Lowdham,
Burton
Joyce,
Calverton
Route B
Halam,
Edingley,
Farnsfield,
Bilsthorpe,
Kirklington, Hockerton, Rolleston, Newark
Tuesday
Route A
Morton,
Fiskerton,
Bleasby,
Thurgaton,
Hoveringham,
Lowdham,
Burton
Joyce,
Calverton
Route B
Morton, Fiskerton, Rolleston, Newark
Travel is with Travel Wright of Newark.
number is 01636 703813.
The
INSTRUMENTAL MUSIC TUITION
All lessons are of 20 minutes duration and the
majority of students will receive a shared
lesson, in a group of 2. We are fortunate to
receive the services of 18 instruments teachers
covering voice, upper and lower stringed
instruments, brass, woodwind, guitar, keyboard
and percussion.
Shared
Individual
Maintenance Cost
at
at
at
£80.00 per term
£125.00 per term
£13.00 per term
Charges are reviewed annually.
If your child is interested in receiving music
tuition then please call at student services or
the music department and collect an application
form.
SCHOOL EQUIPMENT
Maths
Pen, Pencil, Ruler, Compass, Protractor, Scientific
calculator (Casio).
Science
Pen, pencil, eraser, ruler, etc, scientific calculator
and 30cm transparent ruler.
Lab coats are
available for purchase from the department.
Route B
Halam,
Edingley,
Farnsfield,
Bilsthorpe,
Kirklington, Hockerton, Rolleston, Newark,
Balderton
The Minster School
Parent/Carer Handbook 2014-2015
14
GENERAL INFORMATION
SIXTH FORM USE OF THE LIBRARY FOR
PRIVATE STUDY
Please look at the daily door notices for access.
The Library is a whole school resource there
are times when it will not be available. Students
choosing/changing books may do so at any time
during lessons as long as they respect the
Library as a quiet working area.
Students are expected to wear the ID
lanyard when using the Library, or they may
be asked to sign in.
EXPECTATIONS:
 Students will work quietly on their own (the
Heartspace and the Sixth Form ICT suite
are available for group work)
 Other students/staff should not be disturbed
or distracted
 Work undertaken will be relevant to their
studies
 Students will be respectful at all times
 A specific quiet place for undisturbed study
 Trained staff to help students find
information
 Learning resources in a variety of formats
that students can use or borrow
 The Library may not be the best place for
students to work if they need company or
work better in a group situation, so students
may be asked to leave if they cannot reach
the agreed expectations.
 As aspirational young adults and role models
we rely on students to set a good example
to lower school students using the Library.
We also expect students not to bring food
and drink into the Library (except bottled
water) and not to make or take calls on
mobiles. Students may use earphones as
long as the sound is not audible to others
and can ask to store bags in the Library
Office if they need to go off for a coffee
break.
Please see the
opening times
Library
windows
for
daily
PC USE: Use of PCs need to be brief (10-15
minutes) for a maximum of 2 students at a
time (please use the Sixth Form ICT suite for
sustained computer use).
At breaks and lunchtimes the PCs are reserved
for Lower School student use.
THE LIBRARY AIMS TO PROVIDE:
The Minster School
Parent/Carer Handbook 2014-2015
15
GENERAL INFORMATION
RECYCLING
The Minster School has been engaging students
and the local community in a number of
recycling initiatives.
Paper – Whilst we would encourage students to
reduce their paper use, particularly with
printing, the school collects paper for recycling
every Friday. This is known as ‘Green Friday’.
Each classroom has a blue recycling bin for this
purpose. In previous years, this programme has
allowed the school to save well over 1 tonne of
paper waste.
Printer Ink – Ink cartridges are recycled
through the ‘Recycool’ programme. The school
has two red ‘Recycool’ collection boxes and the
main box for students can be found in the ICT
department. For each box of cartridges the
school returns for recycling we receive a small
amount of money which is used to purchase
learning resources.
Textiles and Shoes – The school has a
permanent clothing, textiles and shoes recycling
bank in the main car park area of the school
grounds (just outside the main hall). At times,
we collect old or unwanted games, toys and
videos or DVD’s. This scheme has been
developed with the Nottinghamshire Police Aid
Convoys – look for the big blue metal bin.
The school has explored the possibilities of
recycling plastic and hopes to find a suitable
solution in the future.
HEALTHY SCHOOL AWARD –
GOLD FOR MINSTER SCHOOL
Local partnerships develop and assess healthy
schools programmes which provide support to
schools in the process of becoming healthier.
The Minster School has been reaccredited a
Gold Standard Healthy School.
MSPTA
The Minster School has an active Parent
Teacher Association – the Minster School PTA
(or MSPTA) - run by an enthusiastic voluntary
group of parents/carers, elected as committee
members. All parents/carers of children at the
school are automatically members, as are
teaching staff.
Day-to-day business is conducted by the PTA
Committee, who meet on a monthly basis.
During these meetings, the Committee plans
and organises a programme of social and
fundraising activities throughout the year. The
meetings generally last about two hours, in a
friendly
atmosphere.
Parents/carers
are
welcome to attend any of these monthly
meetings should they wish to introduce fresh
ideas or suggestions.
Further information can be found on the Minster
School website.
The Minster School
Parent/Carer Handbook 2014-2015
16
GENERAL INFORMATION
INSET DAYS 2014-2015
Tuesday, 2nd September 2014 – Administration Day
Friday, 24th October 2014
Monday, 17th November 2014
Monday, 24th November 2014
The Minster School
Parent/Carer Handbook 2014-2015
17
GENERAL INFORMATION
SCHOOL RESIDENTIAL TRIPS
Year
Group
Destination
8-12
Davos Ski Trip
£950
8
Paris
£500
8
Epinal
£450
9
Netherlands
£315
10
Battlefields (History students)
£200
10
Barcelona
£650
10
Opal Coast
£450
10
Rhineland
£450
12
Geography - Iceland (alternate years)
£900
12
History - Russia (alternate years)
12
History – Medieval England (alternate years)
£200
12
Study visit for French
£370
12
Study visit for Spanish
£500
12
Study visit for German
£400
The Minster School
Approximate cost
Parent/Carer Handbook 2014-2015
£1050
18
GENERAL INFORMATION
September 2014
Week
beginning
1
Monday
Tuesday
HOLIDAY
INSET
Wednesday
Thursday
Friday
Thursday
Friday
8
Y12 EPQ library
induction at
Nottingham University
P1-4
Y12 Tutor Evening
18.00 – 19.00
15
Y12 EPQ library
induction at
Nottingham
University P1-4
22
29
AS Photography – INTERIM
deadline this week
October 2014
Week
beginning
Monday
6
Y12 & 13 English Theatre
Visit to support study of set
text
13
Y12/13 Food Tech visit this
week
20
Y13 Btec Performing Arts
performances this week
27
Half term
Tuesday
Wednesday
Year 12 Geography
Fieldwork visit
Year 12
Geography
Fieldwork
visit
Y13 AP1
home
INSET
Half term
Half term
Half term
Half term
Wednesday
Thursday
Friday
November 2014
Week
beginning
3
10
Monday
Tuesday
This week:
A2 Fine Art first deadline
Y12 Visit to Uni of
Nottingham Theology Dept.
Y12 English Language Day
School at Sheffield Hallam
Uni this week
17
INSET
24
INSET
Y13 Parents’ Evening
A2 Photography
deadline this week
This week:
Y13 History visit to
Nottingham Trent
University
A2 Photography
Controlled Assessment
(4hrs)
Y13 Drama CA
Y13 Drama devised
performances
Y12 Parents’ Evening
Senior Maths
Challenge (Y11, 12
& 13)
Y12 AP1
home
Please note: Some of these dates may be subject to change. Term dates and inset days will remain the
same. An up to date school calendar is available on the school website.
The Minster School
Parent/Carer Handbook 2014-2015
19
GENERAL INFORMATION
December 2014
Week
beginning
1
8
Monday
Tuesday
Wednesday
Thursday
Friday
This week: Y12 Btec
Performing Arts showcase
evening
A2 Chemistry coursework
AS Photography Controlled
Assessment (4hrs)
A2 Photography Controlled
Assessment (4hrs)
Y12 and 13 English Literature
Day School at Sheffield Hallam
University
Y12 Drama theatre visit
This week: AS Chemistry
coursework
Y12 Drama CA
15
Music
Day
Sixth Form Panto week
January 2015
Week
beginning
5
12
Monday
Tuesday
Wednesday
Thursday
Friday
Y13 Drama CA this week
19
AS and A2 Photography and
Fine Art final coursework
deadlines this week
26
Y13 Btec Performing Arts
performance evening this week
Nottingham
University AS
Chemistry
Afternoon &
Thunder and
Lightning Lectures
Y13 AP2
home
February 2015
Week
beginning
2
9
Monday
Tuesday
Wednesday
Thursday
Friday
Half term
Half term
Half term
Half
term
This week: A2 Chemistry
coursework
AS PE Orals
Y13 English Language Day
School at Sheffield Hallam Uni
This week:
Y13 Drama theatre trip
AS Chemistry coursework
16
Half term
23
This week: AS and A2
Chemistry coursework
Y12 Btec Performing Arts T.I.E.
project
Y12 AP2
home
Please note: Some of these dates may be subject to change. Term dates and inset days will remain the
same. An up to date school calendar is available on the school website.
The Minster School
Parent/Carer Handbook 2014-2015
20
GENERAL INFORMATION
March 2015
Week
beginning
Monday
2
This week: A2 PE Orals
AS and A2 PE
Conference
9
16
23
Tuesday
Wednesday
Y12 Rotary
Challenge Heats P4
Y12 &13 Parent
Forum
Year 13
Geography
Sherwood
Forest visit
Year 13
Geography
Sherwood
Forest visit
Year 12 MFL study visits
this week
Sixth Form musical this
week
Y13 photos
Y12 HE Fair P1-3
Y12/13 History
and GPL trip
30
Thursday
Friday
Y12 Rotary Challenge
Heats P4
Y12 Rotary Challenge
Final 19.00 – 21.00
Y12/13 History and
GPL trip
Y12 AP3 home
Bank Holiday
Y12/13 History
and GPL trip
Y13 AP3 home
This week: April 2015
Week
beginning
6
13
20
27
Monday
Tuesday
Wednesday
Thursday
Friday
Easter Holiday
Easter Holiday
This week: AS
Photography exam
(5 hours) & A2
Photography exam
(15 hours)
Y12 and 13 Biology and
Physics Practical exams
This week: AS
Photography exam
(5 hours) and A2
Photography exam
(15 hours)
Y12 and 13 Biology and
Physics Practical exams
Easter Holiday
Easter Holiday
Easter Holiday
Easter Holiday
Easter Holiday
Easter Holiday
Easter Holiday
Easter Holiday
Oxbridge
Evening 18.00 –
19.00
INSET
This week: May 2015
Week
beginning
Monday
Tuesday
Wednesday
4
May Day
Y12 and 13 Biology
and Physics EMPA
papers
Y12 Drama final
exam this week
AS Lit Mock
exam
11
AS Fine Art final exam
this week
Half term
Half term
18
A2 Fine Art final exam
this week
25
Half term
Thursday
Friday
Half term
Half term
Please note: Some of these dates may be subject to change. Term dates and inset days will remain the
same. An up to date school calendar is available on the school website.
The Minster School
Parent/Carer Handbook 2014-2015
21
GENERAL INFORMATION
June 2015
Week
beginning
1
8
Monday
15
A2 teaching begins
for Y12
Y12 students to
complete their
Student Comment
this week
22
Y12 Biology
Fieldwork this week
Tuesday
Wednesday
Thursday
Friday
Thursday
Friday
Y12 UCAS Evening
for Parents/Carers
18.00-19.00
Y12 UCAS Day
Y12 Driver Safety
Day
Y12 reports home
Y12 TAD trip to
London
29
July 2015
Week
beginning
Monday
6
Y12 Performing
Arts variety
performance
evening this week
Tuesday
Wednesday
13
20
Summer holidays
begin
Activities Day
Please note: Some of these dates may be subject to change. Term dates and inset days will remain the
same. An up to date school calendar is available on the school website.
The Minster School
Parent/Carer Handbook 2014-2015
22
GENERAL INFORMATION
REPORTING TO PARENTS/CARERS
The Minster School is committed to improving the
quality of information we provide on the progress
of students. At the present time we have three
main routes of communicating student progress to
parents/carers; these being assessment points,
subject reports and Parent evenings. Please refer
to the calendar contained in this booklet to see
the publication dates for each of these.
Assessment Points will contain a range of
information.
SUBJECT TARGET GRADES
This is based on their GCSE grades and ALIS
baseline test.
ATTAINMENT—ALL SUBJECTS
In completing attainment grades, teachers use
their knowledge of a student's work over time,
including written, practical and oral work in the
classroom, homework and results of other school
examinations or tests.
will already be achieving above their target or will
be expected to exceed it by the end. Other
students may not be achieving the target and
there is already a concern that they will not do so
by the end of the course. This indicates that more
work may be necessary. The following codes are
used to show Progress towards the target.
B - means the student is working below the
target indicated. Knowledge, understanding
and skills will need to develop to achieve this
target.
O - means the student is on target for achieving
the target indicated. The target should be
achieved with consistent effort and successful
preparation.
A -means the student is working above the target
indicated. A higher level should be achieved
with
consistent
effort
and
successful
preparation.
ADDITIONAL INFORMATION
The assessment point will also contain details of
student attendance, behaviour and additional
achievements and participation.
EFFORT—ALL SUBJECTS
A school wide effort scale has been introduced to
help indicate how hard a student is working. This
is an overall judgment. Some students may be
working hard at one aspect of the course but
working less well elsewhere.
A - excellent = you have consistently worked
very hard, tried your very best and given
maximum effort.
B - good = you have worked well and usually
shown good effort.
C - satisfactory = you have made a reasonable
effort which is just adequate
D - unsatisfactory = you have made a limited
effort and more effort is needed. You are
under performing.
E - very poor = you have made minimal, if any,
effort. This is a serious concern.
PROGRESS
It is also important to show whether a student is
likely to achieve their target by the end of the
course. At an early stage in a course it may be
that a student’s
current attainment appears
below the target.
However, by the end of the course, this target
should still be achieved because progress would
be expected through the course. Some students
The Minster School
Assessment Points are published to parents/carers
and sent through the postal system. Parents/
carers are encouraged to contact their child’s
tutor in the first instance if they have any
concerns regarding the assessments received.
Developmental work is underway in school to
enable this data to be available on line to parents/
carers, with on line reporting being formally
introduced in September 2010.
SUBJECT REPORTS
Once a year you will receive an annual report
covering all subject areas. It illustrates how your
son or daughter is progressing in each subject.
The report will show where your child deserves
recognition for the hard work and success
achieved, what areas need developing and where
support and help should be focused if their
potential is to be achieved.
Students also complete an evaluation of their own
achievements in each subject area and through
discussion with their subject teachers develop
their own targets.
You will find a separate sheet enclosed with the
report, which includes the end of Key Stage
teacher assessment on attainment, progress and
an effort grade for each subject.
Parent/Carer Handbook 2014-2015
23
Year 12
Curriculum
CURRICULUM—YEAR 12
AS ART & DESIGN—FINE ART
(EDEXCEL 8FA01/02)
Unit 1—Coursework Portfolio (60%)
Students
work
from
set
themes,
direct
observation, personal experience and imagination
to produce a portfolio of creative and personal art
work. A broad range of media including digital
photography, printmaking and 3D are used.
Students study the work of other artists and
designers from early 20th century to contemporary
genres, styles and traditions making links to their
own practice.
Unit 2—Externally Set Task (40%)
Working from a set theme students produce a
portfolio of supporting studies leading to a timed
final outcome (8 hours).
Assessment Objectives
AO1—Develop
AO2—Experiment
AO3—Record
AO4—Realise
Skills
 technical competency – working with 2&3D
materials and new media.
 creative skills – imagination, problem solving.
 study skills – research, time management,
planning, organising.
Use of ICT: research and presentations, digital
photography, Photoshop.
Literacy:
words.
spelling and grammar; use of key
Learning Opportunities: independent research,
choice of starting points and media.
Assessment Opportunities: self and peer
assessment. Review of work and target setting.
DIGITAL PHOTOGRAPHY (OCR H163)
Unit 1 Coursework Portfolio (60%)
Students are offered a rounded exposure to
different aspects of photography, allowing them to
display their abilities through a variety of genres
and demonstrate their understanding of these
contexts. Initially students work through an
introductory project which will then develop into a
major personal project to form a portfolio of
photographic work. The focus is on including work
that shows exploration, research, acquisition of
techniques and skills. Students are introduced to
the work of other photographers, artists and
designers, developing an appreciation and
understanding of the concepts, ideas and
meanings addressed in photographic and art and
design practice. The course is a specialism within
an Art and Design Specification therefore the
delivery is creative and experimental with
students
keeping
personal
notebooks
and
sketchbooks to support their ideas and practical
work. The course is intensive as portfolios are
presented for final assessment in January of Year
12.
Unit 2 Externally Set Task (40%)
Students select one starting point from an early
release exam question paper in February, with the
final exam taking place in April. During this period
of time they produce a portfolio of photographic
imagery consisting of supporting research studies.
Students are then given 5 hours of exam time to
create a digitally edited image or set of images to
realise their personal intentions.
Assessment Objectives
AO1—Develop
AO2—Experiment
AO3—Record
AO4—Present
Skills: The aims of this course are to encourage
students to develop:
• technical competency: using cameras including
Single Lens Reflex and digital software;
• intellectual, imaginative, creative and intuitive
powers;
• investigative,
analytical,
experimental,
practical, and expressive skills, aesthetic
understanding and critical judgement;
• independence of mind in relation to developing
their own ideas, refining their own intentions
and personal outcomes;
• an interest in, enthusiasm for, and enjoyment
of photography and art and design practice,
organisation, planning and time management;
• an understanding of the interrelationships
between photography and art and design
processes and an awareness of the contexts in
which they operate;
Use of ICT: research and presentations, digital
manipulation.
Literacy:
words.
spelling and grammar; use of key
Learning Opportunities: independent research,
choice of starting points, genres and media.
Assessment Opportunities: self and peer
assessment. Review of work and target setting.
Mrs J Sprawson
The Minster School
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25
CURRICULUM—YEAR 12
AS BIOLOGY (AQA)
Unit 1 - Biology and Disease
The digestive and gas exchange systems are
examples of systems in which humans and
other mammals exchange substances with their
environment. Substances are transported from
one part of the body to another by the blood
system.
An appreciation of the physiology of these
systems requires students to understand basic
principles including the role of enzymes as
biological catalysts, and passive and active
transport of substances across biological
membranes.
The systems described in this unit, as well as
others in the body, may be affected by disease.
Some of these diseases, such as cholera and
tuberculosis,
may
be
caused
by
microorganisms.
Other
non-communicable
diseases such as many of those affecting heart
and lung function also have a significant impact
on human health. Knowledge of basic
physiology allows us not only to explain
symptoms but also to interpret data relating to
risk factors.
The blood has a number of defensive functions
which, together with drugs such as antibiotics,
help to limit the spread and effects of disease.
Unit 2 - The Variety of Living Organisms
Unit 2 builds on concepts developed in Unit 1.
Although a species may be defined in terms of
similarity, there is frequently considerable
intraspecific variation and this is influenced by
genetic and environmental factors. DNA is an
information carrying molecule, and similarities
and differences in the sequence of bases in DNA
result in genetic diversity.
The variety of life is extensive and is reflected
in similarities and differences in its biochemical
basis and cellular organisation. Factors such as
size and metabolic rate affect the requirements
of organisms and this gives rise to adaptations
such as specialised exchange surfaces and mass
transport systems.
Originally, classification systems were based on
observable
features
but
more
recent
approaches draw on a wider range of evidence
to clarify relationships between organisms.
Variation that exists at the interspecific level
contributes to the biodiversity of communities
and ecosystems.
Unit 3 - Externally Marked Practical Exam
This unit will assess your practical and
analytical skills via an externally marked exam.
Skills
 application of scientific knowledge in new and
unfamiliar situations
 analysis of data
 evaluation of practical methodologies and
validity of data
ICT:
research,
handling
presentations, data logging.
data,
making
Literacy: development of key word vocabulary
necessary for the subject.
Numeracy: simple calculations. Development
of arithmetical and computations skills and use
of statistical tests such as standard deviation.
Learning Opportunities: We expect each
student to undertake 2 to 4 hours of personal
study, reading around the subject, using
websites provided in the AS and A2 student
guide. In this way students will supplement
their learning in class and will develop a
broader knowledge and understanding of the
subject.
Assessment Opportunities:
There are a range of assessment opportunities
throughout and at the end of each unit,
including teacher marked, self and peer
assessment.
Mrs H Wilson
Classification is a means of organising the
variety of life based on relationships between
organisms and is built round the concept of a
species.
The Minster School
Parent/Carer Handbook 2014-2015
26
CURRICULUM—YEAR 12
AS BUSINESS STUDIES (AQA 1131)
Unit BUSS1 – Planning and Financing a
Business
This unit provides students with an introduction
to the scope of Business Studies within the
context of starting a new business. Students
will be expected to have an understanding of
the range of activities involved in setting up a
small business. They will also develop an
understanding of key financial concepts
essential for the planning of small businesses.
External examination
1 hour 15 minutes – June of Year 12.
Short
answer
questions
and
extended
responses based on a mini case study.
60 marks – 40% of AS, 20% of A Level.
Unit BUSS2 – Managing a Business
In this unit, students will examine topic areas
such
as
finance,
people,
operations
management and marketing in relation to the
core theme of improving the effectiveness of a
business. Students should be able to calculate
and be able to interpret data measuring the
effectiveness of a business.
External examination
1 hour 30 minutes – June of Year 12.
Compulsory, multi-part data response questions
80 marks – 60% of AS, 30% of A Level.
Assessment Objectives
AO1 - Knowledge
and
understanding
of
content.
AO2 - Application
of
knowledge
and
understanding
to
problems
and
situations.
AO3 - Analysis of problems, issues and
situations.
AO4 - Evaluation, judgements and distinction
between fact and opinion.
Skills
Use of ICT: Research and
manipulation of information.
presentations,
Literacy: Reading/understanding text; spelling
and grammar; use of key words; extended
writing.
Numeracy:
calculations.
Construction
of
graphs
and
Learning
Opportunities:
Independent
research; investigating case studies, using
recent newspaper articles and business reports.
Assessment Opportunities: Peer assessment,
use of assessment criteria for exam questions,
reflection on learning, self-assessment, sharing
learning goals.
Mr P Bowes
The Minster School
Parent/Carer Handbook 2014-2015
27
CURRICULUM—YEAR 12
AS CHEMISTRY (OCR A)
Aims:
The aims of the course are to encourage
candidates to:




develop their interest in, and enthusiasm for
chemistry, including developing an interest
in further study and careers in chemistry;
appreciate how society makes decisions
about scientific issues and how the sciences
contribute to the success of the economy
and society;
develop and demonstrate a deeper
appreciation of the skills, knowledge and
understanding of How Science Works;
develop essential knowledge and
understanding of different areas of chemistry
and how they relate to each other.
The specification is divided into chemical topics,
each containing different key concepts of
chemistry. Once the key features of a chemical
topic have been developed, applications are
considered.
For
assessment
purposes,
knowledge and understanding of key concepts
are treated separately at AS. While the teaching
of practical skills may be integrated with the
theoretical topics, they are assessed separately.
Units
F321: Atoms, Bonds and Groups
• Atoms and Reactions
• Electrons, Bonding and Structure
 The Periodic Table
This topic includes mainly inorganic chemistry,
with a strong focus upon atomic structure and
how this influences bonding and chemical
reactions. This is assessed as a written paper
worth 30% of the AS level qualification. It is
examined in June.
F322: Chains, Energy and Resources
• Basic Concepts and Hydrocarbons
• Alcohols, Halogenoalkanes and Analysis
• Energy
 Resources
This topic includes mainly organic and physical
chemistry, with a strong focus upon carbon
chains, functional groups and how these
molecules are used by society. This is assessed
as a written paper worth 50% of the AS level
qualification. It is examined in June.
The Minster School
F323: Practical Skills in Chemistry 1
Practical and investigative skills developed
within contexts encountered during course are
assessed by means of three types of task
qualitative, quantitative and evaluative.
The qualitative and quantitative tasks will test
skills of observation, recording and reaching
valid conclusions. The Evaluative task will test
the ability to analyse and evaluate the
procedures followed and/or the measurements
made. Students may also be asked to suggest
simple improvements that would increase the
reliability or accuracy of an experiment.
Tasks will be chosen from a selection provided
by OCR. Each task is internally assessed and
students may attempt more than one task from
each task type with the best mark from each
type being used to make up the overall mark.
This unit is worth 20% of the AS level
qualification and tasks are usually completed
between December and May.
Skills: knowledge of key chemical principles
and processes, Computational, analytical,
graphical, and descriptive skills.
ICT:
research,
handling
presentations, data logging.
data,
making
Literacy: development of key word vocabulary
necessary for the subject.
Numeracy: calculations that can be tackled
with Higher tier GCSE maths skills.
Learning opportunities: a course textbook is
provided by school, OCR AS Chemistry A
Student Book and Exam Cafe CD by Pearson
Education Limited, a course specific textbook
written in a modular format that mirrors the
specification structure.
Assessment opportunities: throughout the
course
students
will
complete
regular
standardised assessed homework and end of
topic tests. Students will also sit an October
course entrance test, a January mock and
further mock exams towards the beginning of
the Summer term. Students are expected to
complete past exam papers as part of their
independent study.
Parent/Carer Handbook 2014-2015
Mrs M Burlington
28
CURRICULUM—YEAR 12
AS COMPUTING (OCR)
F451 – Computer Fundamentals
Examination in January (50%)
Students learn about the basic functioning of a
computer system, including how data is stored
and represented. They learn about the different
components of a computer system and how
they interact.
F452 – Programming Techniques and
Logical Methods
Examination in June (50%)
Students learn about programming in a highlevel language. They look at variable and
constants, as well as simple data structures and
standards within programming.
Skills:
An understanding of:
 components of a computer system
 software
 data – representation, structure and
management in an information system
 hardware
 data transmission
 implications of computer use
 designing solutions to problems
 structure of procedural programming
 data types and data structures
 common facilities of programming languages
 writing maintainable programs
 testing and running a solution
Literacy:
Report writing, discussions, key words.
Numeracy:
 sizes – dimensions and file size
 handling data
 complex mathematical operators
 space, proportion and sizing
 others dependent on exam board tasks
Learning Opportunities:
 independent research
 use of software outside of school following
tutorials
 example exercises to follow
 individual coursework feedback
 library of resources to support practical task
 real client research and project development
Assessment opportunities:
 summative tests
 in class exercises
 past paper revision
 mark schemes
 guidance on progress
 exemplar products
 skills videos
Mr S Lang
Use of ICT:
Students will use a variety of programs to
develop their understanding of high-level
programming languages, they will mostly use
VB.net,
which
is
a
free
environment
downloadable from Microsoft. We will also use
Flowol and Scratch, to demonstrate the
procedures involved with programming.
The Minster School
Parent/Carer Handbook 2014-2015
29
CURRICULUM—YEAR 12
AS GCE DESIGN AND TECHNOLOGY (AQA)
FOOD TECHNOLOGY (2540)
At AS level, students will have the opportunity
to study nutrition and design and making in the
human context. Knowledge of food science and
of a wide range of materials and components
used in the making of food products will be
developed. Unit 2, the coursework element,
students will be given the opportunity to
develop and solve a problem relating to food
design and making. They will gain an
understanding of industrial and commercial
practices within the area of Food Technology.
Students develop an understanding of the
physical properties of a broad range of
ingredients and components. They understand
why these are used in specific applications, with
particular emphasis on the life-cycle of products
including manufacture, use and disposal.
Students have a good understanding of the
methods by which ingredients and components
can be manipulated to make products. Through
study and first-hand experience in practical
project work, students will also develop
knowledge of the health and safety issues
relevant to working with materials.
In addition to this, through study and detailed
analysis of a wide range of products, students
begin to develop knowledge and understanding
of the broader issues for the designer, such as
environmental sustainability of products, health
issues and social factors, the influences of
culture, and consumer safety.
The coursework element is the AS internally
assessed component. This is a design-andmake unit where knowledge of the AS subject
content is applied to the design and making of
the student’s own projects. In this unit,
students consider design and making in a
human context.
PRODUCT DESIGN (Textiles) (2560)
Students have the opportunity to study and
work with a variety of textile materials to
enable them to understand the working
characteristics, physical properties, cost and
availability which influence the choice of
materials in design situations. Knowledge will
be required of a wide range of components
used in the making of textile products.
The Minster School
Students develop a broad knowledge of the
manufacturing
systems
used
in
the
manufacture of textile materials and products
for
apparel,
household
and
industrial
applications. Through critical appraisal of
specified products, they understand how
materials and components are worked to
become parts of a design realisation, initially as
toiles, prototypes or models. Students are
encouraged to explore practical applications of
processing methods as appropriate to the
products they design and make.
Students plan suitable production systems for
the
industrial
manufacture
of
finished
prototypes which take into consideration quality
assurance and quality control.
Students develop knowledge and understanding
of the basic elements of design in order to
encourage the application of personal judgment
and appropriate criteria in the appraisal of
textile products and systems. At the same time,
this knowledge influences students in their
approach to designing and making quality
products that meet specific needs of identified
users. Students have the opportunity to work in
both two- and three-dimensional forms,
engaging in creative activities in which ideas
take forms, which satisfy the claims of
originality, excellence and utility. Students
develop designs from a variety of starting
points and respond in an intuitive as well as a
systematic
manner.
Students
gain
an
understanding of industrial and commercial
practices within the area of design and market
influences on design in the areas of textiles.
Graphic communication is used to illustrate
construction processes within design portfolios.
The use of ICT is an integral part of the course.
The coursework element is the AS level
internally assessed component. This is a design
-and-make unit where knowledge of the AS
level subject content is applied to the design
and making of the student’s own projects. In
this unit, students consider design and making
in a human context and is completed as a
portfolio consisting of two final products, which
address different aspects of the assessment
criteria.
Parent/Carer Handbook 2014-2015
30
CURRICULUM—YEAR 12
AS GCE DESIGN AND TECHNOLOGY (AQA)
(Continued)
PRODUCT DESIGN (Textiles) (2560)
Unit
1:
Materials,
Components
and
Application - External examination in June
Written Paper 50% of the total AS marks
2 hours 25% of the total A Level marks
This paper is based primarily on Materials and
Components, consisting of three sections
Section 1 contains compulsory limited response
questions
Section 2 offers a choice of one question from
two
Section 3 contains one compulsory question
Students will be expected to revise throughout
the course in order to achieve successful
results.
There are 80 marks for Unit 1
Unit 2: Learning Through Designing and
Making- Internally assessed, externally
moderated
Coursework 50% of the total AS level marks
Approximately 50 hours 25% of the total A
Level marks
Written (or electronic) design portfolio
Manufactured outcome(s)
Coursework takes the form of a portfolio of
work, or single coursework with set deadlines
for each criterion, which students are expected
to meet in order to achieve successful results.
There are 80 marks for Unit 2
The Minster School
Skills: creative thinking, thinking skills,
problem solving, communication, presentation,
practical skills, financial capability, enterprise
and
entrepreneurial
skills,
work-related
lea rn in g ,
educ at ion
f or
su sta i nab l e
development.
Use of ICT: use of a range of computer aided
design
packages
including,
SpeedStep.
Computer aided manufacture including digital
printing and computer numerical control
embroidery. Use of other packages including
the use of databases, spreadsheets and word
processing, Food for PC.
Literacy: reading, interpreting and analysing
text, spelling and grammar, extended writing
through evaluations.
Numeracy: weighing, measuring, calculating
cost,
diameter.
Addition,
subtraction,
multiplication and division.
Learning
Opportunities:
individual coursework project.
working
on
Assessment Opportunities: through portfolio
sections, use of Assessment for Learning tasks
to launch sections. Peer assessment. Final
examination.
Parent/Carer Handbook 2014-2015
Mrs A Zannetou
31
CURRICULUM—YEAR 12
PRODUCT DESIGN—GRAPHIC PRODUCTS
(EDEXCEL 8GR01 AND 8GR02)
Unit 1 Portfolio of Creative Skills
In this unit, students are given the opportunity
to develop their creative, technical and practical
skills through a series of product investigation,
design and manufacturing activities.
Students will produce one portfolio with three
distinct sections which will demonstrate their
creativity
and
flair
when
investigating,
designing and making products. This unit gives
students the opportunity to choose different
products for the three distinct sections as they
are not being asked to perform one large design
and make exercise but three smaller and more
focused tasks which build up to provide a
detailed portfolio of their skills.
When designing, students can be creative and
adventurous. There is no requirement to realise
the designs produced. There will be no material
or manufacturing restrictions and no limitations
to design possibilities.
Graphic Products
pathways:
has
two
clearly
defined
Conceptual design incorporates a wide range of
3D products with associated graphics, for
example:
 packaging design
 product/industrial design
 point of sale display
 vehicle design
The built environment focuses on
humankind surroundings that provide
setting for human activity, for example:
 architecture
 interior design
 exhibition design
 theatre sets
 garden design
the
the
It is important for students, as designers, to
learn about materials and processes so that
they can develop a greater understanding of
how
products
can
be
designed
and
manufactured.
Students will also learn about industrial and
commercial practices and the importance of
quality checks and the health and safety issues
that have to be considered at all times.
The knowledge and understanding students
develop in this unit can be easily applied to
their Unit 1: Portfolio of Creative Skills.
The unit content is divided into four sections,
with each section outlining the specific
knowledge and understanding required by the
student. Specific materials and processes are
named and these are the only examples with
which students need to be familiar for this
examination.
Externally marked examination 1 hour 30
minutes: 40% of AS level (20% of total GCE)
Skills:
 designing Skills – creativity, imagination,
sketching, computer aided design.
 practical skills – time management, planning,
hand skills, computer aided manufacture .
 presentational
skills
–
layout,
communication, rendering, ICT.
 personal skills – showing evidence of
progression.
 interpersonal skills – communication and
group work/discussions.
 cognitive skills – reflection and review of own
and others’ work, problem solving.
Use of ICT: research, presentation, CAD/CAM,
databases, internet, CD ROMs.
Literacy: reading/understanding text, spelling
and grammar, use of key words.
Internally assessed (externally moderated):
60% of AS level (30% of total GCE)
Numeracy: use of materials, costing, handling
statistics/results, using formulae.
Unit 2 Design and Technology in Practice
In this unit, students will develop a knowledge
and understanding of a wide range of materials
and processes used in the field of design and
technology.
Learning
research.
Opportunities:
independent
Assessment Opportunities: review work, act
upon advice given.
Mrs A Zannetou
The Minster School
Parent/Carer Handbook 2014-2015
32
CURRICULUM—YEAR 12
PRODUCT
DESIGN—RESISTANT
MATERIALS TECHNOLOGY
(EDEXCEL 8RM01 AND 8RM02)
Unit 1 Portfolio of Creative Skills
In this unit, students are given the opportunity
to develop their creative, technical and practical
skills through a series of product investigation,
design and manufacturing activities.
Students will produce one portfolio with three
distinct sections which will demonstrate their
creativity
and
flair
when
investigating,
designing and making products. This unit gives
students the opportunity to choose different
products for the three distinct sections as they
are not being asked to perform one large design
and make exercise but three smaller and more
focused tasks which build up to provide a
detailed portfolio of their skills.
When designing, students can be creative and
adventurous. There is no requirement to realise
the designs produced. There will be no material
or manufacturing restrictions and no limitations
to design possibilities.
A resistant materials technology product is
defined as a fully functioning product that
matched
its
specification.
It
must
be
manufactured to full size using resistant
materials, for example materials defined in Unit
2: Design and Technology in Practice. Where a
resistant materials technology product contains
elements of textiles, systems and control or
graphics work, this should not exceed one third
of the content of the practical outcome or the
portfolio.
Internally assessed (externally moderated):
60% of AS level (30% of total GCE)
Unit 2 Design and Technology in Practice
In this unit, students will develop a knowledge
and understanding of a wide range of materials
and processes used in the field of design and
technology.
It is important for students, as designers, to
learn about materials and processes so that
they can develop a greater understanding of
how
products
can
be
designed
and
manufactured.
The Minster School
Students will also learn about industrial and
commercial practices and the importance of
quality checks and the health and safety issues
that have to be considered at all times.
The knowledge and understanding students
develop in this unit can be easily applied to
their Unit 1: Portfolio of Creative Skills.
The unit content is divided into four sections,
with each section outlining the specific
knowledge and understanding required by the
student. Specific materials and processes are
named and these are the only examples with
which students need to be familiar for this
examination.
Externally marked examination 1 hour
minutes: 40% of AS (20% of total GCE)
30
Skills:
 designing Skills – creativity, imagination,
sketching, CAD.
 practical skills – time management, planning,
hand skills, CAM.
 presentational
skills
–
layout,
communication, rendering, ICT.
 personal skills – showing evidence of
progression.
 interpersonal skills – communication and
group work/discussions.
 cognitive skills – reflection and review of own
and others’ work, problem solving.
Use of ICT: research, presentation, CAD/CAM,
databases, internet, CD ROMs.
Literacy: reading/understanding text, spelling
and grammar, use of key words.
Numeracy: use of materials, costing, handling
statistics/results, using formulae.
Learning
research.
Opportunities:
independent
Assessment Opportunities: review work, act
upon advice given.
Parent/Carer Handbook 2014-2015
Mrs A Zannetou
33
CURRICULUM—YEAR 12
AS DRAMA AND THEATRE STUDIES 8DR01
(EDEXCEL)
Two Units are studied in Year 12. In these,
students are introduced to the skills of creating,
analysing and performing which are integral to
the performance process. Students are given
opportunities to experiment with script and to
perform to a paying audience.
ICT is used for research and for writing up
coursework. Assessment for learning takes
place through peer evaluation and teacher
feedback and interim assessments.
All the work in Drama encourages students to
work independently, and to take responsibility
for their own learning. Students are expected to
learn script, develop character and prepare first
draft coursework independently.
Unit 1: Exploration of Drama and Theatre.
Unit Code 6DR01
This Unit involves the practical exploration of
two contrasting plays, written at different times
and in different styles.
The two plays are chosen by the School. This
year, they will be ‘Metamorphosis’ by Stephen
Berkoff and ’Cabaret’ by Christopher Isherwood.
Students will need their own copy of each play
script.
Unit 2: Theatre Text in Performance. Unit
Code 6DR02
Students will be involved in two performances.
 a monologue or duologue from a scripted
play—performed in February.
 a group performance of part of a scripted
play—performed in May.
They may choose either an acting role or a
technical skill in this Unit.
Assessed by visiting examiner – students will be
marked on their acting or design skills and the
effect their work has on an audience.
 The monologue/duologue is marked out of 40
– 30 for performance skills (character, voice,
movement), 10 for a 500 word written piece
about your character.
 The group performance is marked out of 40 –
all for performance skills (character, voice,
movement, engagement with the audience).
This Unit amounts to: 60% of AS level; 30% of
total A Level.
Mrs A Spinks
Students will undertake a range of practical
work to explore the plays.
This Unit also involves a visit to the National
Theatre’s production of ‘War Horse’ in London.
Assessed by coursework – marks are awarded
for:
 practical work throughout the Autumn term
(marked out of 25).
 a written portfolio – max 3000 words
(marked out of 20).
 a written evaluation of the ‘War Horse’
performance – max 1000 words (marked out
of 15)
Written coursework will be completed under
controlled conditions, according to the new
Examination Board regulations.
This Unit amounts to: 40% of AS; 20% of total
A Level.
The Minster School
Parent/Carer Handbook 2014-2015
34
CURRICULUM—YEAR 12
AS ECONOMICS (OCR H061)
Assessment Objectives
Unit F581 – Markets in Action
This unit examines the reasons for individuals,
organisations and societies having to make
choices. It also looks at competitive markets
and how they work and market failure and
government intervention .
AO1 –
External examination
1 hour 30 minutes – June of Year 12.
Candidates are required to answer questions
based on a particular theme or case study,
including some short-answer and some datainterpretation questions, plus one question
which requires an answer written in extended
continuous prose.
AO4 –
60 marks –50% of AS level, 25% of A Level.
Literacy: reading/understanding text; spelling
and grammar; use of key words; extended
writing.
Unit F582 – The National and International
Economy
This unit examines aggregate demand and
aggregate
supply
and
their
interaction.
Students will also examine government
economic policy objectives and indicators of
national economic performance and the
application
of
macroeconomic
policy
instruments and the international economy.
External examination
1 hour 30 minutes – June of Year 12.
Candidates are required to answer questions
based on a particular theme or case study,
including some short-answer and some datainterpretation questions, plus one question
which requires an answer written in extended
continuous prose.
AO2 –
AO3 –
Knowledge
and
understanding
of
economic content.
Application
of
knowledge
and
understanding to economic problems
and situations.
Analysis of economic problems, issues
and situations.
Evaluate economic arguments and
evidence,
making
informed
judgements.
Skills
Use of ICT: research and
manipulation of information.
Numeracy:
calculations.
construction
of
Learning
Opportunities:
research; investigating case
recent newspaper articles.
presentations,
graphs
and
independent
studies, using
Assessment Opportunities: peer assessment,
use of assessment criteria for exam questions,
reflection on learning, self-assessment, sharing
learning goals.
Mr P Bowes
60 marks –50% of AS, 25% of A Level.
The Minster School
Parent/Carer Handbook 2014-2015
35
CURRICULUM—YEAR 12
AS ENGLISH LANGUAGE (AQA)
Unit 1 – ENGB1 Categorising Texts
The aim of this module is to introduce students
to the many ways of looking at language both
spoken and written. They will learn how to
group texts and how to use some new methods
to think about how language is used.
Section A – Text Varieties
This question requires students to apply their
linguistic knowledge by exploring how a range
of texts can be grouped.
Section B – Language and social contexts
This section covers three topics which consider
how language is influenced by context and
students will explore how we use language
differently depending on social factors, eg:
Language and Power – How do teachers
exert control in the classroom? How can jargon
be used to exclude people? Is there a place for
Political Correctness? Why do teenagers
constantly invent new words?
Language and Gender – Do women really talk
more than men? Do men really swear more
than women? Why are men so reluctant to use
the intensifier ‘so’?
Language and Technology - Is ‘textspeak’
destroying the English language? How do greet
people on Facebook? How is communication
technology changing global politics?
Assessment - Exam – 2 hours.
Unit 2 ENGB2 Creating Texts
This module is the coursework element and
requires students to write two texts, each with
a different purpose and aimed at a different
audience. Each piece must be accompanied by
a commentary in which students explain the
language choices they have made.
The total word count for the two pieces must be
1500 -2500 words and the total for the
commentaries is 1000 words.
The Minster School
Here are some examples of types of writing
they might choose from:
 Writing to entertain: a soap opera script, an
extract from an autobiography, a dramatic
monologue.
 Writing to persuade: an editorial, a letter, a
speech.
 Writing to inform: travel writing, a leaflet
about health issues, a manual.
 Writing to advise/ instruct: a leaflet giving
advice on how to cope with coursework, a
guide to texting for novices, an article on
how to survive a music festival.
Assessment – coursework folder
Skills:
 analysing how language is used in different
situations
 developing
accurate
and
perceptive
knowledge of linguistic methods
 understanding the effect of contextual factors
on language production
 using appropriate terminology and coherent,
accurate written expression
 clear, perceptive understanding of links
between genre and language choices.
ICT: coursework is likely to be word-processed;
ICT can be used for independent research and
presentations.
Numeracy:
there
is
opportunity
quantitative analysis in ENGB4.
for
Literacy: literacy is embedded at the heart of
the AS level and English Language syllabus.
Learning Opportunities: independent reading
and
research;
individually
negotiated
coursework tasks.
Assessment
Opportunities:
assessment
criteria are shared with the students to promote
self and peer-assessment.
Parent/Carer Handbook 2014-2015
Mr M Oxley
36
CURRICULUM—YEAR 12
AS ENGLISH LITERATURE (OCR)
Unit 1
60% AS level marks
Unit 2
40% A2 marks
Focus
Focus
The focus of this unit is on studying and
comparing the ways in which stories are told.
This unit is the coursework element
requires students to write two texts.
and
Mode of Assessment: Coursework
Students should expect to:
 pay close attention to how narrative works in
texts.
 make connections across texts through
exploring their narratives.
Texts typically studied include: ‘The Great
Gatsby’, ‘Frankenstein’ and the poet Emily
Dickinson.
Mode of Assessment: Exam 2 hours
There will be two sections to the paper.
Students will be required to answer one
question from each section.
Section A Will have one question on poetry where
students are required to write a critical analysis.
Section B Students are required to produce an analytical
essay on a set prose text focussing on narrative
methods and linking to other readers’
interpretations.
Assessment will be by the production of a
coursework portfolio of two pieces of work. This
will consist of:
 A close critical analysis of a section of Post1900 text
 An essay exploring connections between
texts
Skills:
 reading texts critically and creatively
 developing a variety of strategies for reading
 exploring comparisons between texts
 identifying how values are expressed in texts
 using
literacy
critical
concepts
and
terminology with understanding
 investigating other ‘readings’
ICT:
coursework is likely to be wordprocessed. ICT can be used for independent
research and presentations.
Numeracy:
there
is
opportunity
quantitative analysis in ENGB4.
for
Learning Opportunities: independent reading
and
research;
Individually
negotiated
coursework tasks.
Assessment
Opportunities:
assessment
criteria are shared with the students to promote
self and peer-assessment.
Mr M Oxley
The Minster School
Parent/Carer Handbook 2014-2015
37
CURRICULUM—YEAR 12
AS GEOGRAPHY (AQA)
Use of ICT: research and presentations. GIS
used throughout the course.
Assessment Outline
Geog 2: 30% of AS level grade. The exam is a
skills paper and is taken in June of Year 12. This
is linked to fieldwork that the students have
completed.
Geog 1: 70% of AS level grade. Exam taken in
June of Year 12. This is a mixture of short
questions and 15 mark essay questions on the
key themes.
4




Key Themes
Rivers
Glaciation
Population
Food Supply
Numeracy: completion of population pyramids,
working out dependency ratios, completion of
climate graphs, average speed of rivers, River
discharge, Hydraulic radius, cross-sectional
area, gradient calculations, Choropleth maps,
statistical techniques such as Spearman’s rank.
Learning
Opportunities:
independent
research; investigating case studies.
Skills:
 practical skills – Fieldwork skills- collection of
data, field sketches, environment and
perception surveys, Mapping skills such as
trip lies, desire lines, Isolines, time
management, personal organisation.
 presentational skills – addressing audiences
using a variety of media and forms.
 personal skills – showing evidence of
progression.
 interpersonal skills – communication and
group work.
 cognitive skills – reflection and review of own
and others’ performances.
The Minster School
Literacy: reading/understanding text; spelling
and grammar; use of key words; extended
writing.
Assessment Opportunities: regular past
paper questions are completed with students
using exam mark schemes for guidance but also
for peer and self assessment.
Students are made aware of their target grades
and given regular feedback to support
progression.
The school moodle has revision materials with
exam questions and advice for students.
Parent/Carer Handbook 2014-2015
Mrs J Chappell
38
CURRICULUM—YEAR 12
AS GOVERNMENT AND POLITICS
(EDEXCEL 8GP01)
Unit 1: People and Politics
The four topics in Unit 1 also allow for an
introduction to the world of Politics and political
vocabulary. Students will gain the opportunity
to take part in some active role play such as
forming a pressure group and a political party
that participates in a “mock” election using
differing election systems.
Throughout this unit and, indeed the whole AS
and A2 level course, knowledge of current
affairs
and
topical
events
is
actively
encouraged. The four areas covered in Unit 1
are:




Democracy and Political Participation
Party Policies and Ideas
Elections
Pressure Groups
Examinations are external and there is no
coursework. Unit 1 exam is sat in June of Year
12 with a structure of answering two questions
from a choice of 4 with a total of 80 marks for
the examination.
judiciary.
The external examination is 1hr and 20 minutes
and taken in June of Year 12. Students
complete two questions: one based on stimulus
material and one essay question. There are a
total of 80 marks for this examination.
Skills:
A01 – knowledge and understanding
A02 – evaluation and analysis
A03 – communication and coherence
Use of ICT:
web research, webquest,
presentations, word processing of tasks for
marking.
Literacy: reading/understanding text; spelling
and grammar; use of key words; developing
political vocabulary; extended writing using
evaluation and analysis.
Numeracy: understanding election results and
effects of differing electoral systems; using
political data to look at trends - e.g. voter
turnout.
Learning
Opportunities:
independent
research; investigating case studies.
Assessment Opportunities: peer assessment
of work using past exam questions. Modelling
from past papers. Return of marked work. Unit
examination.
Unit 2: Governing the UK
 The Constitution
 Parliament
 The Prime Minister and Cabinet
 Judges and Civil Liberties
Unit 2 investigates the more formal aspects of
British politics with a particular focus on the
workings of Parliament, the components of the
constitution, and the balances between the
three the executive, legislature and the
The Minster School
Parent/Carer Handbook 2014-2015
Mrs P Bowes
39
CURRICULUM—YEAR 12
AS HISTORY (AQA)
Course Content
Students will study two units in Year 12.
There are two specifications on offer for Year 12
AS level History.
Modern History:
HIS1L: Britain 1906-51. This unit is examined
in June of Year 12 and is worth 50% of the AS
level grade and 25% of the A level as a whole.
HIS2L: The impact of the Stalin dictatorship,
1924-41. This unit is examined in the June of
Year 12 and is worth 50% of the AS level grade
and 25% of the A level as a whole.
Medieval History:
HIS1A: The Crusading Movement and the Latin
East, 1095–1204. This unit is examined in June
of Year 12 and is worth 50% of the AS level
grade and 25% of the A level as a whole.
HIS2A: Conqueror and Conquest, c1060–1087.
This unit is examined in the June of Year 12 and
is worth 50% of the AS level grade and 25% of
the A level as a whole.
Skills:
 research
 comparison of sources
 source analysis
 debating
The Minster School
 presentational skills – addressing audiences
using a variety of media and forms
 interpersonal skills – communication and
group work
 extended writing
Use of ICT: students are encouraged to use
ICT to help complete homework. In lessons
students use ICT to assist in research and
presentation of work.
Literacy: students will continue to develop
their skills in writing good explanations and
judgements, using a wide range of sources in
writing answers, how to support and develop
arguments, and note-taking and research skills.
Numeracy: students use statistics and data in
the form of sources used in lessons.
Learning
Opportunities:
independent
research and project work gives students the
chance to develop their work. Students are
expected to read around the subject to further
their own understanding.
Assessment Opportunities: students use
mark-schemes and sample answers are used
with assessments. Students are given feedback
after assessments and set targets for future
work. Exam papers are also regularly used in
lessons. Students will spend lessons after
Easter on exam preparation, involving extensive
use of past papers and examiner’s reports.
Miss R Foy
Parent/Carer Handbook 2014-2015
40
CURRICULUM—YEAR 12
AS ICT (0CR)
G061
–
Information,
Systems
and
Applications
Examination in June (60%)
Students learn about a range of theory topics,
generally focusing on the use of ICT in
business. Students learn about different core
software packages, and their uses within
business. They also learn about how data is
represented using ICT and the implications of
ICT on society.
G062—Structured Tasks
Coursework submission in January (40%)
Students complete a series of tasks set by the
exam board based on a fictional set of
scenarios. These tasks are based around the
needs of a fictional business, and require
candidates to decide on a solution to given
small problems.
Skills:
An understanding of:
 data, information, knowledge and processing
 software and hardware components on an
information system
 characteristics of standard application
software
 spreadsheet concepts
 relational database concepts
 application software used for presenting and
communicating
 role and impact of ICT
 a range of products to support a business
scenario, previous examples:
 spreadsheet
 database
 website
 mail merge system
The Minster School
Use of ICT: the coursework element changes
each year, and as such so does the focus on
different software types. Generally students will
make use of all standard Office packages
(spreadsheet, database, word processing and
presentation), they will also make use of
creative software such as web design and
graphics editing depending on the nature of
tasks set by the exam board.
Literacy:
words.
report
writing;
discussions;
key
Numeracy: sizes – dimensions and file size;
handling
data;
complex
mathematical
operators; space, proportion and sizing.
Learning
Opportunities:
independent
research; library of resources to support
practical tasks; use of software outside of
school following tutorials; individual coursework
feedback.
Assessment Opportunities: summative tests;
in class exercises; past paper revision; mark
schemes; exemplar products; skills videos.
Parent/Carer Handbook 2014-2015
Mr S Lang
41
CURRICULUM—YEAR 12
LANGUAGES—AS FRENCH (AQA)
Topics covered:
 Media: TV, advertising and communication
technology.
 Popular culture: cinema, music and fashion/
trends.
 Healthy living/lifestyle: exercise, health and
well-being and holidays.
 Family/relationships: relationships within the
family,
friendships
and
marriage/
partnerships.
Unit 1- Listening, reading and writing
Externally examined: 70% of total AS level
35% of total A Level marks.
Unit 2—Speaking test
30% of total AS level
15% of total A Level marks.
Skills:
AO1 - Understand and respond, in speech and
writing, to spoken language.
AO2 - Understand and respond, in speech and
writing, to written language.
AO3 - Show knowledge of and apply accurately
the grammar and syntax prescribed in
the specification.
French should enable students to:
 derive enjoyment and benefit from language
learning.
 acquire knowledge, skills and understanding
for practical use, further study and/or
employment.
 communicate with speakers of the language
take their place in a multilingual global
society.
Use of ICT: The Language Lab is used for a
variety
of
language
learning
activities.
Opportunities are available to develop listening,
reading, writing and oral skills. Students access
electronic resources which support the course
textbook and access websites for current affairs
and news items.
Research work and PowerPoint presentations
are also required.
Language activity websites:
www.zut.org.uk
www.tv5.fr
www.tf1.fr
www.languagesonline.org.uk
www.google.fr
Literacy: reading and understanding text,
spelling, punctuation and grammar, extended
writing, developing ideas and producing
persuasive arguments .
Numeracy: statistics and data in texts/audio
recordings.
Learning
Opportunities:
independent
research on each of the topics covered. Using
newspaper/website articles as a source of
information for discussion. Independent work
using
the
electronic
resources
which
complement the textbook. Television and radio
programmes, films and books in the target
language.
Assessment Opportunities: peer assessment,
formal assessment, exam style questions and
past papers are used, mark schemes discussed
and students given feedback on their
performance,
along
with
targets
for
improvement.
Mrs S Westerman
The Minster School
Parent/Carer Handbook 2014-2015
42
CURRICULUM—YEAR 12
LANGUAGES—AS GERMAN (AQA)
Topics covered:
 media: TV, advertising and communication
technology
 popular culture: cinema, music and fashion/
trends
 healthy living/lifestyle: exercise, health and
well-being and holidays
 family/relationships: relationships within the
family,
friendships
and
marriage/
partnerships.
Unit 1 - Listening, reading and writing
Externally Examined: 70% of total AS level
35% of total A Level marks.
Unit 2—Speaking test
30% of total AS level
15% of total A Level marks.
Use of ICT: the Language Lab is used for a
variety
of
language
learning
activities.
Opportunities are available to develop listening,
reading, writing and oral skills. Students access
electronic resources which support the course
textbook and access websites for current affairs
and news items.
Research work and powerpoint presentations
are also required.
Language activity websites:
www.gut.org.uk
www.google.de
www.tivi.de
www.languagesonline.org.uk
www.tatsachen über Deutschland
Literacy: reading and understanding text,
spelling, punctuation and grammar, extended
writing.
Skills:
AO1 - Understand and respond, in speech and
writing, to spoken language.
AO2 - Understand and respond, in speech and
writing, to written language.
AO3 - Show knowledge of and apply accurately
the grammar and syntax prescribed in
the specification.
German should enable students to:
 derive enjoyment and benefit from language
learning.
 acquire knowledge, skills and understanding
for practical use, further study and/or
employment.
 communicate with speakers of the language
take their place in a multilingual global
society.
Numeracy: statistics and data in texts/audio
recordings.
Learning
Opportunities:
independent
research on each of the topics covered. Using
newspaper/website articles as a source of
information for discussion. Independent work
using
the
electronic
resources
which
complement the textbook. Television and radio
programmes, films and books in the target
language.
Assessment Opportunities: peer assessment,
formal assessment- exam style questions and
past papers are used, mark schemes discussed
and students given feedback on their
performance,
along
with
targets
for
improvement.
Mrs S Westerman
The Minster School
Parent/Carer Handbook 2014-2015
43
CURRICULUM—YEAR 12
LANGUAGES—AS SPANISH (AQA)
Topics covered:
 media: TV, advertising and communication
technology.
 popular culture: cinema, music and fashion/
trends.
 healthy living/lifestyle: exercise, health and
well-being and holidays.
 family/relationships: relationships within the
family,
friendships
and
marriage/
partnerships.
Unit 1- Listening, reading and writing
Externally Examined: 70% of total AS/35% of
total A Level marks. Students answer a range
of questions based on approximately 5 minutes
of heard material and on a selection of written
stimulus texts. They also respond in writing to a
question based on one of the AS topics.
Unit 2—Speaking test
30% of total AS/15% of total A Level marks.
Students discuss a target-language stimulus
card based on one of the AS topics and take
part in a conversation covering three further AS
topics.
Skills:
AO1 - Understand and respond, in speech and
writing, to spoken language.
AO2 - Understand and respond, in speech and
writing, to written language.
AO3 - Show knowledge of and apply accurately
the grammar and syntax prescribed in
the specification.
Spanish should enable students to:
 derive enjoyment and benefit from language
learning.
 acquire knowledge, skills and understanding
for practical use, further study and/or
employment.
 communicate with speakers of the language
take their place in a multilingual global
society.
Use of ICT: the Language Lab is used for a
variety
of
language
learning
activities.
Opportunities are available to develop listening,
reading, writing and oral skills. Students access
electronic resources which support the course
textbook and access websites for current affairs
and news items.
Research work and PowerPoint presentations
are also required.
Language activity websites:
www.studyspanish.com
www.bbc.co.uk/mundo
www.languagesonline.org.uk
www.colby.edu/~bknelson/SLC/index
www.eslconnect.com/spanish/spanish
www.languagesresources.co.uk/
spanish_resources
Literacy: reading and understanding text,
spelling, punctuation and grammar, extended
writing.
Numeracy: statistics and data in texts/audio
recordings.
Learning
Opportunities:
independent
research on each of the topics covered. Using
newspaper/website articles as a source of
information for discussion. Independent work
using
the
electronic
resources
which
complement the textbook. Television and radio
programmes, films and books in the target
language.
Mrs S Westerman
The Minster School
Parent/Carer Handbook 2014-2015
44
CURRICULUM—YEAR 12
AS MATHEMATICS
Areas of study
Students work through the Edexcel AS level
Mathematics Specification. Students take all
three units in June – Core 1, Core 2 and
Statistics 1. In the Core 1 Module teaching
includes concepts such as Algebra, Coordinate
Geometry, Differentiation and Integration. In
Statistics students learn how to display,
summarise and analyse data, Probability,
Correlation, Regression and the Normal
Distribution. In Core 2 students extend their
knowledge
of
Trigonometry,
Algebra,
Sequences and Series, Coordinate Geometry,
Differentiation and Integration.
Skills: problem Solving; Thinking Skills; Group
Work; Independent Learning; Functional Maths;
Proof.
ICT: use of Autograph; Excel; PowerPoint and
Geometers Sketchpad to explore and present
findings.
Numeracy: the course aims at enabling
students not to just solve abstract problems but
to apply their understanding in to a real world
context.
Literacy: reading and understanding text;
interpreting questions, use of key words;
writing to explain or justify.
They are also issued with CDRoM containing all
the past and practice exam papers for each
module which may be used in preparation for
examinations. Students have a booklet of
Assessed Homework tasks that will be
completed and handed in to their teacher at
appropriate times throughout the year. These
are key tasks in the revision and consolidation
process and must be completed.
Assessment
Opportunities:
assessed
homework at the end of each unit, Starters/
Plenaries, practice papers. There will be a
‘Mock’ Core 1 paper in December which will
enable early identification of students who are
struggling so support can be put in place in
preparation for the June examination.
Opportunities for Support: students requiring
help or support with any aspect of class work,
homework or exam preparation are more than
welcome to attend the Post 16 Maths Club after
school every Thursday.
Note:
This course is challenging. Students will
need to have attained a ‘B’ grade or higher
at GCSE for entry to the course. Any
student entering the course on a GCSE ‘B’
grade (or are identified by assessment
early in the course as needing support)
will be required to attend a Tuesday after
school consolidation session.
Learning Opportunities: students have their
textbook which may be used as a resource for
additional question practice.
The Minster School
Parent/Carer Handbook 2014-2015
Ms H McGregor
45
CURRICULUM—YEAR 12
AS FURTHER MATHEMATICS
Areas of study
Students work through the Edexcel AS level
Further Mathematics Specification. They work
towards taking the Decision Mathematics 1,
Further Pure 1 and Statistics 2 in June. In
Decision Mathematics students cover topics
such as Critical Path Analysis and Linear
Programming. In Further Pure 1 students cover
topics such as Matrices, Complex Numbers and
Proof by Induction. In Statistics 2 students
cover topics such as Hypothesis Testing,
Binomial
and
Poisson
Distribution
and
Continuous Random Variables.
Skills:
 problem Solving
 thinking Skills
 group Work
 independent Learning
 functional Maths
 proof
ICT:
 use of Autograph
 Excel
 PowerPoint and Geometers Sketchpad to
explore and present findings
Literacy: reading and understanding text;
interpreting questions, use of key words;
writing to explain or justify.
Learning Opportunities: students have their
textbook which may be used as a resource for
additional question practice. They are also
issued with CDRoM containing all the past and
practice exam papers for each module which
may be used in preparation for examinations.
Assessment
Opportunities:
assessed
homework at the end of each unit, Starters/
Plenaries, practice papers.
Opportunities for Support: students requiring
help or support with any aspect of class work,
homework or exam preparation are more than
welcome to attend the Post 16 Maths Club after
school every Thursday.
Note:
This course is challenging. Students will
need to have attained a high A or A* grade
at GCSE for entry to the course.
Ms H McGregor
Numeracy: the course aims at enabling
students not to just solve abstract problems but
to apply their understanding in to a real world
context.
The Minster School
Parent/Carer Handbook 2014-2015
46
CURRICULUM—YEAR 12
AS MEDIA STUDIES (WJEC)
MS1-Media
Representations
and
Responses
Three compulsory questions, including one on
unseen audio-visual or print based material.
Questions focus on issues of representation,
genre,
narratives,
technical
codes
and
audiences.
MS2-Media Production Processes
Students currently choose from one of two
tasks: Creating a short horror movie trailer or
producing the front cover, contents page and
feature length article for a niche magazine.
They write about the processes and evaluate
their productions.
External Assessment: 2 ½ Hrs Written Paper;
50 % of AS level marks.
Internal Assessment: Three components:
 one pre-production.
 one production which develops from the preproduction.
 one report on the production process 50% of
AS level marks.
 create own media texts in print or audiovisual formats using appropriate software
technologies.
 become independent in research skills and
encourage the development students’ own
views and interpretations.
ICT: use of media technologies including imovie
software.
Literacy: developing written skills and critical
media vocabulary.
Numeracy: students quantify responses from
audience focus groups and present them in
charts and graphs.
Learning
Opportunities:
individ ual
coursework tasks negotiated with class teacher.
Assessment Opportunities: focus group
offers peer assessment and Learning Objectives
for each Unit are shared with classes at the
outset of the course.
Model answers are
provided throughout the course in order that
students see and learn from ‘A’ grade
responses.
Skills:
 acquire an understanding of the media and
its role in people’s daily lives.
 develop critical understanding of the media
through engagement with media products.
The Minster School
Parent/Carer Handbook 2014-2015
Mrs M Oxley
47
CURRICULUM—YEAR 12
MUSIC (EDEXCEL)
Autumn Term
Performing Music
 students perform as soloists and/or as part
of an ensemble including recital concerts,
school concerts and concerts in the
community.
Composition
 students develop compositional skills and
select one brief out of four given by the
board for the creation of a three-minute
piece.
Developing Musical Understanding
 analysis of Instrumental and Vocal music –
Students study set works from the Anthology
 listening - Students learn to use a score to
identify harmonic and tonal and other
musical features, and then apply these
principles in the completion of an SATB
texture.
Spring Term
Performing Music
 students prepare and perform an assessed 5six minute recital.
Composition
 students create and submit a three-minute
piece in response to a chosen brief.
 developing Musical Understanding
 analysis of Instrumental and Vocal music
 listening
Summer Term
Revision and practice questions for the Unit 3
examination.
awareness of occasion and/or ensemble
(performing/realising)
 creating and developing musical ideas with
technical
control
and
expressive
understanding making use of musical
devices,
conventions
and
resources
(composing/arranging)
 demonstrating
understanding
of
and
commenting perceptively on, the structural,
expressive and contextual aspects of music
(appraising).
Use of ICT:
 use of MIDI software to compose: Sibelius
and Reason are all available.
 use of the Internet to research information
related to the areas of study and to broaden
listening experience
 use of word processing.
Literacy: analysis of set works; read and
synthesise information; write essays.
Numeracy: interpretation of symbols.
Learning Opportunities:
 research information related to the areas of
study.
 collaborate and negotiate with others for
rehearsals, performances and recordings.
 create action plans for coursework within the
specified time scale.
Assessment Opportunities:
 the assessment criteria for performing and
composing are used as a reference from the
outset of the course.
 levelled
exemplar
materials,
marking
schemes and examiner reports are used for
Unit 3 practice questions.
Skills:
 interpreting musical ideas with technical and
expressive control and a sense of style and
The Minster School
Parent/Carer Handbook 2014-2015
Miss H Wallis
48
CURRICULUM—YEAR 12
AS MUSIC TECHNOLOGY (EDEXCEL)
Units of study for 2015 examination
Autumn Term
Unit 1: Music Technology Portfolio 1
 students will learn sequencing skills using
music technology as a tool.
 students will create a sequenced realised
performance of a song prescribed by Edexcel.
 students will learn how to use the recording
studio and Cubase to capture, process and
mix a musical performance to make a highquality multi-track recording.
Unit 2: Listening and Analysing
 students will develop a technical vocabulary
and understanding of relevant musical theory
and terminology.
 students will study the development of
popular music styles from 1910 through to
the present day.
 students will study the development and
influence of technology on music since 1910
including:
instruments
involving
music
technology; recording practice; and related
developments in contemporary art music.
Spring Term
Unit 1: Music Technology Portfolio 1
 students will develop an original arrangement
of a song in one of two styles prescribed by
Edexcel using ProTools or Reason.
 students
will
record
and
submit
a
performance of a piece of music of their own
choice.
Unit 2: Listening and Analysing
 students will study two special focus styles:
Soul and Indie Rock
Summer Term
Revision and practice questions for the Unit 2
examination.
Skills:
 interpreting musical ideas with technical and
expressive control and a sense of style and
awareness of occasion and/or ensemble
(realising).
 creating and developing musical ideas with
technical
control
and
expressive
understanding making use of musical
devices,
conventions
and
resources
(arranging).
The Minster School
 demonstrating
understanding
of
and
commenting perceptively on, the structural,
expressive and contextual aspects of music
(appraising).
 demonstrating effective use of music
technology to capture, edit and produce
musical outcomes.
 demonstrating
understanding
of
and
comment perceptively on the technical
processes and principles that underpin
effective use of music technology.
Use of ICT:
 use of Music Instrument Digital Interface
(MIDI) software to sequence and arrange,
record and edit: Sibelius, ProTools and
Reason are all available.
 sample audio or MIDI files from the Internet.
 use of the Internet to research information
related to the areas of study and to broaden
listening experience
 use of word processing.
Literacy: analyse the main styles and trends
during the development of popular music. Read
and synthesise information.
Numeracy: collect and interpret data for
sequencing.
Make calculations about the
recording space and its acoustic properties.
Learning Opportunities:
 research information related to the areas of
study.
 collaborate and negotiate with others for
rehearsals, performances and recordings.
 create action plans for coursework within the
specified time scale.
 keep an up-to-date record of the sequencing
and recording process.
Assessment Opportunities:
 the assessment criteria for sequencing and
recording are used as a reference from the
outset of the course.
 levelled exemplar materials and marking
schemes are used for Unit 2 practice
questions.
Parent/Carer Handbook 2014-2015
Miss H Wallis
49
CURRICULUM—YEAR 12
AS GCE PHYSICAL EDUCATION (OCR H154)
Unit G451
 anatomy and physiology [Section A].
 acquiring movement skills [section B].
 socio cultural studies relating to participation
in physical activity [section C].
Unit G452
 performance.
 evaluating and planning for the improvement
of performance.
 assessment weightings = practical and
evaluation assessment 40%.
 written examination 60%.
Skills
 practical skills – physical competence,
involvement and effectiveness.
 STUDENTS
SHOULD
BE
REGULARLY
PLAYING/COMPETING IN BOTH OF THEIR
CHOSEN SPORTS.
 Observation, analysis and critical evaluation
–their own and others’ performance.
 Application of knowledge and understanding
to optimise performance and the effects on
leading a healthy and active lifestyle.
Use of ICT:
Ubersense.
research and presentations.
Literacy: quality of written communication so
that it is legible. Accurate punctuation, spelling
and grammar so that the meaning is clear.
Selecting and use a form and style of writing
appropriate to purpose and to complex subject
matter. Organising information clearly and
coherently using specialist vocabulary when
appropriate.
Numeracy: interpretation and design of graphs
to explain for example Drive theory or the
analysis of results associated with basic
biomechanical principles.
Learning Opportunities: peer and self
assessment; variety of inclusive approaches to
allow choice such as the presentation method
used to utilise strengths and maximise learning;
independent
research;
investigating
case
studies.
Assessment Opportunities: peer and self
assessment, teacher
assessment, final
examination in preparation for A2.
Recommended Text :
 Carnell,D., et al OCR Physical Education AS,
level Heinemann, 2008.
 a revision guides is available to accompany
the recommended text and is particularly
useful.
Mrs S Gratton
The Minster School
Parent/Carer Handbook 2014-2015
50
CURRICULUM—YEAR 12
AS PHYSICS A (AQA)
Unit 1: Particles, quantum phenomena and
electricity.
 the nucleus including particles, antiparticles
and photons; hadrons and leptons; the quark
model.
 quantum
phenomena
including
electricity,
energy
levels
and
emission, wave particle duality.
 electricity
including
resistivity,
circuits
alternating current.
photo
photon
electrical quantities,
and
components,
This is a written paper worth 20% of the total A
level marks.
Unit 2: Mechanics, materials and waves
 mechanics, including motion along a straight
line, projectile motion, Newton’s laws of
motion, energy and power.
 properties of materials, including density and
the young modulus, waves, including
longitudinal
and
transverse
waves,
progressive and stationary waves, refraction,
diffraction and interference.
This is a written paper worth 20% of the total A
level marks.
Unit
3:
Externally
Assessment
Marked
Practical
 analyse, interpret, explain and evaluate the
methodology, results and impact of their own
and others experimental and investigative
activities in a variety of ways
This unit will involve externally
practical and investigative skills.
This is a written paper worth 10% of the AS
level marks.
Skills
 knowledge of key physical principles and
processes.
 computational, analytical,
descriptive skills.
graphical,
ICT:
research,
handling
presentations, data logging.
data,
and
making
Literacy: development of key word vocabulary
necessary for the subject.
Numeracy: some complex calculations, no
more demanding than higher tier GCSE.
Assessment Opportunities: self and peerassessment of end-of unit tasks using
Assessment for Learning framework. Self and
peer-assessment of Individual Skill Assessment
(ISA) training tasks. Practice module tests.
Learning Opportunities: AQA Physics revision
guide; AS textbook.
 demonstrate and describe ethical, safe and
skilful practical techniques
 process and select appropriate qualitative
and quantitative methods
 make, record and communicate reliable and
valid observations
The Minster School
assessed
Parent/Carer Handbook 2014-2015
MR D Monteith
51
CURRICULUM—YEAR 12
AS PSYCHOLOGY (AQA)
Unit 1 - PSYA1 Cognitive Psychology - Memory
Models of memory - the multi-store model of
memory, encoding, capacity and duration of memory
and evaluation of model.
The working model of memory- and evaluation.
Memory in Everyday Life - eyewitness testimony
and factors affecting the accuracy, e.g. age, anxiety.
The use of cognitive interviews.
Strategies for memory improvement.
Developmental Psychology - Early Social
Development
attachment
explanations
of
attachment, learning theory and evolutionary theory
(Bowlby). Types of attachment-secure, insecure and
research by Ainsworth.
Cultural variations in
attachment. Disruption of attachment-failure to form
an attachment (privation) and the effects of
institutionalisation.
Attachment in Everyday Life - impact of day care
on children’s social development, including peer
relations and aggression. Implications of research
into attachment and day care for child care practices.
Research Methods - methods and techniques,
investigation design, data analysis and presentation,
will be embedded throughout each topic.
June Exam and is 1hour 30 minutes
This exam is worth 50% of the overall AS level.
Unit 2 - PSYA2 Biological Psychology –Stress
 stress as a bodily response-the body’s response





to stress, pituitary-adrenal system and the
sympathomedullary pathway in outline
stress related illness and the immune system
life changes and daily hassles as sources of stress
workplace stress including the effects of workload
and control
personality factors, including Type A and Type B
behaviour, hardiness
psychological and biological methods of stress
management, including stress inoculation therapy
and drug therapy
Social Psychology - Social Influence
Social Influence  conformity (majority influence) and explanations
of why people conform, including informational
social influence and normative social influence
 types of conformity, including internalisation and
compliance
 obedience to authority, including Milgram’s work
and explanations of why people obey
Social influence in Everyday Life
 explanations of independent behaviour, including
locus of control, how people resist pressures to
conform and resist pressures to obey authority
 how social influence research helps us to
understand social change; the role of minority
influence in social change
Individual
Differences
–
Psychopathology
(Abnormality)
Defining
and
explaining
psychological
abnormality
 definitions of abnormality, including deviation
from social norms, failure to function adequately
and deviation from ideal mental health, and
limitations of these definitions of psychological
abnormality
 the biological approach to psychopathology
 psychological approaches to psychopathology
including the psychodynamic, behavioural and
cognitive approaches
Treating Abnormality  Biological therapies, including drugs and ECT
 Psychological therapies, including psychoanalysis,
systematic
de-sensitisation
and
Cognitive
Behavioural Therapy
June Exam and is 1hour 30 minutes
This exam is worth 50% of the overall AS level.
Skills: develop knowledge and understanding of
concepts, theories and studies; To use analysis,
evaluation skills and apply these to the topic area;
Application of research methods and ethical issues to
topic area; Carry out experimental and investigative
activities in a range of contexts; Communicate
information and ideas in appropriate ways using
appropriate terminology.
ICT: PowerPoint presentations, analysis of data,
research.
Literacy:
use of appropriate terms/concepts of
psychological theory.
Reading, understanding
theory, spelling, grammar. Short and extended
writing tasks.
Numeracy: data analysis, use of measures of
central tendency.
Learning Opportunities: independent research,
group work, opportunities to show wider reading,
carry out investigation, write up conclusion.
Assessment Opportunities: timed essays/short
extended; Quick questions; Mock exams; End of
term exams.
Mr P Bowes
The Minster School
Parent/Carer Handbook 2014-2015
52
CURRICULUM—YEAR 12
AS RELIGIOUS STUDIES:
AND ETHICS (OCR H172)
PHILOSOPHY
Unit G571: AS Philosophy of Religion
 ancient Greek influences on philosophy of
religion.
 the philosophies of Aristotle and Plato.
 Judaeo-Christian influences on philosophy of
religion.
 the concepts of God as Creator and the
Goodness of God.
 traditional arguments for the existence of
God.
 a critical analysis of the Cosmological,
Teleological,
Ontological
and
Moral
arguments.
 challenges to religious belief.
 a reflections on the problem of evil and
Scientific challenges to the existence of God.
Unit G572: AS Religious Ethics
 ethical theories; a study of a range of
approaches to the issue of ethics including
utilitarianism, natural law, kantian ethics,
moral relativism, moral absolutism and
religious ethical systems.
 applied ethics topics; application of the
different ethical systems studied to the
issues of abortion, right to a child, genetic
engineering, euthanasia and war and peace.
Skills
 debating skills – students engage in class
and small group discussion/debates.
 evaluation skills – students must analyse
their own views in comparison with those of
different philosophical and ethical viewpoints.
The Minster School
 independent thinking skills – students are
encouraged to think independently and form
their own beliefs and values on a range of
ethical and philosophical issues.
 empathy skills – students are asked to
consider issues from a range of perspectives.
 group work skills – students are encouraged
to work together and develop team work and
co-operative skills.
Use of ICT: class laptops used for research and
investigation. Use of online and multimedia
resources.
Literacy:
students’ are taught the skills
necessary to produce extended pieces of writing
through explanation and evaluation of the
different theories studied. Use and explanation
of key terms and meanings are an integral part
of the course.
Learning Opportunities: homework tasks are
set to extend learning and on line resources
accompany the course. Students are expected
to use personal reading in order to extend their
knowledge and understanding of the issues
being studied.
Assessment Opportunities: use of mark
schemes, model answers, peer and self
assessment. End of unit assessment for each
topic.
Parent/Carer Handbook 2014-2015
Mrs H Feehily
53
CURRICULUM—YEAR 12
EDEXCEL LEVEL 3 BTEC—SUBSIDIARY
DIPLOMA IN PERFORMING ARTS (ACTING)
BTEC Nationals are qualifications that are
designed to provide specialist work-related
qualifications in a range of sectors. They give
learners the knowledge, understanding and
skills that they need to prepare them for
employment.
This course is part of the BTEC framework of
qualifications. The Subsidiary Diploma is
equivalent to a full A Level. Students are
graded at Distinction*, Distinction, Merit or
Pass, which are equivalent to Grade A*, Grade
A, Grade C and Grade E, respectively, at A
Level.
Students taking on the BTEC National must
complete the full two year course to gain the
qualification. There is no interim qualification
after one year.
There are six Units, spread over the two years.
Three Units are completed in Year 12:
Unit 19 Principles of Acting
Understanding the essential principles of acting
is the springboard from which successful
performances are launched. This unit has the
necessary practical focus that professional
actors use and will provide opportunities to
practise techniques that can help the actor to
characterise a performance both physically and
vocally. Students will also be taught how to
interpret and realise text and how to
communicate this text effectively to an
audience.
Assessment will be based on the students’ work
in lessons, an Actor’s Log and two performances
of extracts from scripted plays.
Unit 10 Theatre in Education
Having the skills to research, devise and
perform work, as well as possessing the
organisational abilities to create, market and
tour a Theatre in Education (TIE) project, will
be extremely useful to any aspiring performing
artist who wishes to make a living as a
professional.
The Minster School
Theatre in Education offers artists and
practitioners
professional
employment
opportunities and an important role in enriching
the life and learning experiences of their
audiences in an enjoyable way. Students will
gain the abilities and skills required to work as
a member of a touring TIE company. They will
be encouraged to take control of their project,
and to be independent in the way they work.
They
will
need
to
take
on
personal
responsibilities, such as corresponding with
schools and coordinating touring details,
organising rehearsal schedules, writing scripts,
constructing sets, creating props, masks and
costumes, writing, editing and organising the
pre-project documentation and post-project
follow-up material.
Assessment will be based on the students’ work
in lessons, an Actor’s Log and performances of
the project in two Schools or other suitable
venues.
Unit 15 Variety Performance
The world of the variety performer is, as the
term suggests, multi-faceted. Variety refers to
any type of performance that an audience may
find entertaining. The roots of variety lie in the
worlds of music hall, circus, cabaret and
vaudeville. Variety performers use a range of
skills to develop material that they can present
to an audience as an act or ‘turn’.
The unit
enables students
to develop
performance techniques appropriate to the work
of the variety entertainer and to create an
individual repertoire. For instance, they may
develop comedy material that could be ‘stand
up’ or for a routine involving other performers.
Alternatively, they could use pre-existing songs
or new material to create a song-and-dance act
or deploy techniques such as dance, singing,
instrumental performance, magic, acrobatics,
ventriloquism, impersonation, mime, illusion or
clowning as an integral part of a speciality act.
Assessment will be based on the students’ work
in lessons, an Actor’s Log and a public
performance of the Variety Show.
Parent/Carer Handbook 2014-2015
54
CURRICULUM—YEAR 12
EDEXCEL LEVEL 3 BTEC—SUBSIDIARY
DIPLOMA IN PERFORMING ARTS (ACTING)
continued...
Teaching and Learning Methods
This course will follow on directly from the work
done in Years 10 and 11, and will build on the
skills already developed. It is an active course:
the majority of the work is practical; discussing,
creating,
rehearsing
and
performing.
Groupwork and inter-personal skills are a key
area of focus, as students will work in groups,
of various sizes, throughout the Course. They
will take part in a range of small and larger
scale performances; to their own class and to
other audiences.
They will also produce an Actor’s Log, in which
they will keep a record of what they have
learnt. This can be in written form, or an on-line
Blog, including photos, video clips of their work,
audio commentary, etc. Students will be
encouraged to make full use of ICT in the
capturing of their learning in the Actor’s Log.
Independent Learning
To achieve the Distinction and Distinction*
grades, students must be able to work
independently, and show leadership and
initiative in their groups.
Mrs A Spinks
Assessment Methods
There are no written examinations in this
course. All the Units are teacher-assessed.
Students will be marked on their performances,
their work during lessons, their contribution and
ideas.
The Minster School
Parent/Carer Handbook 2014-2015
55
CURRICULUM—YEAR 12

problem solving skills - taking decisions
critically, creatively and flexibly to achieve
planned outcomes including use of new
technologies where appropriate, to solve
problems.

evaluation - outcomes incorporate own
learning and performance and selection/
usage of a range of communication skills and
media to convey and present evidenced
outcomes and conclusions.
Students will be required to:






presentational skills – ability to express
succinctly themes and ideas and convey
them to a non-specialist audience.
Use of ICT: class laptops used for research &
investigation. Use of online and multimedia
resources.
THE EXTENDED PROJECT QUALIFICATION
AQA Equivalent UCAS points to a full AS
Level up to A*
The qualification is a single piece of coursework
involving either:





mostly written work (5,000 words).
mostly Artefact (1,000 word write-up).
combination of both.
choose an area of interest.
draft a project title.
draft aims of the project.
plan, research and carry out the project.
provide evidence of all stages of project
production.
deliver a presentation to a specified
audience.
evaluate their own learning
Skills

design and planning - necessary for
completion of an individual piece of work,
applying organisational skills and strategies
to meet stated objectives.

resource management - Obtaining and
selecting information from a range of
sources, analyse data, apply relevantly and
demonstrate
understanding
of
any
appropriate
linkages,
connections
and
complexities of the topic.
The Minster School
Learning Opportunities: the nature of the
project means students are expected to use
personal reading and individual planning and
investigation in order to extend their knowledge
and understanding of the issues being studied.
Assessment Opportunities: previous sample
projects, self assessment and supervisor
feedback.
Parent/Carer Handbook 2014-2015
56
CURRICULUM—YEAR 12
YOUNG ENTERPRISE
Young Enterprise provides Y12 students with an
opportunity to nurture and realise their
enterprise and financial capability as well as
develop general business and economic
understanding.
Volunteers
from
local
businesses
w o r k
i n
partnership
with
teachers
to
support
the
programme.
Students set up and run their company over the
course of one academic year. They elect a
board of directors, raise share capital, and
market and finance a product or service of their
own choice. Weekly meetings are held to make
key decisions and students will then work within
their own role to try to make a profit. Students
are expected to trade with the general public
and will organise their own finances, paying tax
at the end of the year. At the end of the year
they write a company report and create a
presentation, which are used to compete
against other Young Enterprise teams at local,
regional and national levels. This year’s
company ‘Zues’ achieved Best Area Company
and came second in Best Company at County
Level.
As a result of running a Young Enterprise
company, students gain:
 an understanding of how a business works
and how wealth and employment are
created;
 the ability to work in a team;
 improved communication skills;
 more enthusiasm and self confidence;
 a willingness to take responsibility and
initiative;
 time management skills;
 experience of key business functions such as
marketing, financial management, sales,
customer care and personnel management.
The Minster School
Students who would like to participate in Young
Enterprise should apply in the first two weeks of
term by writing a letter (1 page A4 maximum)
which describes what they would hope to
achieve from being a part of the scheme.
More information is available by contacting
Mrs C McKeever Williams at:
[email protected]
DUKE OF EDINBURGH
The Minster Open Group will be accepting
applications for the Gold Award from candidates
who have passed the Silver Award and who are
aged 16.
At Gold level the sections are the same but for
longer periods. Volunteering must be done for
12 months, one other section also for 12
months and the other one for 6 months. The
expedition will be for 4 days/3 nights and done
in wild country. In addition they must
undertake a purposeful residential activity for 5
days away from home with people they do not
know.
Those achieving the award will be presented
with their certificates at one of the Royal
Palaces in London.
For those eligible a meeting will be arranged in
the Autumn. Please watch out for details in the
weekly
school
bulletin
and
for
school
announcements.
For
more details contact
Alan Dearden
[email protected] or on 07979074789.
Parent/Carer Handbook 2014-2015
57
Year 13
Curriculum
CURRICULUM—YEAR 13
A2 LEVEL ART & DESIGN – FINE ART
(EDEXCEL 9FA01/02)
Unit 3 Coursework Portfolio (60%)
Students submit a proposal for a Personal Study
Project. Students are guided into relevant areas of
study and produce a sustained personal enquiry
analysing the work of other artists and/or
designers as well as producing a portfolio of their
own practical work. The personal study consists of
1,000 to 3,000 words of continuous prose.
Unit 4 Externally Set Task (40%)
Working from a set theme students produce a
portfolio of supporting studies leading to a timed
final outcome (12 hours).
Assessment Objectives (equal weighting)
AO1—Develop
AO2—Experiment
AO3—Record
AO4—Realise
Skills
Technical competency: working with 2 and 3D
materials and new media.
This study consists of 1,000 to 3,000 words of
continuous prose linking to and informing their
own practical work and area of interest.
Coursework is submitted for assessment in
January.
Unit 4 Externally Set Task (40%)
Students select one starting point from an early
release exam question paper in February, with the
final exam taking place in April. During this period
of time students produce a portfolio of
photographic imagery consisting of supporting
research studies. Students are then given 15
hours of exam time to create a digitally edited
image or set of images to realise their personal
intentions.
Assessment Objectives
(equal weighting)
AO1—Develop
AO2—Experiment
AO3—Record
AO4—Present
Skills: The aims of this course are to encourage
students to further develop:
Assessment Opportunities: self and peer
assessment. Review of work and target setting.
• technical competency: using cameras including
SLR and digital software;
• intellectual, imaginative, creative and intuitive
powers;
• investigative,
analytical,
experimental,
practical, and expressive skills, aesthetic
understanding and critical judgement;
• independence of mind in relation to developing
their own ideas, refining their own intentions
and personal outcomes;
• an interest in, enthusiasm for, and enjoyment
of photography and art & design practice,
organisation, planning and time management;
• an understanding of the interrelationships
between photography and art & design
processes and an awareness of the contexts in
which they operate;
A2 LEVEL ART & DESIGN
PHOTOGRAPHY (OCR H563)
DIGITAL
Use of ICT: research and presentations, digital
manipulation, Photoshop
Unit 3 Coursework Portfolio (60%)
Students submit a proposal for a personal study
project; they are then guided into relevant areas
of study. Students produce a portfolio of
photographic images exploring and researching
their chosen theme with a focus on including work
that shows exploration, research, acquisition of
techniques and skills all leading towards a
personal final outcome. Students also produce a
sustained personal enquiry analysing the work of
other photographers, artists and/or designers.
Literacy:
extended writing, spelling and
grammar; use of key words, critical and analytical
vocabulary.
Creative skills: imagination, problem solving.
Study skills: research,
planning, organising.
time
management,
Use of ICT: research and presentations, digital
imaging, Photoshop.
Literacy:
words.
spelling and grammar; use of key
Learning Opportunities: independent research,
choice of starting points and media.
The Minster School
–
Learning Opportunities: independent research,
choice of starting points and media.
Assessment Opportunities: self and peer
assessment. Review of work and target setting.
Parent/Carer Handbook 2014-2015
Mrs J Sprawson
59
CURRICULUM—YEAR 13
A2 BIOLOGY (AQA)
Unit 4 - Populations and the Environment
Living organisms form structured communities
within
dynamic
but
essentially
stable
ecosystems through which energy is transferred
and chemical elements are cycled. Humans are
part of the ecological balance and their
activities affect it both directly and indirectly.
Consideration of these effects underpins the
content of this unit and should lead to an
understanding that sustainability of resources
depends on effective management of the
conflict
between
human
needs
and
conservation.
Unit 5 - Control in Cells and Organisms
Multi-cellular organisms are able to control the
activities of different tissues and organs within
their bodies. They do this by detecting stimuli
and stimulating appropriate effectors: plants
use specific growth factors; animals use
hormones, nerve impulses or a combination of
both. By responding to internal and external
stimuli, animals increase their chances of
survival by avoiding harmful environments and
by maintaining optimal conditions for their
metabolism.
Cells are also able to control their metabolic
activities by regulating the transcription and
translation of their genome. Although the cells
within an organism carry the same genetic
code, they translate only part of it. In multicellular organisms, this control of translation
enables cells to have specialised functions,
forming tissues and organs. The sequencing
and manipulation of DNA has many medical and
technological applications.
The Minster School
Unit 6 - Externally Marked Practical Exam
(EMPA)
This unit will assess your practical and
analytical skills via an externally marked exam.
Skills
 application of scientific knowledge in new and
unfamiliar situations
 data handling
 analysis of data
 evaluation of practical methodologies and
validity of data
ICT:
research,
handling
presentations, data logging.
data,
making
Literacy: development of key word vocabulary
necessary for the subject.
Numeracy:
simple calculations.
Use of
statistical tests such as Standard Deviation, Chi
Squared, t test and Spearman’s Rank
Correlation.
Learning Opportunities:
we expect each
student to undertake 2 to 4 hours of personal
study, reading around the subject, using
websites provided in the AS and A2 level
student guide. In this way students will
supplement their learning in class and will
develop
a
broader
knowledge
and
understanding of the subject.
Assessment Opportunities: self and peerassessment of end-of unit tasks using
Assessment for Learning framework Self and
peer-assessment of practical training tasks.
Practice module tests. Synoptic revision.
Parent/Carer Handbook 2014-2015
Mrs H Wilson
60
CURRICULUM—YEAR 13
A2 BUSINESS STUDIES (AQA 2131)
Unit BUSS3 – Strategies for Success:
In this unit, students will examine topic areas
such as finance, marketing, operational
strategies and human resources in relation to
setting objectives, measuring performance and
devising strategy. This unit will draw upon AS
material which students should use to respond
to A2 questions.
External examination:
1 hour 45 minutes – June of Year 13.
Questions requiring extended answers based on
an unseen case study.
80 marks –25% of A Level.
Unit BUSS4 – The Business Environment
and Managing Change
This unit is designed to be synoptic and draws
upon all other units of the specification,
including the AS level Units. This unit should be
studied through a variety of real business
contexts to allow students to understand how
the impact of and response to change varies.
External examination:
1 hour 45 minutes – June of Year 13.
Pre-release research tasks leading to the first
section of a two section examination. Second
section will consist of choice of essays. All
questions will be essay style and synoptic
therefore drawing upon knowledge from all four
units.
80 marks –25% of A Level.
The Minster School
Assessment Objectives:
AO1 – Knowledge
and
understanding
of
content.
AO2 – Application
of
knowledge
and
understanding
to
problems
and
situations.
AO3 – Analysis of problems, issues and
situations.
AO4 – Evaluation, judgements and distinction
between fact and opinion.
Skills
Use of ICT: research and
manipulation of information.
presentations,
Literacy: reading/understanding text; spelling
and grammar; use of key words; extended
writing.
Numeracy:
calculations.
construction
of
graphs
and
Learning
Opportunities:
independent
research; investigating case studies, using
recent newspaper articles and business reports.
Assessment Opportunities: peer assessment,
use of assessment criteria for exam questions,
reflection on learning, self-assessment, sharing
learning goals.
Parent/Carer Handbook 2014-2015
Mr P Bowes
61
CURRICULUM—YEAR 13
A2 Chemistry (OCR A)
Aims:
The aims of the course are to encourage
candidates to:
 develop their interest in, and enthusiasm for
chemistry, including developing an interest
in further study and careers in chemistry
 appreciate how society makes decisions
about scientific issues and how the sciences
contribute to the success of the economy
and society
 develop and demonstrate a deeper
appreciation of the skills, knowledge and
understanding of How Science Works
 develop essential knowledge
andunderstanding of different areas of
chemistry and how they relate to each other
The specification is divided into chemical topics,
each containing different key concepts of
Chemistry. Once the key features of a chemical
topic have been developed, applications are
considered. However at A2 level the important
links between different areas of chemistry are
largely assessed synoptically and therefore
exam questions may cover several different
topic areas. While the teaching of practical skills
may be integrated with the theoretical topics,
they are assessed separately.
Units
F324: Rings, Polymers and Analysis
• Rings, Acids and Amines
• Polymers and Synthesis
 Analysis
This topic includes mainly organic chemistry,
with a strong focus upon carbon chains,
functional groups and how these molecules are
used by society.
This is assessed as a written paper worth 15%
of the A2 level qualification. It is examined in
June.
F325: Equilibria, Energetics and Elements
• Rates, Equilibrium and pH
• Energy
 Transition Elements
This topic includes mainly inorganic and
physical chemistry.
This is assessed as a written paper worth 25%
of the A2 level qualification. It is examined in
June.
The Minster School
F326: Practical Skills in Chemistry 2
Practical and investigative skills developed
within contexts encountered during course are
assessed by means of three types of task
qualitative, quantitative and evaluative.
The Qualitative and Quantitative tasks will test
skills of observation, recording and reaching
valid conclusions. The Evaluative task will test
the ability to analyse and evaluate the
procedures followed and/or the measurements
made.
Tasks will be chosen from a selection provided
by OCR. Each task is internally assessed and
students may attempt more than one task from
each task type with the best mark from each
type being used to make up the overall mark.
This unit is worth 10% of the AS level
qualification and tasks are usually completed
between December and May.
Skills
 knowledge of key chemical principles and
processes.
 computational, analytical, graphical, and
descriptive skills.
ICT: research, handling data.
Literacy: development of key word vocabulary
necessary for the subject.
Numeracy: calculations that can be tackled
with Higher tier GCSE maths skills.
Learning
Opportunities:
two
course
textbooks are provided by school. OCR A2
Chemistry A Student Book and Exam Cafe CD
by Pearson Education Limited. The second text
is a course specific textbook written in a
modular format that mirrors the specification
structure and Salters Advanced Chemistry:
Chemical Ideas: AS, A2 by Pearson Education,
which although not specific to this course
provides an excellent all round non-modular
Chemistry theory book.
Assessment Opportunities: throughout the
course
students
will
complete
regular
standardised assessed homework and end of
topic tests, and students will sit a January mock
and further mock exams towards the beginning
of the Summer term. Students are expected to
complete past exam papers as part of their
independent study.
Parent/Carer Handbook 2014-2015
Mrs M Burlington
62
CURRICULUM—YEAR 13
A2 COMPUTING (OCR)
F453 – Advanced Computing Theory
Examination in January (60%)
Students learn about advanced computer
theory, based around the functioning computer
system. They learn about high-level and lowlevel languages, including some programming
experience of both. They review how data is
held and learn about complex structures for
holding data within a program.
F454 – The Project
Coursework submission in February (40%)
Students complete a single large project based
on a real life scenario they have chosen. They
must use a high-level programming language,
although the choice of which is open. They
should attempt to identify and solve a realistic
problem using what they have learnt through
the course.
Skills:
An understanding of:
 the functions of an operating system
 the functions and purposes of translators
 computer architecture
 data representation
 data structures and data manipulation
 high-level programming paradigms
 programming techniques
 low-level languages
 databases
Students also work on the completing of a large
project in which they work with a real end user
to produce a solution to a problem, the sections
are:
 Analysis of existing problem
 Design of solution
 Production of the solution
 Testing
 Evaluation
 Writing a user guide
The Minster School
Use of ICT:
Students control the coursework choice and as
such the focus on different software types.
Generally students will make use word
processing software to present their report.
They will need to use a high-level programming
language to complete their project, they have
an open choice of which to use from any that
are complex enough to meet the criteria
(guidance is given on this to students).
Literacy:
 report writing, discussions, key words.
Numeracy:
 sizes – dimensions and file size.
 handling data.
 complex mathematical operators.
 space, proportion and sizing.
 others dependent on student project choice.
Learning Opportunities:
 independent research.
 use of software outside of school following
tutorials.
 individual coursework feedback.
 library of resources to support practical
tasks.
 real
client
research
and
project
development.
Assessment Opportunities:
 summative tests
 in class exercises
 past paper revision
 mark schemes
 exemplar projects
 skills videos
Parent/Carer Handbook 2014-2015
Mr S Lang
63
CURRICULUM—YEAR 13
A2 GCE DESIGN AND TECHNOLOGY (AQA)
FOOD TECHNOLOGY (2540)
At A2 level, the specification offers candidates the
opportunity to further develop the knowledge and
practical skills from AS level. Candidates will
continue to develop design work alongside an
understanding of food science, processes and
commercial food manufacture.
Students learn
about food science, processes and manufacture.
The content has been divided into three sections:
Section A: Materials and Components
Section B: Design and Market Influences
Section C: Processes and Manufacture
Students
will
have
a
knowledge
and
understanding of Materials and Components,
gained as a result of studying the subject content
at AS level and developing this through their
coursework in Unit 2. At A2 level this knowledge
and understanding will be developed through Unit
4 coursework and a further study of how materials
and components play a major part in the design
and manufacture of food products.
PRODUCT DESIGN—TEXTILES (2560)
The A2 level content enables students to further
develop their knowledge and understanding of
materials and components, design and market
influences and processes and manufacture. The
synoptic assessment will focus particularly on
knowledge of materials and components in
relation to the context of application, market
demands
and
through
processes
and
manufacture. A2 level coursework allows students
the opportunity to further illustrate their
understanding of all three strands of the
specification at a level higher than that produced
for AS level.
Within the coursework unit knowledge of the AS
and A2 level subject content is applied to the
design and manufacture of the students’ own
project.
Unit 3: Design and Manufacture – External
Examination June
 written paper: 2 hours - 25% of the total A
Level marks
 this paper is based primarily on design and
manufacture, consisting of two sections (with
three questions in each section) with a choice
of three questions from six
The Minster School
 students are required to answer one question
from each section and also a final question
from either section. This written paper includes
synoptic
assessment
to
test
students
understanding of the connections between the
different elements of the subject and their
holistic understanding of the subject
 there are 84 marks for Unit 3
Unit 4: Design and Making Practice Internally assessed, externally moderated
 coursework of approximately 60 hours 25% of
the total A Level marks
 written (or electronic) design folder
 manufactured outcome
 students submit evidence of a single,
substantial designing and making activity
 intermediate deadlines are set for each
criterion and students are expected to meet
these in order to be able to successfully review
work for final submission of each criterion
within the time frame.
 there are 85 marks for Unit 4.
Skills: creative thinking, thinking skills, problem
solving, communication, presentation, practical
skills,
financial
capability,
enterprise
and
entrepreneurial skills, work-related learning,
education for sustainable development.
Use of ICT: use of a range of CAD packages
including Speed Step. CAM including digital
printing and CNC embroidery. Use of other
packages including the use of databases,
spreadsheets and word processing, Food for PC.
Literacy: reading, interpreting and analysing
text, spelling and grammar, extended writing
through evaluations.
Numeracy: weighing, measuring, calculating
cost. Addition, subtraction, multiplication and
division.
Learning Opportunities: working on individual
coursework project.
Assessment Opportunities: through coursework
sections, use of Assessment for Learning tasks to
launch sections.
Peer assessment.
Final
examination.
Parent/Carer Handbook 2014-2015
Mrs A Zannetou
64
CURRICULUM—YEAR 13
A2
PRODUCT
DESIGN—GRAPHIC
PRODUCTS (EDEXCEL 8GR03 AND 8GR04)
Unit 3: Designing for the Future
In this unit, students will develop their
knowledge and understanding of a range of
modern design and manufacturing practices and
contemporary design issues. The modern
designer must have a good working knowledge
of the use of ICT and systems and control
technology in the design and manufacture of
products. They must also be aware of the
important contributions of designers from the
past which may provide inspiration for future
design.
It is increasingly important that
students develop an awareness of the impact of
design and technological activities upon the
environment. Sustainable product design is a
key feature of modern design practices.
The unit content is divided into four sections,
with each section outlining the specific
knowledge and understanding required by the
student. Specific examples are given and these
are the only ones with which students need to
be familiar for this examination.
Externally marked examination 2 hours: 20% of
total GCE.
Unit 4: Commercial Design
In this unit, students are encouraged to be
creative and adventurous in their work. There
are no limits to project selection beyond the
time and
resources
available and the
appropriateness of selection in matching
individual students’ potential. Students are
expected to take ownership of all aspects of
their work in this unit, in order to allow them
total control of their responses and to target
assessment criteria effectively, and to maximise
their achievements.
In order to reach high attainment levels,
students must adopt a commercial design
approach to their work, reflecting how a
professional designer might deal with a design
problem and its resolution.
The choice of design problem should have a real
commercial use, in that it should be useful to a
wider range of users beyond an individual,
unless it has been specifically commissioned as
a ‘one-off’.
The
design
problem
should
provide
opportunities for a client or user-group to have
input into decision making at various stages of
the design and make process.
A client or user group is defined as any third
identified by a student, that is referred to and
which can give informed critical feedback at
various stages throughout the design process.
Clients and user-groups do not need to be
specialists or experts; they can be drawn from
any relevant group of people and may include
other students, friends or family members.
A key feature of this unit is for students to
consider issues related to sustainability and the
impact their product may have on the
environment. A student may choose to design
and make a sustainable product, but if they do
not, they should still consider the issues of
sustainability at relevant points in their
designing and making activities. Sustainable
issues could include materials production and
selection, manufacturing processes, use of the
product and its disposal/recycling.
Internally assessed
30% of total GCE.
(externally
moderated):
Skills:
 designing Skills – creativity, imagination,
sketching, computer aided design
 practical skills – time management, planning,
hand skills, computer aided manufacturing
 presentational
skills
–
layout,
communication, rendering, ICT
 personal skills – showing evidence of
progression
 interpersonal skills – communication and
group work/discussions
 cognitive skills – reflection and review of own
and others’ work, problem solving
Use of ICT: research, presentation, CAD/CAM,
databases, internet, CD ROMs.
Literacy: reading/understanding text, spelling
and grammar, use of key words.
Numeracy: use of materials, costing, handling
statistics/results, using formulae.
Learning
Opportunities:
independent
research.
Assessment Opportunities: review work, act
upon advice given.
Mrs A Zannetou
The Minster School
Parent/Carer Handbook 2014-2015
65
CURRICULUM—YEAR 13
A2
PRODUCT
DESIGN —RESISTANT
MATERIALS TECHNOLOGY
(EDEXCEL 8RM03 AND 8RM04)
Unit 3: Designing for the Future
In this unit, students will develop their
knowledge and understanding of a range of
modern design and manufacturing practices and
contemporary design issues. The modern
designer must have a good working knowledge
of the use of ICT and systems and control
technology in the design and manufacture of
products. They must also be aware of the
important contributions of designers from the
past which may provide inspiration for future
design.
It is increasingly important that students
develop an awareness of the impact of design
and
technological
activities
upon
the
environment. Sustainable product design is a
key feature of modern design practices.
The unit content is divided into four sections,
with each section outlining the specific
knowledge and understanding required by the
student. Specific examples are given and these
are the only ones with which students need to
be familiar for this examination.
Externally marked examination 2 hours: 20% of
total GCE .
Unit 4: Commercial Design
In this unit, students are encouraged to be
creative and adventurous in their work. There
are no limits to project selection beyond the
time and
resources
available and the
appropriateness of selection in matching
individual students’ potential. Students are
expected to take ownership of all aspects of
their work in this unit, in order to allow them
total control of their responses and to target
assessment criteria effectively, and to maximise
their achievements.
In order to reach high attainment levels,
students must adopt a commercial design
approach to their work, reflecting how a
professional designer might deal with a design
problem and its resolution.
The choice of design problem should have a real
commercial use, in that it should be useful to a
wider range of users beyond an individual,
unless it has been specifically commissioned as
a ‘one-off’. The design problem should provide
opportunities for a client or user-group to have
input into decision making at various stages of
the design and make process.
A client or user group is defined as any third
identified by a student, that is referred to and
which can give informed critical feedback at
various stages throughout the design process.
Clients and user-groups do not need to be
specialists or experts; they can be drawn from
any relevant group of people and may include
other students, friends or family members.
A key feature of this unit is for students to
consider issues related to sustainability and the
impact their product may have on the
environment. A student may choose to design
and make a sustainable product, but if they do
not, they should still consider the issues of
sustainability at relevant points in their
designing and making activities. Sustainable
issues could include materials production and
selection, manufacturing processes, use of the
product and its disposal/recycling.
Internally assessed
30% of total.
(externally
moderated):
Skills:
 designing Skills – creativity, imagination,
sketching, computer aided design
 practical skills – time management, planning,
hand skills, computer aided manufacturing
 presentational
skills
–
layout,
communication, rendering, ICT
 personal skills – showing evidence of
progression
 interpersonal skills – communication and
group work/discussions
 cognitive skills – reflection and review of own
and others’ work, problem solving
Use of ICT: research, presentation, CAD/CAM,
databases, internet, CD ROMs.
Literacy: reading/understanding text, spelling
and grammar, use of key words.
Numeracy: use of materials, costing, handling
statistics/results, using formulae.
Learning
Opportunities:
independent
research.
Assessment Opportunities: review work, act
upon advice given.
Mrs A Zannetou
The Minster School
Parent/Carer Handbook 2014-2015
66
CURRICULUM—YEAR 13
A2 LEVEL DRAMA AND THEATRE STUDIES
(EDEXCEL 9DR01)
Two Units are studied in Year 13. In these,
students build on the skills of creating,
analysing and performing which have been
introduced in the AS level Units. ICT is used for
research and for writing up coursework. AfL
takes place through peer evaluation and
teacher feedback and interim assessments.
All the work in Drama encourages students to
work independently, and to take responsibility
for their own learning. For the written
examination, students have to create an
individual Director’s and Designer’s concept for
a scripted play.
Unit
3:
Exploration
of
Performance (unit code 6DR03)
Dramatic
Students devise an original piece of Drama for
presentation to an audience. They may choose
either acting, directing, or a technical skill in
this module. The starting point for the work will
be a play, ‘Beast on the Moon’ by Richard
Kalinoski.
Assessed by coursework – marks are awarded
for:
 Contribution to the devising process (marked
out of 15).
 A written portfolio – max 3500 words
(marked out of 30).
 Performance skills (marked out of 15).
Written coursework will be completed under
controlled conditions, according to the new
Examination Board regulations.
This Unit amounts to:
 40% of A2 level
 20% of total A Level
Unit 4: Theatre Text in Context (unit code
6DR04)
This module has two parts:
 practical study of a play set by the Board –
‘Lysistrata’ by Aristophanes.
 study of a play written in one of two time
periods:
Shakespearean/Restoration,
Victorian/Edwardian.
This play has not been chosen yet. The decision
will be taken later in the year, when we have
programmes available for theatres locally and in
London. This is because we have to see a live,
professional performance of the play as part of
the study. It is likely to be a Royal Shakespeare
Company production.
Assessed by written examination 2½ hours.
In Section A, the students will be asked
questions about ‘Lysistrata’, which they must
answer from the point of view of a theatre
director.
In Section B, the students will evaluate the
performance which they saw, and compare it
with the original staging conditions of the play.
This Unit amounts to:
 60% of A2 level
 30% of total A Level
Mrs A Spinks
The Minster School
Parent/Carer Handbook 2014-2015
67
CURRICULUM—YEAR 13
A2 ECONOMICS (OCR H461)
Unit F583: Economics of Work and Leisure
This unit focuses principally on the economic
concepts and theories that help economists to
understand and analyse labour market issues.
It considers leisure industries in terms of
models of market structure and the ways in
which leisure needs have a bearing upon the
demand and supply of labour.
External examination: 2 hours – June of Year
13.
This question paper has two sections.
Section A: Candidates are required to answer
one mandatory data-response question.
Section B: Candidates are required to answer
one structured question from a choice of three.
Each structured question is split into two parts.
Candidates answer two questions in total. This
unit is synoptic.
60 marks – 25% of A Level.
Unit F585: The Global Economy
This unit provides the conceptual framework for
the understanding, analysis and evaluation of
macroeconomic
performance
in
national,
regional and global contexts. It considers the
causes and consequences of economic growth
in: developed economies, such as the UK;
regional blocs such as the EU; developing
economies; and the wider global economy. It
emphasises the ways in which individual
economies
and
regional
blocs
are
interdependent through trade, the process of
economic integration and the increasing
globalisation
that
characterises
current
economic activity.
Candidates are required to answer questions
based upon pre-released stimulus material.
Some
questions
may
involve
data
interpretation. Most questions will require an
essay-style answer of varied lengths written in
continuous prose. This unit is synoptic.
60 marks – 25% of A Level.
Assessment Objectives:
AO1 - Knowledge
and
understanding
of
economic content.
AO2 - Application
of
knowledge
and
understanding to economic problems
and situations.
AO3 - Analysis of economic problems, issues
and situations.
AO4 - Evaluate economic arguments and
evidence, making informed judgements.
Skills
Use of ICT: research and
manipulation of information.
presentations,
Literacy: reading/understanding text; spelling
and grammar; use of key words; extended
writing.
Numeracy:
calculations.
construction
of
Learning
Opportunities:
research; investigating case
recent newspaper articles.
graphs
and
independent
studies, using
Assessment Opportunities: peer assessment,
use of assessment criteria for exam questions,
reflection on learning, self-assessment, sharing
learning goals.
Mr P Bowes
External examination: 2 hours – June of Year
13.
The Minster School
Parent/Carer Handbook 2014-2015
68
CURRICULUM—YEAR 13
A2 ENGLISH LANGUAGE (AQA)
Unit 3: ENGB3 Developing Language 60%
A2 marks
The aim of this unit is to develop the student’s
understanding of the key concepts and theories
surrounding language study. They will be
developing skills and knowledge from their AS
studies, with an additional focus on two new
topics. These are:
 the acquisition of language by children –
in other words how children learn to talk, read
and write, using data, transcripts, children’s
books and examples of their writing
 the development of and changes in
English over time – in other words looking
at, for example, how and why new words
emerge and how old words can change their
meaning. How many Old English words
remain in daily use? What was the impact of
the invention of the first dictionary? How are
new technology words created?
This unit takes further the study of social
contexts, genres of speech, writing and multimodal texts first explored at AS level by
embedding
questions
about
language
development in particular contexts of use.
 a language investigation - e.g., how the
conductors of jazz and classical bands vary
their language use; how the language of
cookery books has changed over time; how
language is used to create humour in ‘The
Office’; the difference between how boys and
girls use language on Facebook
 a media text – aimed at a non-specialist
audience, which is linked to and based on the
investigation topic, e.g. a magazine article
on how heroines are presented in Mills and
Boon novels from the past and present; an
editorial on the language of game shows.
Assessment will be by the production of a
written coursework portfolio.
Skills
 analysing how language is used in different
situations
 developing
accurate
and
perceptive
knowledge of linguistic methods
 understanding the effect of contextual factors
on language production
 using appropriate terminology and coherent,
accurate written expression
 clear, perceptive understanding of links
between genre and language choices
Assessment will be by one written exam paper
of 2 ½ hours.
Use of ICT: coursework is likely to be wordprocessed; ICT can be used for independent
research and presentations.
Unit 4: ENGB4
40% A2 marks
Numeracy:
there
is
opportunity
quantitative analysis in ENGB4.
Investigating
Language
The aim of this coursework unit is to develop
the student’s ability to explore and analyse
language data through a variety of methods. It
should enable the student to build upon the key
concepts and ideas gained during the course of
their AS level studies, as well as to demonstrate
expertise in areas of individual interest.
The coursework folder will
individual pieces of writing:
comprise
two
for
Literacy: literacy is embedded at the heart of
the AS and English Language syllabus.
Learning Opportunities: independent reading
and
research;
individually
negotiated
coursework tasks.
Assessment
Opportunities:
assessment
criteria are shared with the students to promote
self and peer-assessment.
Mr M Oxley
The Minster School
Parent/Carer Handbook 2014-2015
69
CURRICULUM—YEAR 13
A2 ENGLISH LITERATURE (AQA)
Unit 3: LITB3 60% A2 level marks
Focus
The focus of this unit is to develop ideas on the
significance of genre. Students will study texts
in one of two categories: Elements of the Gothic
or Elements of the Pastoral.
A2 students should expect to:



Evaluate and explore individual texts against
some of the commonly accepted principles
of the chosen genre.
Compare three texts (or more) as
representatives of that genre.
Texts typically include: ‘Wuthering Heights’,
‘Macbeth’, ‘Dr Faustus’ and ‘The White
Devil’.
Students will study a minimum of three texts.
At least one text will have been written between
1300 and 1800.
Mode of Assessment: Exam 2 hours
There will be two sections to the paper.
Students will be required to answer one
question from each section.
Section A Students should answer one
question on one text.
Section B Students should answer one
question.
Each question will expect students to compare
aspects of the chosen topic across at least three
texts.
Unit 2: LITB4 40% A2 level marks
Focus
There are a number of aims to this unit. The
first is to introduce students to the study of a
wide range of texts, some of which, in
negotiation with their teachers, they may
choose for themselves. The second is to
introduce them to different ways of reading
texts for study, including independently. The
third is to introduce them to some critical ideas
and how these influence interpretations of
texts.
The Minster School
Content
Students must study at least three texts. One
of the three will be a pre-released anthology of
critical writing – including Marxism and
feminism - which they will apply to a piece of
literature.
Mode of Assessment
Assessment will be by the production of a
coursework portfolio of two pieces of work.
They are equal in mark weightings. Each piece
of work will be marked out of 30 to produce an
overall mark out of 60 for the unit.
The coursework portfolio will consist of:
 A comparative study of an aspect of two
texts of the student’s choice. This piece
should be 1500-2000 words.
 The application of critical ideas taken from
the pre-released anthology to a text or
texts. This piece should be 1200-1500
words.
Skills for AS and A2 English Literature
 considered reading and analysis of
challenging texts
 appreciation of the characteristics of a
particular genre
 developed personal response to alternative
interpretations
Use of ICT: coursework is likely to be wordprocessed. ICT can be used for independent
research and presentations.
Numeracy:
there is no requirement for
numeracy in ENGB4.
Literacy: literacy is embedded at the heart of
the AS and English Literature syllabus.
Learning
Opportunities:
independent
reading and research, individually negotiated
coursework tasks.
Learning Opportunities: assessment criteria
are shared with the students to promote self
and peer-assessment.
Parent/Carer Handbook 2014-2015
Mr M Oxley
70
CURRICULUM—YEAR 13
A2 GEOGRAPHY (AQA)
Assessment Outline
Geog 3—30% A2 grade
Exam is taken in June of Year 13
Geog 4B—20% A2 grade. Exam taken in June
of Year 13. This is a mixture of short questions
and essay questions on a topical issue. The
Issue evaluation is released 2 months before
the exam for studying in lessons.
Students have 1 extra lesson of geography a
week to complete
AS World Development WJEC
 Exam - 70% of AS June of Year 13.
 Article reviews. 30% of AS level done
throughout the course.
Students will cover the content for the exam
during their human geography lessons.
4 Key Themes




Natural Hazards
Weather and Climate
Globalisation and Development
Contemporary conflicts and challenges
Skills
 practical skills – fieldwork skills- collection of
data, field sketches, environment and
perception surveys, Mapping skills such as
trip lies, desire lines, Isolines, time
management, personal organisation
The Minster School
 presentation skills – addressing audiences
using a variety of media and forms
 personal skills – showing evidence of
progression
 interpersonal skills – communication and
group work
 cognitive skills – reflection and review of own
and others’ performances
Use of ICT: research and presentations. GIS
used throughout the course.
Literacy: reading/understanding text; spelling
and grammar; use of key words; extended
writing.
Numeracy: completion of population pyramids,
working out dependency ratios, completion of
climate graphs, average speed of rivers, River
discharge, Hydraulic radius, cross-sectional
area, gradient calculations, Choropleth maps,
statistical techniques such as Spearman’s rank.
Learning
Opportunities:
independent
research; investigating case studies.
Assessment Opportunities: regular past
paper questions are completed with students
using exam mark schemes for guidance but also
for peer and self assessment.
Students are made aware of their target grades
and given regular feedback to support
progression.
The school portal has revision materials with
exam questions and advice for students.
Parent/Carer Handbook 2014-2015
Mrs J Chappell
71
CURRICULUM—YEAR 13
A2 GOVERNMENT AND POLITICS
(EDEXCEL (9GP01)
Many of the topics covered in Year 12 are
extended in the A2 level course. For example,
party politics becomes a more detailed
understanding of the current policies of the
main parties. Skills of evaluation and analysis
become
more
important
particularly
in
assessing the similarities and differences in
current political viewpoints and how they relate
to post 1979 UK politics. The first Unit of A2
level is based on the politics of the UK and
covers 4 main areas of government policy:
Unit 3: UK Political Issues




economic Policy
social welfare, health and education
law, order and criminal justice
environmental policy
This unit is examined in June of Year 13.
Students must do three short-answer questions
and one essay question. The total marks for
this paper is 90.
The final Unit is based on Global Politics which
links well with many potential University
courses:
The external examination for this Unit takes
place in June of Year 13. Students must do
three short-answer questions and one essay
question. The total marks for this paper is 90.
Skills
A01 – Knowledge and understanding
A02 – Evaluation and analysis
A03 – Communication and coherence
Use of ICT: research and presentations;
making work available for marking and for the
benefit of other students.
Literacy: reading/understanding text; spelling
and grammar; use of key words; extended
writing with greater emphasis on evaluation and
analysis.
Numeracy: assessing political data such as
crime figures and government spending on the
welfare state.
Learning
Opportunities:
independent
research; investigating case studies; extended
writing on key topics and preparation for class
debate.
Mr P Bowes
Unit 4: Global Political Issues




poverty and international aid
conflict, war and terrorism
human rights and humanitarian aid
global environmental issues
The Minster School
Parent/Carer Handbook 2014-2015
72
CURRICULUM—YEAR 13
A2 HISTORY (AQA)
Course Content
Students will study two units in Year 13.
There are two syllabuses on offer for Year 13
A2 level History
Modern HIS3K
Triumph and Collapse – Russia and the USSR
1941-91. This unit is examined in June of Year
13 and is worth 60% of the A2 level grade and
30% of the A level as a whole.
Medieval H1S3B
The triumph of Elizabeth – Britain 1547-1603.
This unit is examined in June of Year 13 and is
worth 60% of the A2 level grade and 30% of
the A Level as a whole.
HIS4X
All History students, both modern and medieval
will also compare a historical enquiry.
Historical Enquiry. Students will study a course
on “Life, liberty and the pursuit of happiness?”
The USA, 1775-1914. Students then negotiate a
title and conduct research and writing of an
essay of c.3500 words under the guidance of
staff. The assignment is handed in around
Easter of Year 13 and is worth 40% of the A2
level grade, and 20% of the A level as a whole.
Skills:
 research
 comparison of sources
 source analysis
 debating
 presentational skills – addressing audiences
using a variety of media and forms
 interpersonal skills – communication and
group work
 extended writing
Use of ICT: students are encouraged to use
ICT to help complete homework. In lessons
students use ICT to assist in research and
presentation of work.
Literacy: students will continue to develop
their skills in writing good explanations and
judgements, using a wide range of sources in
writing answers, how to support and develop
arguments, and note-taking and research skills.
Numeracy: students use statistics and data in
the form of sources used in lessons.
Learning
Opportunities:
independent
research and project work gives students the
chance to develop their work. Students are
expected to read around the subject to further
their own understanding. The Historical Enquiry
is designed to give students the freedom and
responsibility to take more responsibility for
their own learning.
Miss R Foy
The Minster School
Parent/Carer Handbook 2014-2015
73
CURRICULUM—YEAR 13

A2 ICT (0CR)
G063:
ICT Systems, Applications and
Implications
Examination in January (60%)
Students learn about more advanced ICT
theory, such as networking and Information
Systems. They look at how these and other
areas affect businesses and how ICT can and
should be deployed effectively within a business
environment.
Students
look
at
social
implications of ICT and consider how this can be
managed.
G064: Project
Coursework submission in May (40%)
Students complete a single large project based
on a real life scenario they have chosen The
choice of software to use is open to the student,
and should be decided based on the needs of
their end user. Students should produce a
realistic solution to a given problem using what
they have learnt in the course so far.
Skills:
An understanding of:
 the system cycle
 designing a computer based information
system
 networks and communications
 the applications of ICT
 implementing computer-based information
systems
 the implications of ICT
a single large project in which they work
with a real end user to produce a solution to
a problem, the sections are:

Analysis of existing problem

Design of solution

Production of the solution

Testing

Evaluation

Writing a user guide
Use of ICT: students control the coursework
choice and as such the focus on different
software types. Generally students will make
use
of
all
standard
Office
packages
(spreadsheet, database, word processing and
presentation), they will also make use of
creative software such as web design and
graphics editing depending on the nature the
project chosen.
Literacy:
words.
report
writing;
discussions;
key
Numeracy: sizes – dimensions and file size;
handling
data;
complex
mathematical
operators; space, proportion and sizing.
Learning
Opportunities:
independent
research; library of resources to support
practical tasks; use of software outside of
school following tutorials; individual coursework
feedback.
Assessment Opportunities: summative tests;
in class exercises; past paper revision; mark
schemes; exemplar products; kills videos.
Mr S Lang
The Minster School
Parent/Carer Handbook 2014-2015
74
CURRICULUM—YEAR 13
A2 LANGUAGES—FRENCH (AQA 2560)
Topics covered:
 Environment - pollution, energy and
protecting the planet.
 The multi-cultural society - immigration,
integration and racism.
 Contemporary social issues - wealth and
poverty, law and order and the impact of
scientific and technological progress.
Unit 1: ‘La Haine’
Study of a film by Mathieu Kassovitz.
Unit 2: l’occpation
Study of the occupation of France during World
War Two.
Unit 3: Listening, reading and writing
Students answer a range of questions based on
approximately 6 minutes of heard material and
on a selection of written texts. They also
respond in writing to a question based on one
of the four A2 level cultural topic areas.
Externally examined: 35% of total A Level
marks. Speaking test: 15% of total A level
marks.
Unit 4: Speaking
Candidates will present a point of view based on
a target-language stimulus card from one of the
A2 level topic areas and take part in a
conversation covering two further A2 topics.
Skills:
AO1 - Understand and respond, in speech and
writing, to spoken language.
AO2 - Understand and respond, in speech and
writing, to written language.
AO3 - Show knowledge of and apply accurately
the grammar and syntax prescribed in
the specification.
Use of ICT:
 the Language Lab is used for a variety of
language learning activities- opportunities
are available to develop listening, reading,
writing and oral skills
 students access electronic resources which
support the course textbook and access
websites for current affairs and news items
 research work and PowerPoint presentations
are also required
Language activity websites:
www.zut.org.uk
www.languagesonline.org.uk
www.google.fr
www.tf1.fr
www.tv5.fr
Literacy: reading and understanding text,
spelling, punctuation and grammar, extended
writing, developing and supporting arguments
and a stance on a certain topic.
Numeracy: statistics and data in texts/audio
recordings.
Learning Opportunities:
 independent research on each of the topics
covered
 using newspaper/website articles as a source
of information for discussion
 independent work using the electronic
resources which complement the textbook
 television and radio programmes, films and
books in the target language
Assessment Opportunities: peer assessment,
formal assessment- exam style questions and
past papers are used, mark schemes discussed
and students given feedback on their
performance,
along
with
targets
for
improvement.
French should enable students to:
 Derive enjoyment and benefit from language
learning.
 Acquire knowledge, skills and understanding
for practical use, further study and/or
employment.
Mrs S Westerman
 Communicate with speakers of the language
take their place in a multilingual global
society.
The Minster School
Parent/Carer Handbook 2014-2015
75
CURRICULUM—YEAR 13
A2 LANGUAGES—A2 GERMAN (AQA 2660)
Topics covered:
 Environment—pollution,
energy
and
protecting the planet.
 The multi-cultural society—immigration,
integration and racism.
 Contemporary social issues—wealth and
poverty, law and order and the impact of
scientific and technological progress.
Unit 1: The Work of the Dramatist
- Der
..
Besuch der alter Dame by Durrenmatt
Unit 2: The work of the Director Sophie
Scholl
die
letzten
Tage
by
Marc
Rothemund.
Unit 3: Listening, reading and writing
Externally Examined:
35% of total A Level marks.
Students answer a range of questions based on
heard material and on a selection of written
texts. They also respond in writing to a question
based on one of the four A2 level cultural topic
areas.
Unit 4: Speaking
Candidates will present a point of view based on
a target-language stimulus card from one of the
A2 topic areas and take part in a conversation
covering two further A2 topics.
15% of total A Level marks
Skills:
AO1 - Understand and respond, in speech and
writing, to spoken language.
AO2 - Understand and respond, in speech and
writing, to written language.
AO3 - Show knowledge of and apply accurately
the grammar and syntax prescribed in
the specification.
Use of ICT:
 the Language Lab is used for a variety of
language learning activities- opportunities
are available to develop listening, reading,
writing and oral skills
 students access electronic resources which
support the course textbook and access
websites for current affairs and news items
 research work and PowerPoint presentations
are also required
Language activity websites:
www.gut.org.uk
www.die welt.de
www.google.de
www.tivi.de
www.tatsachen über Deutschland
Literacy: reading and understanding text,
spelling, punctuation and grammar, extended
writing, developing and supporting arguments
and a stance on a certain topic.
Numeracy: statistics and data in texts/audio
recordings.
Learning Opportunities:
 independent research on each of the topics
covered
 using newspaper/website articles as a source
of information for discussion
 independent work using the electronic
resources which complement the textbook
 television and radio programmes, films and
books in the target language
Assessment Opportunities: peer assessment,
formal assessment- exam style questions and
past papers are used, mark schemes discussed
and students given feedback on their
performance,
along
with
targets
for
improvement.
German should enable students to:
 derive enjoyment and benefit from language
learning
 aquire knowledge, skills and understanding
for practical use, further study and/or
employment
 communicate with speakers of the language
take their place in a multilingual global
society
The Minster School
Parent/Carer Handbook 2014-2015
Mrs S Westerman
76
CURRICULUM—YEAR 13
A2 LANGUAGES—SPANISH (AQA 2695)
Topics covered:
 Environment—pollution,
energy
and
protecting the planet.
 The multi-cultural society—immigration,
integration and racism.
 Contemporary social issues—wealth and
poverty, law and order and the impact of
scientific and technological progress.
`
Unit 1: La transicion espanda
Study of the Spanish transition
dictatorship of France to democracy
from
the
`
Unit 2: La lengua de las mariposas
Study of the film ‘La Lengua las mariposas’ by
Jose Luis Cuerda.
Unit 3: Listening, reading and writing
Externally Examined: 35% of total A Level
marks.
Students answer a range of questions based on
approximately 6 minutes of heard material and
on a selection of written texts. They also
respond in writing to a question based on one
of the four A2 level cultural topic areas.
Unit 4: Speaking
Candidates will present a point of view based on
a target-language stimulus card from one of the
A2 topic areas and take part in a conversation
covering two further A2 topics.
15% of total A Level marks.
Skills:
AO1 - Understand and respond, in speech and
writing, to spoken language.
AO2 - Understand and respond, in speech and
writing, to written language.
AO3 - Show knowledge of and apply accurately
the grammar and syntax prescribed in
the specification.
Use of ICT:
 the Language Lab is used for a variety of
language learning activities- opportunities
are available to develop listening, reading,
writing and oral skills
 students access electronic resources which
support the course textbook and access
websites for current affairs and news items
 research work and PowerPoint presentations
are also required
Language activity websites:
www.studyspanish.com
www.bbc.co.uk/mundo
www.languagesonline.org.uk
www.eslconnect.com/spanish/spanish
www.languagesresources.co.uk/
spanish_resources
Literacy: reading and understanding text,
spelling, punctuation and grammar, extended
writing.
Numeracy: statistics and data in texts/audio
recordings.
Learning Opportunities:
 independent research on each of the topics
covered
 using newspaper/website articles as a source
of information for discussion
 independent work using the electronic
resources which complement the textbook
 television and radio programmes, films and
books in the target language
Assessment Opportunities: peer assessment,
formal assessment- exam style questions and
past papers are used, mark schemes discussed
and students given feedback on their
performance,
along
with
targets
for
improvement.
Spanish should enable students to:
 derive enjoyment and benefit from language
learning
 acquire knowledge, skills and understanding
for practical use, further study and/or
employment
 communicate with speakers of the language
take their place in a multilingual global
society
The Minster School
Parent/Carer Handbook 2014-2015
Mrs S Westerman
77
CURRICULUM—YEAR 13
A2 MATHEMATICS
Areas of study
Students work through the Edexcel A2 level
Mathematics Specification. They work towards
taking all three modules in June – Mechanics 1,
Core 3 and Core 4. In the Mechanics 1 Module
students
will
cover
concepts
such
as
Kinematics, Vectors, Moments, Statics and
Dynamics. In the Core 3 and the Core 4 Module
students cover more Coordinate Geometry,
Trigonometry, Differentiation and Integration.
Skills: problem solving; thinking skills; group
work; independent learning; functional maths;
proof
ICT: Use of Autograph, Excel, PowerPoint and
Geometers Sketchpad to explore and present
findings.
Numeracy: the course aims at enabling
students not to just solve abstract problems but
to apply their understanding in to a real world
context.
Literacy:
reading and understanding text;
interpreting questions, use of key words;
writing to explain or justify.
Learning Opportunities: students have their
textbook which may be used as a resource for
additional question practice. They are also
issued with CDRoM containing all the past and
practice exam papers for each module which
may be used in preparation for examinations.
Students are provided with a booklet containing
all Assessed Homework tasks to be completed
at regular intervals throughout the year. These
must be completed as they form a vital part of
the revision and consolidation process.
Assessment
Opportunities:
assessed
homework at the end of each unit, Starters/
Plenaries, Practice papers.
at AS for entry to the course.
A2 FURTHER MATHEMATICS
Areas of study
Students work through the Edexcel A2 level
Further Mathematics Specification. They work
towards taking all 3 modules in June –
Mechanics 2, Further Pure 2 and Further Pure 3.
This course is ideal for students wishing to
study Mathematics or Engineering at University.
Skills: problem Solving; Thinking Skills; Group
Work; Independent Learning; Functional Maths;
Proof
ICT: use of Autograph, Excel, PowerPoint and
Geometers Sketchpad to explore and present
findings.
Numeracy: the course aims at enabling
students not to just solve abstract problems but
to apply their understanding in to a real world
context.
Literacy:
reading and understanding text;
interpreting questions, use of key words;
writing to explain or justify.
Learning Opportunities: students have their
textbook which may be used as a resource for
additional question practice. They are also
issued with CDRoM containing all the past and
practice exam papers for each module which
may be used in preparation for examinations.
Assessment
Opportunities:
assessed
homework at the end of each unit, Starters/
Plenaries, Practice papers.
Opportunities for Support: students requiring
help or support with any aspect of class work,
homework or exam preparation are more than
welcome to attend the Post 16 Maths Club after
school every Thursday.
Requiring
Opportunities
for
Support:
students requiring help or support with any
aspect of class work, homework or exam
preparation are more than welcome to attend
the Post 16 Maths Club after school every
Thursday.
Ms H McGregor
Note:
This course is challenging. Students will
need to have attained at least a ‘D’ grade
The Minster School
Parent/Carer Handbook 2014-2015
78
CURRICULUM—YEAR 13
A2 MEDIA STUDIES
MS3 - Media Investigation & Production
Students carry out an investigation into
narratives, genre or representation within music
video and write a report of 1500 words. This
then leads into a production task of either:
producing a music video or producing a Music
DVD front cover and inserts; the production is
then evaluated in a written report.
MS4 - Text, Industry and Audience
Students study three media industries including
film, music and television and answer questions
which test their understanding
of the
relationship between media texts, their
audience and the industries which produce and
distribute them.
Internal Assessment
Three components:
 a written investigation into media texts
based on concepts of genre, narrative and/or
representation
 a media production
 an evaluation of how the production is
informed by the investigative research
50% of A2 level marks.
External assessment
2½ hours written paper
50% of A2 level mark
ICT: use of media technologies including iMovie
software and Publisher.
Literacy: developing written skills and critical
media vocabulary.
Numeracy: considering financing costs
terms of media production and industries.
Learning
Opportunities:
individ ual
coursework tasks negotiated with class teacher.
Assessment
Opportunities:
learning
Objectives for each Unit are shared with classes
at the outset of the course. Model answers are
provided throughout the course in order that
students see and learn from ‘A’ grade
responses. Self and peer assessment are both
used regularly as a matter of good practice.
Skills
 create own media texts in print or audiovisual formats using appropriate software
technologies
 become independent in research skills and
encourage the development of students’ own
views and interpretations
 develop
students’
knowledge
and
understanding of the relationship between
media texts, their audiences and the
industries which produce and distribute them
 understanding of the media will also be more
informed
by
appropriate
theoretical
perspectives
The Minster School
in
Parent/Carer Handbook 2014-2015
Mr M Oxley
79
CURRICULUM—YEAR 13
A2 MUSIC (Edexcel)
Autumn Term
Extended Performance
 students perform as soloists and/or as part
of an ensemble in recital concerts, school
concerts and concerts in the community
Composition and Technical Study
 students work on one composition and one
technical study each selected from topics
published by Edexcel
Further Musical Understanding
 analysis of Instrumental and Applied Music students learn to write perceptively about set
works in context, in particular comparing,
contrasting and commenting as appropriate
Spring Term
Extended Performance
 students prepare and
minute assessed recital
perform
a
Composition and Technical Study
 students
complete
and
submit
composition and one technical study
12-15
one
Further Musical Understanding
 aural analysis
 instrumental music
 applied music
 demonstrating
understanding
of
and
commenting perceptively on, the structural,
expressive and contextual aspects of music
(appraising)
Use of ICT:
 use of Music Instrument Digital Interface
(MIDI) software to compose: Sibelius and
Reason are both available
 use of the internet to research information
related to the areas of study and to broaden
listening experience
 use of word processing
Literacy: analysis of set works, reading and
synthesising information, writing essays.
Numeracy: interpretation of symbols.
Learning Opportunities:
 research information related to the areas of
study
 collaborate and negotiate with others for
rehearsals, performances and recordings
 create action plans for coursework within the
specified time scale
Assessment Opportunities:
 the assessment criteria for Performing and
Composing are used as a reference from the
outset of the course
 levelled
exemplar
materials,
marking
schemes and examiners’ reports are used for
Unit 6 practice questions.
Summer Term
Revision and practice questions for the Unit 6
examination.
Miss H Wallis
Skills
 interpreting musical ideas with technical and
expressive control and a sense of style and
awareness of occasion and/or ensemble
(performing/realising)
 creating and developing musical ideas with
technical
control
and
expressive
understanding making use of musical
devices,
conventions
and
resources
(composing/arranging)
The Minster School
Parent/Carer Handbook 2014-2015
80
CURRICULUM—YEAR 13
A2 MUSIC TECHNOLOGY (Edexcel)
Units of study
Autumn Term
Unit 3: Music Technology Portfolio 2
 students will create a sequenced integrated
performance of a song prescribed by Edexcel
that integrates sequenced tracks with live
audio
 students will develop compositional skills
including: the study of a range of styles and
genres, and developing musical ideas within
chosen forms and structures
 students will start a 12-24 track recording
that has a focus either on recording acoustic
instruments
or
recording
percussion
instruments
Unit 4: Analysing and Producing
 students will learn how to make comparisons
between musical extracts using appropriate
musical vocabulary
Spring Term
Unit 3: Music Technology Portfolio 2
 students will compose and submit a piece 3-4
minutes long to fit a brief prescribed by
Edexcel using music technology
 students will complete and submit a multitrack recording
Unit 4: Analysing and Producing
 students will learn how to interpret data,
follow a score and compare it to a recording
of the music
 students assemble four tracks to produce a
balanced stereo mix
Summer Term
Revision and
examination.
practice
for
the
Unit
4
Skills:
 interpreting musical ideas with technical and
expressive control and a sense of style and
awareness of occasion and/or ensemble
(realising)
 creating and developing musical ideas with
technical
control
and
expressive
understanding making use of musical
devices,
conventions
and
resources
(arranging)
 demonstrating
understanding
of
and
commenting perceptively on, the structural,
expressive and contextual aspects of music
(appraising)
 demonstrating effective use of music
technology to capture, edit and produce
musical outcomes
 demonstrating
understanding
of
and
comment perceptively on the technical
processes and principles that underpin
effective use of music technology
Use of ICT:
 use of Reason or ProTools MIDI software to
sequence and arrange, record and edit
 sample audio or MIDI files from the internet
 use of the internet to research information
related to the areas of study
 use of word processing
Literacy:
 analyse music of different styles including:
western popular styles and music for film
 read and synthesise information
Numeracy: collect and interpret data for
sequencing and make calculations about the
recording space and its acoustic properties
Learning Opportunities:
 research information related to the areas of
study
 collaborate and negotiate with others for
rehearsals, performances and recordings
 create action plans for coursework within the
specified time scale
 keep an up-to-date record of the sequencing
and recording processes
Assessment Opportunities:
 the assessment criteria for sequencing and
recording are used as a reference from the
outset of the course
 levelled
exemplar
materials,
marking
schemes and examiners’ reports are used for
Unit 4 practice questions
Miss H Wallis
The Minster School
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CURRICULUM—YEAR 13
A2 GCE PHYSICAL EDUCATION (H554 OCR)
Unit G453
 Socio–cultural
options
[option
A2]
Comparative studies
 Scientific options [option B1] Sports
Psychology
 Exercise and Sport Physiology [option B3]
 Practical skills –performance and evaluation
including an oral examination
 Assessment weightings =AS 50%
 Written A2 examination 35%
 Practical 15%
Skills:
 Practical skills – physical competence,
involvement and effectiveness
 STUDENTS
SHOULD
BE
REGULARLY
COMPETING/PLAYING THEIR CHOSEN SPORT
 observation, analysis and critical evaluation –
their own and others performance
 application of knowledge and understanding
to optimise performance and the effects on
leading a healthy and active lifestyle
Use of ICT:
Ubersense.
Research and presentations.
Literacy: quality of written communication so
that it is legible, with accurate punctuation,
spelling and grammar so that the meaning is
clear; Selecting and using a form and style of
writing appropriate to purpose and to complex
subject matter, organising information clearly
and coherently using specialist vocabulary when
appropriate.
Numeracy: interpretation and design of graphs
to explain for example Drive theory or the
analysis of results associated with basic
biomechanical principles.
Learning Opportunities: peer and self
assessment; variety of inclusive approaches to
allow choice such as the presentation method
used to utilise strengths and maximise learning;
independent
research;
investigating
case
studies.
Assessment Opportunities: peer and self
assessment, teacher assessment.
Recommended Text: Carnell,D, et al OCR
Physical Education A2, Heinemann, 2009. A
revision guide is also available to accompany
the recommended text.
Mrs S Gratton
The Minster School
Parent/Carer Handbook 2014-2015
82
CURRICULUM—YEAR 13
A2 PHYSICS (AQA)
Unit 4: Fields and Further Mechanics
 further mechanics, including momentum,

circular motion and simple harmonic motion
fields, including gravitational fields, electric
fields,
capacitors,
magnetic
fields,
electromagnetic induction
This is a written paper worth 20% of the total A
level marks.
Unit 5: Nuclear Physics, Thermal Physics
and optional topic
There is a choice to specialise in one of four
options. Centres will choose to enter candidates
for one option from:
 Astrophysics
 Medical Physics
 Applied Physics

Turning Points in Physics
Each option will have a question paper
comprised of 4/5 compulsory structured
questions. This is a written paper worth 20% of
the total A level marks.
 make, record and communicate reliable and
valid observations
 analyse, interpret, explain and evaluate the
methodology, results and impact of their own
and others experimental and investigative
activities in a variety of ways
This is a written paper worth 10% of the total A
level marks.
Skills
 application of scientific knowledge in new
and unfamiliar situations
 data handling.
 analysis of data
 evaluation of practical methodologies and
validity of data
ICT
 research
 handling data
 making presentations
 data logging
Literacy: development of key word vocabulary
necessary for the subject.
Numeracy: some complex calculations, no
more demanding than higher tier GCSE.
Practical
Learning Opportunities: Collins Physics A2
textbook; Revision Guides.
 demonstrate and describe ethical, safe and
skilful practical techniques
 process and select appropriate qualitative
and quantitative methods
Assessment Opportunities: self and peerassessment of end-of unit tasks using
Assessment for Learning framework. Self and
peer-assessment of individual skills assignment
training tasks. Practice module tests.
Unit 6:
Externally
Assessment
marked
Mr D Monteith
The Minster School
Parent/Carer Handbook 2014-2015
83
CURRICULUM—YEAR 13
A2 PSYCHOLOGY (AQA Specification A)
Unit 3: PSYA3 Topics in Psychology
Students will develop knowledge, understanding
and skills of analysis and evaluation in relation
to 3 topics:
Biological Rhythms & Sleep:
Biological Rhythms – Circadian, infradian and
ultradian rhythms, including the role of
endogenous
pacemakers
and
exogenous
zeitgebers in the control of circadian rhythms:
 disruption of biological rhythms, for example
shift-work and jet lag
 sleep – The nature of sleep, functions of
sleep and lifespan changes in sleep
 disorders of Sleep –Explanations for other
sleep disorders including, Insomnia, sleep
walking and narcolepsy
Aggression
 social psychological approaches to explaining
aggression
 social psychological theories of aggression,
for example, social learning theory, deindividuation
 institutional aggression
 biological explanations of aggression
 neural and hormonal mechanisms in
aggression
 genetic factors in aggressive behaviour
 evolution and human aggression
 evolutionary
explanations
of
human
aggression, including infidelity and jealousy
 evolutionary explanations of group display in
humans, for example sport and warfare
Cognition & Development:
 development of thinking- Theories of
cognitive development, including Piaget and
Vygotsky
Applications
of
cognitive
development theories to education.
 development of moral understanding.
 Kohlberg’s theory of moral understanding.
 development of social cognition.
 development of the child’s sense of self,
including Theory of Mind.
 development of children’s understanding of
others, including perspective taking for
example, Selman.
 biological explanations of social cognition,
including the role of the mirror neuron
system.
The Minster School
External examination: 1 hour 30 minutes –June
Exam worth 50% of the A2 level year.
3 essay style questions, quality of written
communication will be assessed in each answer.
Unit 4: PSYA4 Psychopathology,
Psychology in Action & Research Methods
Candidates will be expected to learn theories
and studies, analyse and evaluate the theories
and studies and undertake practical activities
involving
the
collation,
analysis
and
interpretation of quantative and qualitative
data.
Psychopathology:
Students will be expected to develop a
knowledge and understanding of depression
and apply knowledge and understanding of
models,
classification
and
diagnosis
to
depression.
In relation to their chosen disorder: depression,
candidates should be familiar with the
following:
 clinical characteristics of the chosen disorder
 issues surrounding the classification and
diagnosis of their chosen disorder, including
reliability and validity
 biological explanations of their chosen
disorder, for example, genetics, biochemistry
 psychological explanations of their chosen
disorder, for example, behavioural, cognitive,
psychodynamic and socio-cultural
 biological therapies for their chosen disorder,
including their evaluation in terms of
appropriateness and effectiveness
 psychological therapies for their chosen
disorder,
for
example,
behavioural,
psychodynamic and cognitive-behavioural,
including their evaluation in terms of
appropriateness and effectiveness
Psychology in Action:
Students
will
be expected
to
develop
knowledge, understanding and critical thinking
in relation to the psychology of addictive
behaviour,
apply
their
knowledge
and
understanding
of
research
methods,
approaches, issues and debates and develop an
appreciation of the relationship between
research policy and practices in applying
psychology in everyday life.
Parent/Carer Handbook 2014-2015
84
CURRICULUM—YEAR 13
A2 PSYCHOLOGY (AQA Specification A)
continued...
The psychology of addictive behaviour
 models of addictive behaviour- Biological,
cognitive and learning approaches to
explaining
initiation,
maintenance
and
relapse, and their applications to smoking
and gambling
 vulnerability to addiction - Risk factors in the
development of addiction, including stress,
peers, age and personality
 media influences on addictive behaviour
 reducing addictive behaviour - The theory of
planned behaviour as a model for addiction
prevention
 types of intervention and their effectiveness,
including biological, psychological and public
health interventions
Psychological
Research
&
Scientific
Method:
 the application of scientific method in
psychology – the major features of science,
the scientific process, validating new
knowledge and the role of the peer review
 designing psychological investigations –
selection
and
application
of research
methods.
Implementing
sampling
techniques. Issues of reliability. Assessing
and improving validity. Ethical considerations
 data analysis and reporting on investigations
– appropriate selection and representation of
graphical representations. Probability and
significance. Factors affecting choice of
statistical test. The use of inferential
statistical tests. Analysis and interpretation
of qualitative data. Conventions of reporting
on psychological investigations
Skills:
 practical skills – time management, personal
organisation and planning
 presentational skills – addressing audiences
using a variety of media and forms
 personal skills – showing evidence of
progression,
developing
knowledge
of
analysis and evaluation
 interpersonal skills – communication and
group work
 cognitive skills – develop an appreciation of
the issues and debates in psychology
Use of ICT: research, presentations and essay
writing.
Literacy: reading/understanding text; spelling
and grammar; use of key words; extended
writing.
Learning
Opportunities:
independent
research; investigating theories and concepts.
Assessment Opportunities: used in each
topic to assess understanding and mock exams
before each formal exam.
Mr P Bowes
External examination: 2 hours – June Exam
worth 50% of A2 level marks comprising of two
essay style questions, where the quality of
written communication will be assessed in each
answer. one compulsory structured question.
The Minster School
Parent/Carer Handbook 2014-2015
85
CURRICULUM—YEAR 13
A2 RELIGIOUS STUDIES:
AND ETHICS (OCR H572)
PHILOSOPHY
Unit G581: A2 Philosophy of Religion





Religious language: A study of different
theories on the importance and use of
language including Verification, Falsification,
Via Negative, Myth. Symbol and Analogy
Experience and religion: A critical study of
the concepts of Private and Corporate
religious experiences and the
effects they
have on individuals
Nature of God: A look at different
understandings of the nature of God and
evidence for each approach
Life and death: A study of different theistic
and atheistic understandings of life after
death and the distinction between body and
soul
Miracle: An assessment of the validity of
Miracle claims and an understanding of what
constitutes a miracle
Unit G582: A2 Religious Ethics





Meta-ethics: A study of the importance and
use of language within ethics, including a
study of ethical naturalism, intuitionism,
emotivism and prescriptivism
Free will and determinism: A critical
approach to the issues of ‘what it means to
be free’ and ‘can we have true freedom?’
through the works of Darrow, Honderich,
Hume and Locke
Conscience: A look at the different views of
the conscience as Godgiven, innate or
instilled by society, parents, authority figures
Virtue ethics: A study of the principles of
Virtue ethics from Aristotle as well as more
modern approaches
Applied ethics topics: Application of the
different ethical systems studied to the
issues of Environmental and Business ethics
and Sexual ethics
The Minster School
Skills
 debating skills – students engage in class
and small group discussion/debates
 evaluation skills – students must analyse
their own views in comparison with those of
different philosophical and ethical viewpoints
 independent Thinking skills – students are
encouraged to think independently and form
their own beliefs and values on a range of
ethical and philosophical issues
 empathy skills – students are asked to
consider issues from a range of perspectives
 group work skills – students are encouraged
to work together and develop team work and
co-operative skills
Use of ICT: class laptops used for research &
investigation. Use of online and multimedia
resources.
Literacy: students’ are taught the skills
necessary to produce extended pieces of writing
through explanation and evaluation of the
different theories studied. Use and explanation
of Key terms and meanings are an integral part
of the course.
Learning Opportunities: homework tasks are
set to extend learning and on line resources
accompany the course. Students are expected
to use personal reading in order to extend their
knowledge and understanding of the issues
being studied.
Assessment Opportunities: use of mark
schemes, model answers, peer and self
assessment. End of unit assessment for each
topic.
Parent/Carer Handbook 2014-2015
Mrs H Feehily
86
CURRICULUM—YEAR 12 AND 13
EDEXCEL LEVEL 3 BTEC—SUBSIDIARY
DIPLOMA IN PERFORMING ARTS (ACTING)
BTEC Nationals are qualifications that are
designed to provide specialist work-related
qualifications in a range of sectors. They give
learners the knowledge, understanding and
skills that they need to prepare them for
employment.
This course is part of the BTEC framework of
qualifications. The Subsidiary Diploma is
equivalent to a full A Level. Students are
graded at Distinction*, Distinction, Merit or
Pass, which are equivalent to Grade A*, Grade
A, Grade C and Grade E, respectively, at A
Level.
Students taking on the BTEC National must
complete the full two year course to gain the
qualification. There is no interim qualification
after one year.
There are six Units, spread over the two years.
Three Units are completed in Year 13; the first
two relate to the same performance project:
Unit 7 Performing to an Audience
This unit gives students the opportunity to
prepare and perform a role as part of a
performing arts company presenting a full-scale
performance to an audience. It can therefore be
seen as the ‘icing on the cake’, the culmination
of work carried out in training and skills
development in Acting. Vocational practice will
be reflected as much as possible in delivering
this unit and students will be given as realistic
as possible an experience of ‘treading the
boards’. This will include auditions, production
meetings, budgeting, a concrete and exhaustive
rehearsal and preparation schedule and the use
of the School’s professional standard Theatre.
and base a performance set in the chosen
space. The performance could be based in and
around a place of historical interest or
importance or a more contemporary space such
as a car. The students can make choices about
the target audience and the intentions of the
piece.
Learners will also need to understand and
demonstrate the work of a professional theatre
company, in particular the risk assessment and
planning of a site-specific performance. They
will also need to take part in marketing the
performance.
Unit 23 Film and TV Acting
Acting for the camera is an essential skill for
students who wish to work in the film and
television industry. The growth of independent
screen productions and digital broadcasting
offers more employment opportunities for
actors who have trained and developed the
necessary skills of acting for the camera and
have gained experience of working as a
member of a creative team within the studio
environment.
This specialist unit offers
students the chance to hone the particular skills
required for acting to the camera. Learners will
develop their voice and physical expression for
this specific medium, using techniques that are
markedly different from those used for acting
on stage. Working in a studio environment and
on location, assimilating knowledge of the
filming and editing processes, analysing
screenplays, scripts, styles and genres, will
enable students to apply their knowledge and
understanding. Students will take part in a
workshop with professional TV actors as part of
this Unit.
Assessment will be based on students’
performance work on camera, a short film
which they will devise, film and edit
themselves, and a presentation.
Assessment will be based on the students’ work
in lessons, an Actor’s Log and a public
performance of the Show.
Unit 6 Site Specific performance
This is an exciting unit in which students will be
asked to create and perform a piece of theatre
based in and around a specific site. They will
take part in research to find a place of interest
The Minster School
Parent/Carer Handbook 2014-2015
87
CURRICULUM—YEAR 12 AND 13
EDEXCEL LEVEL 3 BTEC—SUBSIDIARY
DIPLOMA IN PERFORMING ARTS (ACTING)
continued...
Teaching and Learning Methods
This course will follow on directly from the work
done in Years 10, 11 and 12, and will build on
the skills already developed. It is an active
course: the majority of the work is practical;
discussing,
creating,
rehearsing
and
performing. Groupwork and inter-personal skills
are a key area of focus, as students will work in
groups, of various sizes, throughout the Course.
They will take part in a range of small and
larger scale performances; to their own class
and to other audiences.
They will also produce an Actor’s Log, in which
they will keep a record of what they have
learnt. This can be in written form, or an on-line
Blog, including photos, video clips of their work,
audio commentary, etc. Students will be
encouraged to make full use of ICT in the
capturing of their learning in the Actor’s Log.
Independent Learning
To achieve the Distinction and Distinction*
grades, students must be able to work
independently, and show leadership and
initiative in their groups.
Mrs A Spinks
Assessment Methods
There are no written examinations in this
course. All the Units are teacher-assessed.
Students will be marked on their performances,
their work during lessons, their contribution and
ideas.
The Minster School
Parent/Carer Handbook 2014-2015
88
CURRICULUM—YEAR 12 AND 13
SPORTS LEADERS—LEVEL 2
Unit 1 plan lead and evaluate sport/activity
session 21 Guided learning hours [GLH]
21 [including 10 hours voluntary]. This
unit can ONLY be signed off after ALL
other units are passed including 10
hours.
Unit 2 Developing leadership skills. GLH 3
Unit 3 Lead activities that promote a healthy
lifestyle GLH 5
Unit 4 Making activity sessions inclusive GLH 4
Unit 5 Positive role models in sport GLH 3
Unit 6 Organise and deliver a sports event or
competition. GLH 4
Unit 7 Pathways in Sports and recreation. GLH
3
Unit 8 Using leadership skills GLH 5
Candidates must achieve all units plus 10
hours leadership which may be done at Minster
to qualify.
Use of ICT: research, communications with
outside agencies.
Literacy:
reading
and
understanding
supporting worksheets/booklets, letters to
partnership schools, completion of log books.
Numeracy: tournament scoring,
fitness components e.g. heart rate.
measuring
Learning Opportunities: choice of placement
for Unit 8, choice of fitness activity to present
at lunch time and choice of sports event/
competition they wish to organise, choice as
part of sub-group for festival.
Assessment Opportunities: on-going tutor
assessment for each unit 1-7, internal
verification of at least three separate units,
written feedback from external supervisor for
unit 8, moderated festival for feeder primary
schools.
Maximum GLH = 48
Mrs S Gratton
Skills:
 practical skills: ability to improvise, action
planning, development of leadership skills
 presentational
skills:
addressing
an
audience, use of demonstrations, giving
instructions
 personal skills: fulfilling responsibilities,
meeting deadlines
 interpersonal skills: communication, group
work, ability to delegate
 cognitive skills: reflection of own and others’
performances
The Minster School
Parent/Carer Handbook 2014-2015
89
CURRICULUM—YEAR 12 AND 13
RECOMMENDED TEXTBOOKS AND WEBSITES
Business (AQA)
AS and A2 course textbooks by Wolinski & Coates
(Philip Allan Updates)
 www.tutor2u.net/blog/index.php/businessstudies
 www.bbc.co.uk/news/business
You are also encouraged to follow Mr Bowes on
Twitter @bowesy269 where up to date news
stories will be posted. This is particularly
important in Year 13.
Computing AS/A2
Online reading
 BBC Click - New technology, future
developments. http://news.bbc.co.uk/1/hi/
programmes/click_online/default.stm
 Books
 OCR Computing - Course textbook
Economics (OCR)
AS and A2 course textbooks by Bamford, Grant
and Walton (Heinemann)
 www.tutor2u.net/blog/index.php/economics/
 www.bbc.co.uk/news/business/economy/
 www.philipallan.co.uk/economicreview/
index.htm
You are also encouraged to follow Mr Bowes on
Twitter @bowesy269 where up to date news
stories will be posted. This is particularly
important in Year 13.
AS and A2 English Language
Study Guide – Revision Express. Alan Gardiner.
This one is really worth buying for yourself as it
covers all topics for AS. You will be issued with the
Grammar section from this book – consolidate all
areas.
AS
 Student Unit Guide Unit 1 AQA Spec B Philip
Allen. This is very helpful for the first part of
the AS exam.
 Rediscover Grammar - David Crystal
 The Cambridge Encyclopedia of Language by
David Crystal – Includes lots of fascinating stuff
on all sorts of language related topics. Worth
dipping in to in the library if you have a spare 5
minutes. Don’t be put off by the size, it is very
readable.
A2
A2 students should read around the topic of their
individually negotiated coursework focus. Teacher
will advise on texts.
the library covering a range of topics related to
the A2 coursework task. There are also extracts
from this series on a range of topics on the school
system accessible to students.
 www.englishbiz.co.uk useful section on
grammar.
www.englishlangsfx.blogspot.com postings of
topical language debates and links to other
useful sites.
 www.universalteacher.org.uk - covers all the
basic topics
 Emagazine - This is an on-line resource and
the passwords are: Username: emagazine8,
Password: h379zz
English Literature
As a priority AS students should read the texts
their group is studying in the Autumn Term (these
vary depending on teacher and students and will
be notified by letter the preceding July).
A2 students should complete the reading advised
by their particular AS class teacher.
Both AS and A2 students should read another text
by their “set texts” authors.
 A2 students should read texts in the library on
the Gothic genre
 A2 students should read and be very familiar
with the ideas emerging from the AQA Critical
Anthology
 Emagazine. This is an on-line resource and the
passwords are: Username: emagazine8,
password: h379zz
 Sparknotes where relevant for text being
studied
Geography
 AS Level AQA Geography Philip Allen OR
Nelson Thornes
 A2 Level AQA Geography Philip Allen OR
Nelson Thornes
 http://web.aqa.org.uk/qual/gce/humanities/
geography_noticeboard.php?id=10&prev=10 Specification and past paper materials.
 http://www.s-cool.co.uk/a-level/geography
 @minstergeog to follow recent news and
relevant extra reading
RECOMMENDED TEXTBOOKS AND WEBSITES
(continued)
Intertext Series – There are several of these in
The Minster School
Parent/Carer Handbook 2014-2015
90
CURRICULUM—YEAR 12 AND 13
GPL AS
 Government and Politics for AS: Neil
McNaughton
 Essential of UK Politics: Andrew Heywood
 http://www.tutor2u.net
 www.bbc.co.uk/news
 politicalcompass.org
GPL A2
 Global Politics; Andrew Heywood
 http://www.tutor2u.net
 www.bbc.co.uk/news
 politicalcompass.org
Year 13:
You are also encouraged to follow Mr Owen on
Twitter @CliveOwen3 where up to date news
stories will be posted.
Year 12: Modern History
HIS1L
C Collier History AS Britain, 1906–1951 Nelson
Thornes, 2008. 9780748782628 (copy provided to
each student by the department)
R Rees Britain, 1890–1939, (Heinemann Advanced
History) Heinemann Educational, 2003
0435327577.
A Thorpe Britain 1916–1940 Sempringham, 1998
095157647X
C Rowe Britain, 1929–98 (Heinemann Advanced
History), AS section Heinemann Educational, 2004
0435327380
HIS2L
J Laver The Impact of Stalin’s Leadership in the
USSR 1924–1941, Nelson Thornes,2008,
9780748782673 (copy provided to each student
by the department)
S Lee Stalin and The Soviet Union Routledge,
1999 0415185734
D Evans Stalin’s Russia Teach Yourself, 2005
0071452125
S Phillips Stalinist Russia Heinemann, 2000
0435327208
Year 12: Medieval History
HIS1A
T Madden A New Concise History of the Crusades,
Rowman and Littlefield, 2005 0742538230
I Merrall The Crusades, Nelson Thornes, 1999
074874343X
J Phillips The Crusades, 1095–1197 Longman,
2002 0582328225
J Phillips Holy warriors A Modern History of the
Crusades, 2009, 9780224079372
J Riley-Smith The Atlas of The Crusades, Guild,
1991 0723003610
The Minster School
HIS2A
T Purser Medieval England 1042–1228,
Heinemann, 2004 0435327607
H Thomas The Norman Conquest: England After
William the Conqueror, Rowman and Littlefield,
2007 0742538400
M Chibnall Anglo-Norman England 1066–1166,
Blackwell, 1987 0631154396
G Barrow Feudal Britain, Edward Arnold, 1983
0713156252
M Bennett Campaigns of the Norman Conquest,
Osprey, 2001 1841762288
HIS3K
John Laver A2 History: Triumph and
Collapse:Russia and the USSR, 1941–1991,
Nelson Thornes, 2009
M Lynch Stalin and Khrushchev: The USSR 1924–
1964, Chapters 3, 4, 6 and 7 Headline Book
Publishing, 2001 0340781440
J Keep Last of the Empires: A History of the Soviet
Union 1945–1991, Oxford Paperbacks, 2002
0192803190
W Thompson The Soviet Union under Brezhnev,
Longman, 2003 0582327199
D Filtzer The Khrushchev Era, Palgrave Macmillan,
1993 0333585267
M McCauley Gorbachev, Longman, 2000
058243758X
H1S3B
Michael Tillbrook, A2 History The Triumph of
Elizabeth: Britain 1547-1603. Nelson Thornes,
2009
B Mervyn, The Reign of Elizabeth 1558-1603.
Hodder Murray, 2001
A. Anderson and T. Imperato , Access to History:
An Introduction to Tudor England 1485-1603,
Hodder and Stoughton, 2001
HIS4X
D Reynolds America: Empire of Liberty? Penguin,
2010 9780141033679
H Brogan The Penguin History of the USA,
Penguin, 1999 9780140252552
H Zinn A Peoples’ History of the United States,
HarperCollins, 2003 978006083865
P Jenkins A History of the United States, Palgrave
MacMillan, 2007 0023050678X
ICT AS/A2
Online reading
 BBC Click - New technology, future
developments. http://news.bbc.co.uk/1/hi/
programmes/click_online/default.stm
 Tech Radar - News relating to technology.
http://www.techradar.com/
Parent/Carer Handbook 2014-2015
91
CURRICULUM—YEAR 12 AND 13
Books
 OCR ICT for A2 - Course textbook
 OCR ICT for AS - Course textbook
 AS & A2 ICT through diagrams - on-going
revision and topic understanding
RECOMMENDED TEXTBOOKS AND WEBSITES
(continued)
 Advanced Database Projects in Access 2007 by
Ian Rendell and Julian Mott
 Spreadsheet Projects in Excel 2007 by Ian
Rendell and Julian Mott
Languages - French AS
 AQA AS French (nelson thornes)
 Kerboodle (online package to access at home
or in school)
 Elan grammar workbook (Oxford University
Press)
 www.lemonde.fr (AS and A2 French)
 www.liberation.fr (AS and A2 French)
 www.tv5.org (AS and A2 French)
 www.wordreference.com/ (online dictionary)
Languages - French A2
 AQA A2 French (nelson thornes)
 Kerboodle (online package to access at home
or in school)
 Elan grammar workbook (Oxford University
Press)
 www.lemonde.fr (AS and A2 French)
 www.liberation.fr (AS and A2 French)
 www.tv5.org (AS and A2 French)
 www.wordreference.com/ (online dictionary)
Languages - German AS
 AQA AS German (nelson thornes)
 Kerboodle (online package to access at home
or in school)
 Grammar resources: Authentik German
Grammar practice (AS/A2)
 http://www.languagesonline.org.uk/
 www.wordreference.com/ (online dictionary)
Languages - German A2
 AQA A2 German (nelson thornes)
 Kerboodle (online package to access at home
or in school)
 Grammar resources: Authentik German
Grammar practice (AS/A2)
 http://www.languagesonline.org.uk/
 www.wordreference.com/ (online dictionary)
Languages - Spanish AS
The Minster School
 AQA AS Spanish(nelson thornes)
 Kerboodle (online package to access at home
or in school)
 Spanish pronouns and prepositions by Dorothy
Richmond. Passport Books
 Complete Spanish Grammar by Gilda









Nissenberg, McGraw Hill
www.oye.org.uk
www.linguascope.com
www.atantot.com
http://www.languagesonline.org.uk/
www.bbc.co.uk/languages/spanish
http://www.asisehace.net/
http://www.aprender.org.uk/
http://www.elmundo.es/ (AS & A2)
www.wordreference.com/ (online dictionary)
Languages - Spanish A2
 AQA A2 Spanish (nelson thornes)
 Kerboodle (online package to access at home
or in school)
 Websites as above
Maths
 AS/A2 Heinemann Modular Maths revision
guides for Edexcel.
 www.mymaths.co.uk CD provided by school
with revision resources and all past papers with
solutions
 www.cgp.co.uk – any of the revision resources
for Edexcel Modular Maths
Media Studies
 Barbara Connell Exploring the Media Auteur
Publishing
 Revision Express Media Studies AS&A2
Pearson Education
 Anthony Bateman et al A2 Media Studies: The
Essential Introduction for WJEC Essentials
 Websites and Blogs (Follow on Twitter /
Facebook/RSS)
 http://www.englishandmedia.co.uk/mm/
index.html
 http://themediablog.typepad.com/
 http://www.huffingtonpost.co.uk/
 http://www.bbc.co.uk/news/
 http://www.guardian.co.uk/media
 http://www.guardian.co.uk/media/
mediamonkeyblog
 http://www.guardian.co.uk/media/greenslade
 http://www.guardian.co.uk/media/organgrinder
Music
 Edexcel AS Music Study Guide 3rd Edition
Product code: RHG333 Rhinegold publication
Price £19.95
Parent/Carer Handbook 2014-2015
92
CURRICULUM—YEAR 12 AND 13
 Edexcel A2 Music Study Guide 4th Edition
Product code: RHG302 Rhinegold publication
Price £21.95
RECOMMENDED TEXTBOOKS AND WEBSITES
(continued)
 Edexcel A2 Music Listening Tests 3rd Edition
Product code: RHG359 Rhinegold publication
Price £21.95
Music Technology
 Edexcel AS/A2 Music Tech Listening Tests 2nd
Edition Product code: RHG317 Rhinegold
publication Price £21.95
 Edexcel AS/A2 Music Technology Study Guide
2nd Edition Product code: RHG316 Rhinegold
publication Price £21.95
PE
 OCR Physical Education at AS – Dave Carnell,
John Ireland, Ken Mackreth, Claire Miller, Sarah
van Wely [Published by Heinmann]
 OCR PE Revision Guide – as above.
 http://www.ocr.org.uk/qualifications/type/gce/
blt/pe/index.html
 http://www.ocr.org.uk/qualifications/type/gce/
blt/pe/index.html
 http://www.uksport.gov.uk/
 http://www.sportengland.org/
 http://www.london2012.com/
 http://www.teachpe.com/
Philosophy and Ethics
 Understanding Philosophy of Religion for AS &
A2 (OCR) - Textbook (A Level RE) ISBN-13:
978-1850082767
 Understanding Religious Ethics: A Complete
Guide for OCR AS and A2 Student Book (A
Level Re) ISBN-13: 978-1850085256
 OCR Religious Ethics for AS and A2 [Paperback]
ISBN-13: 978-0415468251
 OCR Philosophy of Religion for AS and A2
[Paperback] ISBN-13: 978-0415468244
Psychology AS
 The complete Companion Mike Cardwell, Cara
Flanagan publisher: Oxford Press
 Psychology AQA A Cardwell, Clark, Meldrum
publisher: Collins
 Exploring Psychology For AS Matt Jarvis, Julia
Russell publisher: Oxford Press
Psychology A2
 The complete Companion
Flanagan
The Minster School
Mike Cardwell, Cara
 Psychology A2 AQA A Cardwell, Clark,
Meldrum publisher: Collins
Science
Biology
A wide range of books and revision guides to
borrow and to buy are available from the
department.
Useful website: http://www.biologymad.com/
Chemistry
A wide range of books and revision guides to
borrow and to buy are available from the
department. Useful websites:
 http://www.4college.co.uk/
 Doc Browns http://www.docbrown.info/
 BBC Bitesize for Scottish Highers (some topics)
http://www.bbc.co.uk/scotland/learning/
bitesize/higher/chemistry/
Physics
A wide range of books and revision guides to
borrow and to buy are available from the
department. Useful website:
http://www.antonine-education.co.uk/
antonine_education_contents.htm
TAD
Textiles
 Textiles at the Cutting Edge Lesley
Cresswell ISBN 978-1899527175Technology of
Textile Properties Marjorie Alice Taylor ISBN-:
978-0901762825
Graphics
 A Level Design and Technology for Edexcel:
Graphic Products: 3rd Edition (ISBN 978 0
435757 79 3)
Resistant Materials
 A Level Design and Technology for Edexcel:
Product Design: 3rd Edition (ISBN 978 0
435757 78 6)
Food AS
Home Economics and Nutrition for GCSE
 Author Anita Tull ISBN 978-0-340-98397-3
Food A2
 OCR Home economics for AS Food,nutrition and
health today
 Authors – Alexis Rickus and Bev Saunder
 ISBN 978-0-340-96803-1
 OCR Home Economics for A2 Food , nutrition
and health today
 Authors- Alexis Rickus and Bev Saunder
Parent/Carer Handbook 2014-2015
93
The Minster School
Nottingham Road, Southwell, Notts NG25 0LG
Tel: 01636 814000 Fax: 01636 817358
Email: [email protected]
Web: www.minster.notts.sch.uk