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Core Maths is a level 3 qualification which is equivalent to half an A Level. Sixth Form students can choose to study Core Maths as one of their enrichment options. They will have one lesson a week of maths throughout year 12 and 13. At the end of the course they will sit two 90 minute exams. Students are allowed to use calculators in both exams.

Some universities have shown their recognition of Core Maths by giving reduced offers for admissions to some of their degree courses. Some universities also accept Core Maths in lieu of a student not achieving a required grade in GCSE maths. Click here for further details.

Core Maths develops the quantitative and problem-solving skills so highly valued by employers. Click here for further details on why Core Maths matters to employers.

Studying Core Maths helps students to develop both their ability and confidence with the mathematical content of other level 3 courses that they may be taking. Subjects which a significant statistical content are geography, sciences, social sciences and business studies.

The specification for Core Maths can be found here. At SVA students study option 2A: Statistical Techniques.

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IT systems have a significant role in the world around us and play a part in almost everything we do. Having sound knowledge and understanding of how to effectively select and use appropriate IT systems will benefit you personally and professionally.

You will explore the relationships between the hardware and software that form an IT system, how systems work individually and together, and the relationship between the user and the system. You will examine issues related to the use of IT systems and the impact that they have on organisations and individuals. This unit will give you a fundamental understanding of all areas of IT, supporting your progression to an IT-related higher education course

The unit is assessed by a written examination set and marked by the exam board, usually in May/June.

The exam is 90min in length and the unit is worth about 33% of the overall qualification.

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·  To develop a passion and understanding of the world of Business and Finance
·  To provide students with the skills and knowledge to develop financial confidence to become (and remain) financially literate and financially stable

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·  To develop a passion and understanding of the world of Business and Finance

· To provide students with the skills and knowledge required to flourish in a globally dynamic environment

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In this module, students will explore the key theme of 'Stratification,' interpreting it through a variety of expressive forms, textures, and colours. This theme encourages students to think deeply about layers—both literal and metaphorical—and how these can inform creative design. As part of this process, students will enhance their sketching and CAD (computer-aided design) skills to develop and communicate their ideas effectively.

The project serves as a foundation for understanding how to design products from an art and design perspective, focusing on aesthetic qualities and expressive elements. Students will also be introduced to strategies for fostering creativity, enabling them to push the boundaries of traditional product design.

This module is valuable as it helps students build essential design skills while nurturing their ability to think critically and creatively. It prepares them for more advanced exploration of how artistic principles can influence functional product design.

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Students that learn A-level History at SVA will develop their historical skills to new heights!. Students will follow the AQA A-Level History specification. Across year 12 and 13 students will learn two examined units and research and write a Non Examined Assessment.

The study of history will also allow you to develop skills that will support applications to university or employment. For example, you will develop your skills of verbal reasoning and argument formation. You will also have the opportunity to analyse sources of information, as well as attempting to understand and evaluate how, over time, the past has been interpreted in different ways. The course will also allow you to develop skills of independent learning and independent research.

Overview- What will you study?

1) Breadth study: Option 1H - Tsarist and Communist Russia, 1855-1964 (Studied in Year 12 and 13 and examined at the end of Year 13 – worth 40% of the A-Level qualification)

2. Depth Study: Option 2S – The Making of Modern Britain, 1951-2007 (Studied in year 12 and 13 and examined at the end of Year 13 – worth 40% of the A-Level qualification)

3. Historical Investigation – Non-Examined Assessment (NEA) – covering roughly 100 years of history (Completed at various points across year 12 and 13 - Coursework element – worth 20% of the A-Level qualification)

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The exam board for A Level Maths at SVA is Edexcel. A link to the spec for the course can be found here. A detailed break down of the scheme of work and links to revision resources can be found in the following posts.

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Pearson Edexcel AS and A level Mathematics (2017) | Pearson qualifications

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Edexcel AS and A level Mathematics and Further Mathematics (2017) information for students and teachers, including the specification, past papers, news and support.

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Introduction to Organic Chemistry (Teacher 2) Term 1 

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Introduction to Organic Chemistry (Teacher 2) Term 1 

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Organic chemistry is the study of the millions of covalent compounds of the element carbon, in this topic you learn to identify organic compounds.

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In this unit, you will explore how existing websites use the principles of website development to appeal to their intended audience and meet their specific purpose. You will plan, design and develop a website in response to a client brief by applying website development tools, techniques and processes.

You will also reflect on the usability, functionality and fitness for purpose of the website using a testing and review process. Many software developers, database experts and systems managers need web-client development skills as an integral part of their overall portfolio of expertise. This unit will benefit you to progress on to information technology courses in higher education.

You will produce a portfolio of evidence that will be internally marked and externally moderated.

The unit is worth about 17% of the overall qualification.

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In health and social care, there are two options. You can either complete the single award which accounts for 1 A level, or you can complete the double award which accounts for 2 A levels. if you complete the double award, you complete the same units as the single award and also complete an additional four units.

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The first part of BTEC media is to engage in a practical production. Either create an A4 poster or 5 minute video debating whether the media as a whole is a force for good or bad. You will discuss some of the major issues and debates surrounding media, such as: voyeurism, objectification, copycat behaviour and education online. You will learn some basic filmmaking techniques and processes as well as how to use the editing software PremierePro. You will be expected to show creativity in design on programs such as Adobe Photoshop.

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In the first term of year 12, you will work towards the Unit 1 exam about Media representations, developing skills in decoding meaning across various media texts e.g magazine covers, film posters, films, music videos and computer games. You will learn a number of media theories to be able to apply to your analysis and critique. You will sit the exam in January.

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You will start this until after your January exam and come back to it in year 13. You will create a presentation in which you analyse and discuss the horror genre, as well as some real examples of horror short films, horror feature films and another genre of film of your choice.

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As with unit 10, you will start unit 4 now and complete it in year 13. You will produce a generic pre-production report outlining all the important processes and considerations in film-making, detailing the importance of pre-production planning in the success of making films. You will learn about financing, budgeting, scouting locations, casting, scripting and storyboarding and it is aligned perfectly with real-world vocational knowledge of the film-making industry.

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Single- Unit 1- Human Lifespan Development (exam unit)

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Single- Unit 1- Human Lifespan Development (exam unit)

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This is an exam unit where you will learn about the human growth and development through the life stages, factors affecting human growth and development, and effects of ageing. You will complete all of this then sit you exam at the end of year 12.

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Single-Unit 5- Meeting individual care and support needs (coursework unit)

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Single-Unit 5- Meeting individual care and support needs (coursework unit)

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This is a coursework unit , you will learn about the values and principles of meeting care and support needs and look at some of the ethical issues that arise when personalising care. You will examine factors that can impact the professionals who provide the care and support, and the challenges that must be overcome to allow access to good quality care and health services. You will explore the different methods used by professionals across all care services. You will reflect on these methods when you consider the importance of multi-agency working in providing a package of care and support that meets all the needs of individuals. To complete the assessment task within this unit, you will need to draw on your learning from across your programme.

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Double- unit 19-Nutritional Health (coursework unit)

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Double- unit 19-Nutritional Health (coursework unit)

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This is the first coursework unit of double health and social care, in this unit you will learn about the concepts of nutritional health and what the essential nutrients are and their functions, factors affecting dietary intake and nutritional health, you will also plan an improvement plan for you case studies. the case studies which are chosen are your own choice. you will also learn about the promotion of nutritional health.

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This is an overview of atomic structure and electron configuration. It includes energy levels/shells, subshells and orbitals and examples of electron configuration of elements.

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Alkanes and Halogenoalkanes (Teacher 2) Term 1 & 2

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Alkanes and Halogenoalkanes (Teacher 2) Term 1 & 2

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It includes alkanes, alkenes and haloalkanes and the process of fractional distillation and cracking.

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Amount of substance (Teacher 1) Term 1 & 2

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Amount of substance (Teacher 1) Term 1 & 2

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It includes ionic equations and many typical calculations such as calculations involving ideal gas equation, number of moles, Avogadro’s constant and more.

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It includes ionic, covalent, metallic bonding using examples and worked past exam questions.

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It includes what alkenes are, testing and isomerism and an introduction to mechanisms. 

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Alkenes and alcohols (Teacher 2) Term 2 & 3

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Alkenes and alcohols (Teacher 2) Term 2 & 3

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It includes definitions, exothermic and endothermic reactions, energy profile diagrams and how to calculate bond enthalpies.

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It includes mass spectrometry and infrared spectroscopy

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It includes collision theory, factors that affect rate and Boltzmann distribution curve.

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It includes reaction with water, solubility of compounds and sulphate test.

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It includes conditions for equilibria, Le Chatelier’s principle, factors affecting the shift equilibrium

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 It includes trends across period 3, electron configuration, atomic radius, first ionisation energy and melting and boiling points.

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The first topic of A-level PE is applied anatomy and physiology acting as a gentle step from GCSE PE into A-level PE. We cover the cardiovascular system, respiratory system. neuromuscular system and the musculoskeletal system whilst developing our knowledge.

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Topic 2 covers skill acquisition developing our knowledge on skill continuums and then types of guidance and feedback whilst introducing information processing in sport.

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Topic 3 is about sport and society, introducing us to the historical develpoment of sport through the pre-industrial Britain to post industrial Britain and then the sociological theories applied to equal opportunities.

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You will start this unit now and continue it in year 13. You will get into groups and begin to research and develop your horror film ideas to begin making in January. You will prepare a pitch to present to the class and gain feedback in order to develop your ideas.

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Section 1 - Carbohydrates, Lipids and Proteins 

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Section 1 - Carbohydrates, Lipids and Proteins 

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Here you will expand on the structure of proteins, lipids and carbohydrates, including, more specifically the primary, secondary, tertiary and quaternary structure of proteins. You will discover the function of these molecules at a deeper level, and their interaction with their environments.

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Section 1.2 - Nucleic acids, ATP, Water and Inorganic Ions

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Section 1.2 - Nucleic acids, ATP, Water and Inorganic Ions

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This topic investigates the function and structure of ATP, in conjunction with water and inorganic ions. You will take part in the practical application of this topic, where you’re expected to successfully complete practicals to show the movement of water through plant cells.

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Section 2 - Cell structure and replication 

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Section 2 - Cell structure and replication 

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In this topic, as the name suggests, you will learn more extensively the structure of cells and the process of cell division.

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Section 2.4 Cell Transport and Immunity 

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Section 2.4 Cell Transport and Immunity 

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Following cell structure and Replication, you will be reintroduced to immunity and expected to evolve your knowledge surrounding immune responses by the body when under attack from foreign pathogens. This will develop your understanding of how the body responds to threats, particularly to viruses and pathogens such as HIV/AIDS. This will also involve learning about transport of cells throughout the body and different methods of transport like diffusion and active transport.

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Section 3 - Gas Exchange, Digestion and Mass Transport  

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Section 3 - Gas Exchange, Digestion and Mass Transport  

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In this module, you will learn more in depth about digestion and the enzymes involved in breaking down molecules that are involved with digestion. You will then go on to learn about gas exchange and mass transport.

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Section 4 - Genetic Information, Protein Synthesis, Classification and Biodiversity 

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Section 4 - Genetic Information, Protein Synthesis, Classification and Biodiversity 

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This topic covers transcription and translation, which are the two stages of protein synthesis. Genetic information is also a feature, where you will go into the details of DNA and genetic information. Classification and biodiversity looks into definitions of species, diversity and community, along with a section on quantitive investigations of variation.

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Half Term 1: Introduction to Business, Management Accounting 

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Half Term 1: Introduction to Business, Management Accounting 

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The first topic of A Level Business is Introduction to Business, this recaps concepts from GCSE like business types & sectors and business functions, as well as introducing new concepts like franchises and business growth to build a foundation knowledge.
The second topic in half term 1 is management accounting which concentrates on the internal financial accounts of a business.

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Half Term 2: Business objectives and strategies, Financial accounting 

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Half Term 2: Business objectives and strategies, Financial accounting 

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Half Term 2 looks at business objectives and strategies which includes stakeholders, mission statements, implementation of strategies, contingency planning, forecasting, and decision making strategies. GCSE knowledge can be applied to many of these topics.
Financial accounting is the second category of accounting and focuses on the assets, profits and levels of cash within the business, and students will discuss how these factors will effect external stakeholders.

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Half Term 3: HRM, Management, Financial accounting, Marketing 

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Half Term 3: HRM, Management, Financial accounting, Marketing 

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In Half Term 3 students will study HRM which involves all management decisions that affect the relationship between the business and its employees, including workforce planning, recruitment, appraisal and motivation. Management includes learning about the different types of leadership and how these affect the motivation of employees within a business. Learning about marketing involves identifying the different types of marketing, market research, anticipating consumer needs, the 4Ps and the external influences on marketing, as well as the students discussing which methods are suitable for each business type.

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Half Term 4: Marketing, External influences, Management 

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Half Term 4: Marketing, External influences, Management 

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In Half Term 4 students will continue to learn about marketing strategies and also begin to practice exam technique for this topic. The next topic is external influences which is all about how factors not directly involved with the business influence business operations and activity; this includes, demand and supply, economic factors, environmental factors and international trade.

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Half Term 5: External influences, HRM, Productive Efficiency 

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Half Term 5: External influences, HRM, Productive Efficiency 

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During half term 5, students will revisit sections of external influences and HRM. The next topic is efficiency which includes using ratios to identify the business' ability to manage assets and liabilities.

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Half Term 6: Introduction to Business, Business objectives and strategies, The production process 

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Half Term 6: Introduction to Business, Business objectives and strategies, The production process 

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At the end of year 12 in half term 6, students will revisit the topics introduction to business and business objectives & strategies, to further practice exam technique and use their knowledge to link topics together. The last topic of year 12 is The Production Process which involves learning about the different types of production and how production can be made more efficient.

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During this first year of the course, seven different topics are covered, which include; social influence, memory, attachment, approaches in psychology, clinical psychology and mental health and research methods. Issues and debates are covered as a synoptic unit at the end of Year 12. Approaches, is the first topic covered as it's an ideal topic to ease into the subject as it helps form a base understanding of what the subject is like. What is covered in year 12 covers almost all the content for the first two out of the three papers for the A-level, and introduces some aspects of content which is used in the year 13 topics.

Year 13:

Topics covered in Year 13 include Bio psychology, Relationships, Forensic psychology and Schizophrenia. These introduce you to the different areas within Psychology - clinical, social, forensic - that you can then specialize in at university.

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This topic covers the types and explanations of conformity and looks at obedience, including specific research studies into both (focusing on Asch and Milgram). It also covers minority influence and resistance to social influence. Essentially it's all the factors that affect how different people behave in different situations in relation to other people for example.

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Often taught towards the end of the year 12 course, this covers our memory in depth from short term to long term memory and how we remember certain things or why we forget/can't recall certain memories. We also look at what affects the memory in police interviews (e.g. the use of leading questions and post-event discussions and the impact they have to the recall and how an incident is relayed after it happened).

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This topic covers the attachments we form when young, focusing on stages of attachment, explanations of attachment, also looking at various key research into it (animal studies, Ainsworth's Strange Situation and Romanian orphan studies). Finally, we cover how our early attachments can influence our later adult relationships with others.

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We cover six different approaches to psychology and this topic also includes a bit of focus on biopsychology (a topic in the year 13 book) covering the nervous system , the endocrine system, neurons and synaptic transmission - most of which have been covered or touched upon in GCSE Biology.

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Chapter 5 - Clinical psychology and mental health

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Chapter 5 - Clinical psychology and mental health

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This topic looks specifically at depression, OCD and phobias and then the behavioural, cognitive and biological approach to treating and explaining each disorder.

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Covering different types of experiment, sampling, studies, ethical issues, observations, self report techniques and data analysis - all of this can be put to good use as during this topic you get to design your own experiment in groups and do the research for it yourself! This topic can sounds quite maths-heavy but all of the maths that is included is basic GCSE level material and lots of additional help can be provided if it's something you really struggle with.

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(Breadth Study: PART 1)- Tsarist and Communist Russia 1855-1964 

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(Breadth Study: PART 1)- Tsarist and Communist Russia 1855-1964 

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Throughout their studies in year 12 students will examine how Russia evolved and changed between 1855 and 1917. They will focus on events such as the emancipation of the serfs, to the collapse of Tsarism during the First World War and the rise of the Bolsheviks.

Part 1 of the A-Level Breath Study is broken down to as follows;

Autocracy, Reform and Revolution: Russia, 1855–1917

1. Trying to preserve autocracy, 1855–1894

2. The collapse of autocracy, 1894-1917

It is essential for students that learn the A-level to purchase a copy of the recommended course textbook. The link below is found below:

https://www.amazon.co.uk/Oxford-AQA-History-Level-Communist/dp/0198354673/ref=sr_1_1?crid=3OY9RXCFR4TNH&keywords=aqa+tsarist+and+communist+russia&qid=1657875482&sprefix=aqa+tsarist+and+communist+russi%2Caps%2C935&sr=8-1

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(Depth Study: PART 1)- The Making of Modern Britain 1951-2007.

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(Depth Study: PART 1)- The Making of Modern Britain 1951-2007.

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In contrast, to students studies in the Breadth study, during the depth study students will examine how Britain developed socially, politically and economically between 1951 and 1979.

They will examine the period of Conservative Government dominance of the 1950s, as well as Wilson’s Labour Government of the 1960s. Additionally, they will also learn about the beginnings of the EEC and the growth of youth culture in Britain, as well as learning about the policies of the Heath, Wilson and Callaghan Governments of the 1970s.

Part 1 of the A-Level Depth Study is broken down to as follows;

The building a new Britain, 1951–1979:

1. The Affluent Society, 1951-64
2. The Sixties, 1964 – 1970
3. The End of Post War Consensus, 1970-79

It is essential for students that learn the A-level to purchase a copy of the recommended course textbook. The link below is found below:

https://www.amazon.co.uk/Oxford-AQA-History-Level-1951-2007/dp/0198354649/ref=sr_1_1?keywords=aqa+making+of+modern+britain&qid=1657876070&sr=8-1

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During this first year of the course, six different topics are covered and are split between Physical geography and Human geography. These topics include Globalisation, Regeneration and Superpowers Enquiry Question 1 in Human geography and Coastal Landscapes and change, Tectonic processes and Hazards and Water Cycle and Water Insecurity.

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Globalisation involves widening and deepening global connections, interdependence and flows (commodities, capital, information, migrants and tourists). It is the process of increasing interconnectivity between countries.

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Regeneration is the long term upgrading of existing places for urban, rural, industrial and commercial areas. This topic is about the ways in which a place is redeveloped and marketed so that it gains a new identity so it can attract new investments and tourists etc.

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Enquiry question 1: What are superpowers and how have they changed over time? In this topic you learn a range of human and physical characteristics of superpowers and how geopolitical power stems from them, how patterns of power change over time and can be uni-, bi- or multi-polar and Emerging powers, their influence on people and the physical environment.

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Coastal landscapes develop due to the interaction of winds, waves, currents, as well as through the contribution of both terrestrial and offshore sources of sediment. You will learn about flows of energy , variations in sediment budgets, interactions with the prevailing geological and lithological characteristics of the coast, coastal systems and distinctive coastal landscapes. You will also learn about physical and human activities that threaten these landscapes and management strategies to protect them. Study  includes examples of landscapes from inside and outside the UK.

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In this topic you will learn about Tectonic hazards – earthquakes, volcanic eruptions and secondary hazards such as tsunamis, tectonic plate boundaries and how they interact with areas of high population density and low levels of development, resilience in these places and the interaction of physical systems with vulnerable populations. You also learn about the degree to which they can be managed, and successful responses that can mitigate social and economic impacts and allow humans to adapt to hazard occurrence.

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Water plays a key role in supporting life on earth. In this topic you will learn that the water cycle operates at a variety of spatial scales and also at short- and long-term timescales, from global to local. Physical processes control the circulation of water between the stores on land, in the oceans, in the cryosphere, and the atmosphere. Changes to the most important stores of water are a result of both physical and human processes. Water insecurity is becoming a global issue with serious consequences and there is a range of different approaches to managing water supply.

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Learning more about Visual language, presentation styles and elicited emotion and thoughts through designs, shapes and colours.

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Students will learn and develop their skills in using phot editing software as well as modelling their ideas in Solidworks and other 3D CAD software.

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The students will complete a design project based upon the transition task theme given at the start of the course. This will be a lighting product inspired by the design context the student has researched and explored.

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Students will be introduced to new material processes and skills that will prepare them for their Y12 projects and coursework (Personal Investigation). The module will look at cutting, shaping and fabrication of woods, polymers and metals.

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The Personal Investigation is worth 60% of the examination and consists of two integrated constituent parts:

1- A major in-depth critical, practical and theoretical investigative project/portfolio and outcome/s based on themes and subject matter that have personal significance;

2- An extended written element of 1000 words minimum, which may contain images and texts and must clearly relate to practical and theoretical work using an appropriate working vocabulary and specialist terminology.

•Both the practical/theoretical work and the written element will be assessed together using the assessment objectives. Learners will be required to select, evaluate and present their work for assessment.

•The Personal Investigation will be determined by the learner and teacher, assessed by the teacher and externally moderated.

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Unit 1- Financial Capability for the Immediate and Short Term and Unit 2- Financial Capability for the Medium and Long Term

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Unit 1- Financial Capability for the Immediate and Short Term and Unit 2- Financial Capability for the Medium and Long Term

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Our curriculum is based on the LIBF specification. Students will study for a qualification in Financial Studies.
Students are encouraged to become responsible borrowers and sensible savers and to appreciate the need for financial planning throughout their life. Students will gain an appreciation of why money is important through focusing on what money is, attitudes to it and how it can affect life choices.

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At the beginning of the year, you will be introduced to the subject of photography and all of the elements that come with developing your skills for this course, for example, learning the different parts of a camera, the history of photography and understanding what terms such as composition, exposure or aperture mean.

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Students will move onto learning about how to become storytellers with their art, as well as being able to understand how to read the messages of other artists' photos. A Halloween mini-project (gothic/ horror photography) will be completed to allow the students to use and develop their skills they have gathered so far, this can be completed in a physical sketchbook or electronically.

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This unit will allow you to learn and try out all the different online editing techniques you can use when refining your photos, in this case, we use Adobe Photoshop and Lightroom for any digital experimentation. You will also learn methods of physical/ non-digital experimentation, for example, printing on textiles or collages. This will help you obtain a better idea about how you like to edit and display your work when you begin your personal investigation.

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During the second half of the autumn half term, you will learn about the history of landscape photography, where you will look at photographers such as Ansel Adams, and take your own photos inspired by what you have learnt. Landscape photography is usually the most common genre students choose for their personal investigation so this unit will be able to help you decide whether landscape photography is something you would want to pursue later in the course.

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Portrait photography is another commonly selected genre for students personal investigations. This unit will teach you about the history of portrait photography, as well as how to take a good portrait and how important elements such as lighting is when taking your portraits.

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The personal investigation unit will begin some time in February and will run until January 31st (into year 13), and will be worth 60% of your whole Photography A Level grade. You will select a genre of photography you would like to study, some examples could be landscapes, portraits, fashion, cinematography, food etc. and you will be studying this genre for roughly 12 months. In this time you will take your own photos inspired by your genre and also study photographers from your selected genre. A contextual study of your chosen genre will be completed, where you will talk about your reasoning behind choosing your selected genre and where you will analyse photos from within your selected genre. You will create both digital and non-digital outcomes for your work. You will have full control of all the photos and work you create and present whilst doing your personal investigation.

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An example of an outcome from climate change project. 

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Over the summer from year 11 to 12 students will be given tasks to complete starting the production of their coursework. Once year 12 begins students will start with teacher led exercises with emphasis on experimentation and processes.

This forms the start of their coursework which is called 'personal investigation'.

Before the Autumn half term students will explore the theme of Current Issues which is an open ended project that will include plenty of experimentation and freedom to develop own interests and ideas.

Halfway through year 12, students will decide upon a more focused theme for their personal investigation. In most cases this will be a continuation or development of work and ideas from earlier work and the current issues project.

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About half way through year 12 students create an illustrated essay. This involves researching an artists which has inspired their work and presenting it in a creative way. This is important as it meets all of AO1 criteria. Students also present what they found whilst making their essay. This is useful for students as if they are hoping to study art at university presenting ideas to a class is common. It also sets students up for year 13 when they must create their contextual study which is thorough research into an artist.

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At the end of year 12 (just like in year 10) students have a set of exams to assess their progress and set targets for their final year of sixth form. Students have 15 hours to create an outcome based on the work they have created throughout the year.

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Death of a Salesman is a play about a father and husband in late 1940s America who takes his own life owing to the pressures of capitalism. Students will study a flawed tragic hero within a Modern Domestic Tragedy. i.e. Willy Loman and how his behaviour affects those around him.  They will explore his journey towards death and his flaws, pride, folly, blindness and insight. They will learn about the language of tragedy such as hubris, hamartia, anagnorisis, peripeteia, anti-hero, realism and expressionism. They will also learn about the conventions of tragedy and the contextual factors in Death of a Salesman. For example, The American Dream.

Students will explore tragic setting and dialogue and the role of the tragic villain. They will examine how tragedy affects the audience and learn how to offer a close analysis of how language is used to heighten tragedy. They will also learn how to analyse the structural pattern of the text. For example, order to disorder, climax to resolution, complication to catastrophe, foreshadowing and flashbacks. Students will explore tragedy and the common man, the presence of fate and how the hero's end is inevitable?

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Teacher 2: Paper 1 Section A and B. Shakespeare

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Teacher 2: Paper 1 Section A and B. Shakespeare

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Shakespearean Tragedy: Othello

In this unit students draw on their knowledge of Shakespearean Tragedy from prior study. They see the play in the context of a tragedy inspired by both the Ancient Greek theatre and medieval mystery and morality plays. They explore the development of plot and characterisation linking their understanding to the conventions of the genre. Students form an understanding of the tragic trajectory of the play and learn to pinpoint the significance of precise moments from the play to the overall plot. They also consider how key characters and themes develop as they write critically about the text. Students are encouraged to read widely around the text, see the play if performance and to discuss their understanding and evaluative opinions.

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Teacher 1: Paper 1 Section C second text

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Teacher 1: Paper 1 Section C second text

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Students will study four of Keats’ poems through the lens of tragedy: ‘Isabella; or, the Pot of Basil’, ‘The Eve of St. Agnes’, ‘Lamia’, and ‘La Belle Dame Sans Merci’. They will gain an understanding of poetic tragedy in the 19th century and its significance. They will also build on knowledge of the genre of tragedy along with Shakespearean tragedy and Modern Domestic tragedy.

Students will learn about how Keats uses language, structure, aspects of narrative and setting to accentuate tragedy. They will also learn about specialist language of tragedy such catharsis, hubris, hamartia, pathos, motif, anagnorisis and peripeteia. They will study the flawed tragic characters (e.g. Isabella, Lorenzo, Madeline, Porphyro, Lamia, Lycius, The Knight and La Belle Dame) and how their behaviour affects those around them.  They will analyse closely the tragic journey towards death of the protagonists, their flaws, pride, folly, blindness and insight.

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Students will develop as independent learners through following a research project of their own choosing to bring together the skills they have developed across the A Level Course. The NEAs are begun at the end of Year 12 when students have got to grips with the key elements of the A Level Course. The unit begins with teaching of relevant critical theory before branching out to allow students to pursue their independent projects. The finished responses are collected during the Autumn term.

Students will learn how to write about texts through a range of different lenses: Feminist, Marxist, Narrative, Literary Value and the Canon, Post-Colonial and Eco-critical. Assessment is formal in this unit as the marks for each piece contribute to the final A Level Grade.

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NEA - Poetry through chosen critical lens.

Students work independently with support from teaching staff on this unit. They select a collection of poetry of their own choice. In the past student choices have ranged from literary heritage choices such as Chaucer or Shakespeare, 19th Century poets such a Tennyson and Rossetti or more contemporary poets including Plath, Duffy and Armitage. The choice is truly their own. Students then formulate their own question for investigation which is drawn from their study of different critical lens and produce a 1500 essay in response.

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NEA - Novel through chosen critical lens

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Students write a second independently studied NEA. For this NEA all students use Orwell's 1984 as their starting point but choose their own question for investigation and have a choice of critical lens to apply.
The assignment takes the form of a 1250-1500 word essay using the Marxist, Eco-Critical or Post -Colonial critical theory in response to George Orwell’s Nineteen Eighty-Four.

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Helpful transition from year 11 teaching you all the practical and maths skills you will need for A level Physics.

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Unit focuses on atomic structure and how the atom is held together. Learn about quarks and the fundamental forces in universe as well as particle accelerators and all the other particles out there.

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Build on Forces at GCSE with all new exciting areas, including projectiles and real world applications.

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An introduction to Quantum mechanics and its links to everyday applications like solar panels and fluorescent lights to astrophysics and what makes up stars.

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Building on Waves GCSE this topic delves deeply into optics and how the eye and lenses work, as well as diffraction and how it helps us with microscopes and other uses.

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This module applies forces to material science, looking into the stress and strain analysis of different types of materials as well as other properties materials may have.

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Building on GCSE electricity we delve much deeper into circuits and electrical properties of materials including superconductivity. We then apply this knowledge to various applications including potential dividers.

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After mock exams we start of A2 Physics looking at circular motion and simple harmonic motion. Find out how rollercoasters work and how cars can go as fast as they can around bends.

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Miss Philpot

Chapter 2: Quadratics

Chapter 3: Equations & Inequalities

Chapter 4: Graphs & Transformation

4.1 Cubic Graphs

4.2 Quartic Graphs

Mr Turner/Miss Park

Chapter 5: Straight Line Graphs

Chapter 6: Circles

Chapter 7: Algebraic Methods

7.1 Algebraic Fractions

7.2 Dividing Fractions

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Miss Philpot

Chapter 4: Graphs & Transformations

Chapter 12: Differentiation

Mr Turner/Miss Park

Chapter 9: Trig Ratios

Chapter 10: Trig Identities & Equations

Chapter 14: Logs & Exponentials

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Miss Philpot

Chapter 13: Integration

Start Statistics

Chapter 1: Data Collection

Chapter 2: Measures of Location & Spread

Mr Turner/Miss Park

Chapter 11: Vectors

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Miss Philpot

Chapter 3: Representations of Data

Chapter 4: Correlation

Chapter 5: Probabilty

Mr Turner/Miss Park

Chapter 9: Constant Acceleration

Chapter 10: Forces & Motion

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Miss Philpot

Chapter 6: Statistical Distributions

Chapter 7: Hypothesis Testing

Revision for end of year exams

Mr Turner/Miss Park

Chapter 11: Variable Acceleration

Revision for end of year exams

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Students will sit end of year exams this half term.
Pure Paper: 2 hrs
Applied Paper: 1hr 15 mins

They will then start the A2 section of the course.

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Past papers can be found at the following site (scroll down for AS papers):
https://www.mathsgenie.co.uk/alevelpapers.html

Practice Papers can be found at the following site:
https://crashmaths.com/a-level-practice-papers-edexcel/

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https://www.mathsgenie.co.uk/newalevel.html

https://naikermaths.com/year-1-as-pure/

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The majority of the paper 1 content is covered in the following video tutorials: Data analysis & Tax & National Insurance

The main topics on paper 2 are Normal Distribution & Confidence Intervals. Video tutorials on these topics can be found here.

Past papers can be found here. Please note that at SVA students sit paper 1 and paper 2A.

In the following posts you can find a detailed break down of the topics covered in the course.

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1. Numerical Calculations

substituting numerical values into formulae, spreadsheets and financial expressions

using conventional notation for priority of operations, including brackets, powers, roots and reciprocals

applying and interpreting limits of accuracy, specifying simple error intervals due to truncation or rounding

finding approximate solutions to problems in financial contexts

2. Percentages

interpreting percentages and percentage changes as a fraction or a decimal and interpreting these multiplicatively

expressing one quantity as a percentage of another

comparing two quantities using percentages

working with percentages over 100%

solving problems involving percentage change

including percentage increase/decrease and original value problems

including simple and compound interest

3. Interest Rates

simple and compound interest

Annual Equivalent Rate (AER)

savings and investments

4. Repayments & the Cost of Credit

Student loans and mortgages

Annual Percentage Rate (APR)

5. Graphical Representation

plotting points to create graphs and interpreting results from graphs in financial contexts

6. Taxation

income tax, National Insurance, Value Added Tax (VAT)

7. Solutions to Financial Problems

the effect of inflation

Retail Price Index (RPI) & Consumer Price Index (CPI)

setting up, solving and interpreting the solutions to financial problems, including those that involve compound interest using iterative methods

currency exchange rates including commission

budgeting

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1. The Modelling Cycle

Representing a situation mathematically, making assumptions and simplifications

Students will engage in the tackling of 'open' mathematical problem-solving where there may not be a clear single approach or 'correct' answer

Selecting and using appropriate mathematical

Interpreting results in the context of a given problem techniques for problems and situations

Evaluating methods and solutions including how they may have been affected by assumptions made

2. Fermi Estimation

Making fast, rough estimates of quantities which are either difficult or impossible to measure directly