High Weald Academy Sixth Form Prospectus 2017

Aspiration Achievement Ambition Angley Road Cranbrook Kent TN17 2PJ Telephone [Sixth Form]: 01580 712754 Email: [email protected]

Mrs C Beech - Principal [email protected] Mr J Swash – Acting Vice Principal 6th form Overview [email protected]

Introduction We are excited to be welcoming you to the High Weald Academy and to our sixth form. High Weald Academy is going from strength to strength with a growing track record of improving results with an outstanding performance in 2015 and continued improvements in key areas in 2016. The High Weald Academy is a small rural school where high standards and a culture of challenge and support are paramount. We are proudly and inextricably linked and committed to serving our local community. This is a unique academy with a strong rural heritage and we are able to offer a range of opportunities to those wishing to study vocational and academic courses which will open doors to higher education, employment or further training opportunities. For many students High Weald Academy offers the courses that students will want to study in an environment where we support them in developing further and achieving their potential. The Sixth Form is expanding so we have been working on reshaping our offer. Our curriculum is grouped under three key pathways which have natural synergy and lead to further study at university and employment options:   

IBCP pathway Vocational pathway Mixed/Academic pathway with Cranbrook Grammar School

We invite you to read this prospectus alongside the main academy prospectus and begin to think about the choices you are making for your next steps. All students are required to remain in education or training until the end of year 13 and joining High Weald Sixth Form will give you a wide range of options in a place where a family ethos means you are known and understood. This prospectus has been written to help inform you about proposed subjects you may be considering for further study. It may help to begin to answer some of your questions. You will find that your experience in the Sixth Form is very different from your time in school so far. There are a wide range of interesting and new subjects to study, increased challenges, and opportunities to develop your leadership and add to your development. You will be expected to act with increasing maturity and responsibility, as well as becoming selfmotivated and ambitious. Sixth Form comes at a crucial stage in your lives. The coming years will be a time of academic, personal and moral development as you make the transition from young person to adult. Sixth Form is a crossroads where you will make far reaching decisions about your future. Our aim is to provide the help, guidance, experience and support that you need to achieve your goals and aims. Sixth Form is, above all, a time for you and we are very confident that your time in High Weald Academy Sixth Form will be rewarding and enjoyable. High Weald Academy is a family where excellence, and you can play a key role in both your own development and in supporting the development of others. If you have any questions that are not answered in this prospectus please do not hesitate to contact us. We look forward to receiving your application and to discussing these exciting opportunities.

J Swash – Acting Vice Principal

C Beech [Mrs] - Principal

Contents Choices Post 16

1

Ten good reasons for coming to the High Weald Academy

2

Making an application to High Weald Academy

4

External applications

5

Progression Meetings

5

Advice to students on choosing the level of courses to apply for

6

How to decide on the right course – factors to consider

7

High Weald Academy Sixth Form Pathways

8

Frequently asked questions

9

IBCP Programme

10-11

IBCP Course Information

12-16

What are the advantages of being an IBCP student?

17

BTEC Course Outlines

18-23

A Levels at Cranbrook

24

Where are they now?

25

Choices Post 16 ____________________________________ In the current economic climate with the limited opportunities to go straight to work and high levels of unemployment in the 16-25 age group most students would be well advised to continue with their education Post 16. This also reflects the raising the participation age to ensure all current year 11 students remain in education or enter into a training scheme until the end of year 13. As a consequence training programmes are harder to secure and students therefore need to seriously consider their options with regards to Post 16 education. Our Sixth Form curriculum addresses this through offering a range of courses at Level 3 [BTEC/A Level] and Level 2 [GCSE equivalent] so that students can follow courses suitable to their needs, interests and talents. We therefore offer pathways which will help students choose appropriate qualifications. 5 A*-C Where this prospectus refers to 5 A*-C grades, this includes the new numerical grade equivalents of Level 5 or higher. The academy may allow students to continue at Post 16 with Level 4 on individual merit and circumstance. Level 3 courses Are A Level or equivalent. Students who achieve five or more GCSEs at grade C or above will choose Level 3 Courses. Level 2 courses Are GCSE Level or equivalent. Students that do not achieve the 5 A*-C’s may choose a Level 2 pathway. Other students doing Level 3 courses need to take GCSE in English Language or Maths to complete their programme of study if they did not achieve a good pass in year 11. When applying for Post 16 subjects it is important that you choose courses based on your GCSE examination results. Where 5 A*-Cs are mentioned, this includes BTEC equivalents and refers to 5 A*-C in a range of subjects, and the equivalent of C or higher in English/Maths, under the new numerical scoring system. There is a table later on in the prospectus to help you decide which level courses to consider when applying to High Weald Academy Sixth Form.

1

Ten good reasons for coming to High Weald Academy Sixth Form ____________________________________ We think you should stay with or join the High Weald Academy because it provides the right stepping stone to your future. Here are ten good reasons why we think you should join: 1. A supportive and caring learning environment The relatively small size of the Sixth Form has created a unique environment for students to flourish. All students are part of the focused Sixth Form tutor groups. As well as having a mentor they receive individual and personalised attention from their teachers, tutors and the Sixth Form team. Students are given help with study skills and organising their study priorities. The Sixth Form is a close-knit, focused community where all are pushed and no one is left behind. 2. Quality teaching and learning in a well-resourced, familiar environment You will be taught by well qualified teachers in a secure and familiar learning environment and you will be provided with a range of resources to support your learning. Small class sizes allow tutorial type lessons and mentoring to be held. 3. A broad and relevant curriculum suitable for all During the last few years, we have expanded our curriculum to personalise our offer and this is continuing with a range of courses to match all abilities. We have students studying courses that will take them to employment, apprenticeships, university and Oxbridge. 4. High standard Sixth Form facilities The Sixth Form has a purpose built, dedicated area in the school, with computer suites and work areas, kitchen and teaching areas. This is the heart of the Sixth Form and acts as the hub of learning. 5. More privileges Sixth Formers have a number of privileges such as their own dress code, their own kitchen and responsibility and significant leadership opportunities, including prefects, organisation of charity fundraising and mentoring of younger students 6. More partnership choices Through the joint agreement with Cranbrook School you can opt to take one A Level at Cranbrook School [entry requirements apply]. 7. A thriving Sixth Form The Sixth Form is steadily improving at High Weald Academy. Results in the vocational subjects at High Weald Academy were very positive, with performance in the top 25% of all schools nationally for value added, and the vast majority of students in 2016 exceeding their target grades. We have high hopes for current year 13 and expect strong results this summer. 8. Experienced support for careers and higher education applications Whatever your future plans, we have the experience to help you achieve your goal; from finding local employment, to applying to the highest ranking universities. Links to universities, recruitment agencies and dedicated careers governors allow both theoretical and practical help in working towards your next step.

2

9. Opportunities for personal development Service to others is a crucial part of the Sixth Form ethos and our students take every opportunity to support their fellow Sixth Formers, High Weald Academy and the wider community. We have Sixth Formers involved with the House System by acting as Senior House Prefects as well as having a Head Boy and Girl to represent the Academy. Students play a leading part in community events including Remembrance Sunday and lectures at Cranbrook School. They also have a mentoring role with younger students on a weekly basis. 10. Earn more money by staying on at Sixth Form The evidence countrywide is that students who stay on at school earn more money over their lifetimes than those who go directly to employment, and those who go onto university even more so.

3

Making an Application to High Weald Academy Sixth Form ____________________________________ The aim of this prospectus is to give you as much information as possible to make an informed choice about your subjects for the Sixth Form.

How to choose the right subjects You need to think carefully about choosing your subjects. In this prospectus you will find out what subjects are available. We have developed the pathways to assist students when making subject choices. They were constructed following student surveys and are designed to support future career choices. Think about what you ultimately want to achieve and choose an appropriate pathway best suited to your interests and abilities. Advice from your Tutor, Student Manager or the Sixth Form Team is always available and is recommended before you make your application. Level 3 courses Following government and exam board changes, many of the A Level courses are delivered under new regulations which removed the compulsory AS qualification and replaced it with a full 2 year programme where examinations are taken only at the end of year 13.. You may finish an AS in one year and get a grade and certificate. All students taking new specification A Levels will complete the full two-year course with students entered for AS examinations as appropriate. BTEC examinations have undergone similar changes, including the induction of an examined component, and are now more demanding and rigorous in their focus. IBCP Please refer to the IBCP prospectus for separate details. Filling in the Application All our applications will be made through the ‘Kent Choices 4 U’ website. The application form will ask for your brief personal details and gives you the opportunity to let us know your choice of courses. External applicants whose schools are not participating in the Kent Choices application process should follow the information below. Please complete the application form and submit it no later than Friday 9 December 2016.

4

External Applications If you are currently an external student wishing to apply to High Weald Academy for a September 2017 start, you will need to apply online using the Kent choices website www.kentchoices4u.com This is a straightforward process and if you currently attend a Kent school you will have been issued with an unlock code to enable you to do this. If you attend a school outside Kent it is a simple process and you should follow the instructions below: Email: [email protected] or telephone 01622 696377 [Monday to Friday 9am - 5pm]. Please include the following information: Your full name - Current School - Date of birth - Contact phone number They will send you an unlock code which will allow you to activate your account. Once you have applied we will contact you and invite you in to discuss your course choices. Please complete the HWA paper application form too, this should be included with the prospectus. If you have any difficulties, please contact the school directly on [email protected] marking your enquiry for the attention of 6th form admissions.

Progression Meetings ____________________________

During the Spring Term, every Year 11 applicant [both internal and external] will be given a progression meeting with a senior member of staff. They will be able to discuss their choices for Sixth Form and future options. In the second half of the Spring Term, we will finalise our Sixth Form offers to students. We will make every effort to run the courses offered in this prospectus, but if there is insufficient demand, we may remove some courses. Where this happens we will make every effort to offer students suitable alternative courses which help them towards their future goal. On results day in August 2017 students must formally enrol into the Sixth Form and check that results qualify them for their chosen subjects. A member of the school’s senior leadership team will make the final decision.

5

Advice to students on choosing the level of courses to apply for The table below will give basic information as to the number of courses you should apply for, it is given as guidance only. Please note that if you do not have a Level 4 in English and/or Maths you must continue with English GCSE or equivalent course at Year 12. You should choose three subjects based on your examination results. On enrolment in August, we will help you to select your three preferred subjects. The table below should help you decide how many subjects and which level subject you should apply for. If you are unsure then please ask your tutor, Head of House or Mr Swash. Number of GCSE A* - C 5 or more

Number of courses you should study Three or four level 3 Courses / IBCP

If you are studying a BTEC qualification in Year 11, this is a Level 2 qualification D* is equivalent to grade A* D is equivalent to grade A M is equivalent to grade B P is equivalent to grade C [Level 4 or higher] Once you have found out what level you are suited to and which qualifications to follow, you need to think about the combinations of courses you want to take. Some courses can be combined easily. Certain subjects will go particularly well together, for instance many of the BTEC subjects. There is a range of combinations available and you should consult the course booklet and relevant entry requirements. Individual subjects will have their own requirements that must be met. Please Note: decisions to run all subjects will be based on class numbers and teacher availability. The Academy may choose to offer a place to a student with 4 or more passes at A*-C/Level equivalent, at the Academy’s discretion.

6

How to decide on the right course; factors to consider _______________________________________ What future plans do you have? Your choice of course will depend on your future plans. If you have a very definite choice of career, such as child care in nurseries or plumbing, you will probably study a course relating to that career. Many of these courses will be vocational courses. If you have a vague idea of a career in wider industry, such as Business, IT, or the Sport and Leisure Industry, it may be a good idea to take a BTEC Level 3 which relates to the industry you are interested in. This is where the pathways may help you to consider subjects. If you have no idea what you want to do, don’t worry! Lots of students do not know what they want to do. In this case, keep your choice of subjects as broad as possible. Try to do as much research into all possibilities. What subjects do you enjoy? Most students do well in subjects they are interested in and enjoy studying. Be careful, however, to do your research carefully. Liking a subject at GCSE or BTEC Level 2 does not always mean you will like it at a higher level. If you do enjoy a subject in Year 11 and you are successful in it, take the time and trouble to ask your teachers what their Sixth Form courses are like. This will give you some idea as to whether you will enjoy the course, or not. Research your courses Read the subject entries in the prospectus carefully. Ask your teachers or Head of Sixth Form if you are not sure about a course. Find out from Sixth Formers what their studies are like. Go outside your comfort zone - investigate new subjects and new types of courses that you are unfamiliar with. Does your choice of courses make sense? Try to avoid the ‘sweet shop’ approach to choosing courses where you have ‘one of everything’. Have subjects which have some connection, theme or coherence. We have designed the pathways with certain groups of subjects in mind. This enables students to choose subjects that complement each other or are recommended for certain careers. Vocational Courses BTEC Level 3 courses have equal standing to A Level and may provide more flexibility when it comes to making choices after you finish Sixth Form. Universities and employers are united in their view that BTECs provide the right kind of knowledge and skills that students need for both university, apprenticeships and employment. IBCP The IBCP is an excellent pathway for our students, building self-confidence in a full timetable, with a combination of BTEC and broad academic Diplomas at AS or full A level equivalent. It is a recognised and growing pathway to university entrance and employment/apprenticeship.

7

High Weald Sixth Form Pathways _________________________________________

We have devised the pathways based on subjects that complement each other in both content and possible career paths. These pathways will cater for the needs of all our students. IBCP Pathway Students choose two single BTEC options, and two diploma programmes at Standard [AS equivalent] or Higher [A level equivalent] Level, along with the compulsory core IB programme. BTEC Sport Business Studies Health and Social Care Applied Science Art and Design

IBCP Diplomas [SL or HL] Psychology IT in a Global Society Maths English Film/Theatre Studies

Courses on offer for the actual academic year will depend on the final student uptake BTEC Pathway Students choose three single BTEC options from the BTEC list: BTEC Sport Business Studies Health and Social Care Applied Science Art and Design Mixed BTEC / Cranbrook Academic Pathway Students will select two single BTECs at HWA, and attend Cranbrook for the common blocking subjects to take one academic A level. These will depend on the student uptake, and timetabling between the Academies. HWA BTEC Sport Business Studies Health & Social Care Applied Science Art and Design

Cranbrook Academic Pathway Art Geography History of Art Government & Politics Biology History Early Modern Chemistry History Later Modern Classical Civilization Mathematics Economics Drama & Theatre English Literature Philosophy & Ethics French Physics Further Mathematics Spanish

8

Frequently asked questions _______________________________________

Can I change my mind once I have made my application? Yes, you will be able to make any amendments to your application at your progression meeting, on taster day and again on results day. These are all of course dependant on the final option blocks produced and eventually on the results you receive in August. Do I have to have studied a subject in year 11 to be able to take it in Sixth Form? This depends on the subject, sometimes it is possible, and an opportunity, to pick new subjects. Alternatively you can choose a new subject that you did not take in KS4 if you have other qualifications to help you, For some subjects [eg maths] it may be essential to have studied and been successful at the subject as they require a base knowledge that would have been learnt in the Key Stage 4 course. Who will be in my class? Sixth Form classes are generally with your own year group, though they can made up of a mixture of year 12 and 13 students. This helps year 12s get to know more of the other students a lot quicker. If you have chosen a subject that is in partnership with Cranbrook School or Plumpton College, you will be joining lessons with their students. What time is the school day? In Sixth Form your school day runs from 8:35 am – 4pm as we have Period 6 lessons that begin when lower school finishes. Students are expected to attend all day, every day. What is a Progression Meeting? This is an opportunity for you to discuss your application with a senior member of staff. We will ensure that you are applying for suitable courses and at the right levels. We will look at the courses you are currently doing and your predicted grades. Changes can be made to your application at this point. It is at this point that we will make you a conditional offer for Sixth Form. Will all of my lessons be in the Sixth Form Centre? No, we are keen for Sixth Formers to be a visible part of the academy. Students will have lessons in the main school as well as possibly in the Sixth Form Centre [depending upon the subjects taken]. How many lessons can I study at Cranbrook? Only one subject can be studied at Cranbrook. We apply on your behalf for a subject and they will tell us if it is available. When must I get my application in by? The application deadline is Friday 9 December 2016.

9

IBCP Programme: Form!

New Opportunities for the Sixth

Here at High Weald Academy we are developing further opportunities within the sixth form. We are introducing the internationally recognised IBCP [International Baccalaureate Careers Programme] which will support students to gain a suite of qualifications that will help them to either progress to Higher Education or to enter the world of work. Selecting the right courses for our sixth formers is paramount to their success and their futures. We have been in the top 25% nationally for our vocational courses and our students have used the platform of these qualifications to progress to a range of exciting career and university courses. Building on this success and working with a number of other Kent schools we are introducing this new programme for our sixth form from September 2017.

What is the IB? The IBO [International Baccalaureate Organisation] started in 1968 and is now a global organisation working with schools across the world. At its heart is the ethos of promoting independent, globally minded learners who are ready for the world of higher education and work, able to make a positive contribution as global citizens. Students will have the social, emotional, intellectual and personal skills needed to thrive in this rapidly changing world.

What is the IB learner profile? At the core of the IB is the learner profile that represents 10 attributes valued by IB World Schools. These attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities. IB learners strive to be: Inquirers – curious, enthusiastic lifelong learners Knowledgeable – exploring locally and globally significant ideas Thinkers – critical, creative, ethical decision makers Communicators – good listeners, confident in use of language Principled – honest, fair and responsible Open Minded – critically appreciative of their own and other cultures Caring – committed to service within the community Risk Takers – courageous, resourceful, resilient Balanced – focused on their own wellbeing and of those around them Reflective – thoughtful, realistic and hopeful for the future In essence, IBCP learners understand that the ‘how’ and ‘why’ of learning are as important as ‘what’ you learn. It provides the academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.

What do you do in the IBCP?

IBCP is a framework that encompasses academic and vocational studies. IBCP students embrace a wide range of skills with an emphasis on critical thinking, developing personal identity and values. Alongside this it encourages the

10

development of working relationships within the community as well as helping to develop learning, responsibility, practical and social skills and a sense of caring for others. The IBCP is centred round vocational and academic courses including Btec Level 3 vocational courses and academic IB Diploma Programmes. At High Weald Academy we are planning on offering the following programmes: Btec L3: [vocational] Business Studies Sport Health and Social Care Applied Science Art and Design Diploma Programmes: [academic] Maths English IT in the Global Society Psychology Film or Theatre The final decisions on vocational and academic subjects on offer will depend on largely on take up and may be adjusted in discussion with the students. Alongside these courses students will follow the IBCP core programme which includes Personal and Professional Skills, Community and Service, Language Acquisition and a Reflective Project based upon a subject of students’ choosing, all focussed around their own career. The IBCP core programme is recognised and valued by UCAS [university admissions] and employers. When considering their choices students will need to choose 2 vocational and 2 diploma courses. Please see the information leaflet that has been produced specifically for Kent schools that explains in more detail the framework of the IBCP Programme. What will we study in the Diploma Courses? All Diplomas can be studied at a Standard level and Higher level. The standard level is broadly equivalent to an AS level and a Higher level is broadly equivalent to a full A level.

11

IBCP Course Information Maths

The IB Maths Diploma will be offered at standard level. It caters for students with varied backgrounds and abilities. More specifically, it is designed to build confidence and encourage an appreciation of Mathematics so that students can apply their knowledge to contexts related, as far as possible, to other subjects being studied, to common real-world occurrences and to topics that relate to home, work and leisure situations. The course includes project work, a feature unique within this group of courses: students must produce a project, a piece of written work based on personal research, guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical investigation in the context of another course being studied, a hobby or interest of their choice using skills learned before and during the course. This process allows students to ask their own questions about mathematics and to take responsibility for a part of their own course of studies in mathematics. The students most likely to select this course are those whose main interests lie outside the field of mathematics, and for many students this course will be their final experience of being taught formal mathematics. All parts of the syllabus have therefore been carefully selected to ensure that an approach starting with first principles can be used. As a consequence, students can use their own inherent, logical thinking skills and do not need to always rely on standard formulas. Syllabus: Algebra Probability Functions Geometry and Trigonometry Statistics Financial Mathematics External Assessment: 2 x 1½ hour exams worth 40% each Internal Assessment: Project Work worth 20%

12

English

The language and literature course aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices, and to encourage students to question the meaning generated by language and texts. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. Helping students to focus closely on the language of studied texts and to become aware of the role of wider context in shaping meaning is central to the course. The study of literature in translation from other cultures is especially important to IB DP students because it contributes to a global perspective. Texts are chosen from a variety of sources, genres and media. The aims of language and literature standard level courses are to: introduce students to a range of texts from different periods, styles and genres develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections develop the students’ powers of expression, both in oral and written communication encourage students to recognize the importance of the contexts in which texts are written and received encourage an appreciation of the different perspectives of other cultures, and how these perspectives construct meaning encourage students to appreciate the formal, stylistic and aesthetic qualities of texts promote in students an enjoyment of, and lifelong interest in, language and literature develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts encourage students to think critically about the different interactions between text, audience and purpose. Curriculum model overview: Part 1: Language in cultural context effect of audience and purpose on the structure and content of texts impact of language changes effect of culture and context on language and meaning Part 2: Language and mass communication forms of communication within the media educational, political or ideological influence of the media ways in which mass media use language and image to inform, persuade or entertain Part 3: Literature—texts and contexts historical, cultural and social contexts in which texts are written and received relationship between context and formal elements of the text, genre and structure attitudes and values expressed by literary texts and their impact on readers Part 4: Literature—critical study detailed exploration of literary works

13

elements such as theme and the ethical stance or moral values of literary texts appropriate use of literary terms assessment model Having followed the language and literature standard level course, students will be expected to demonstrate the following.

14

IT in the Global Society The Diploma Program Information Technology in a Global Society (ITGS) course is the study and evaluation of the impact of information technology on individuals and society. It explores the advantages and disadvantages of the use of digitised information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of information technology [IT] within social contexts. ITGS is a subject that: Focuses on the systematic and critical study of human experience and behaviour relating to the relationship between human beings and information and communication technologies [IT systems]. Requires students to have sufficient technical knowledge of IT systems to be able to make informed decisions about their use [digital wisdom in contrast to digital literacy]. Discusses the moral and ethical issues leading to informed decisions being made about the development, implementation, use and disposal of IT systems. Discusses the social impacts that may result from the development, implementation, use and disposal of IT systems. Requires students to be able to competently use a range of digital technologies [digital literacy].

IB Diploma in Psychology IN A SENTENCE = seeks to understand how the brain affects our body, behaviour and choices The aim of the Psychology course is to enable you to: Understand the three levels of analysis is psychology; the socio-cultural level, the cognitive level and the biological level and explore how these three interact to understanding human experience and behaviour Explore psychological theories, research, terminology, concepts, studies and methods Discover how psychological knowledge is generated through studying a range of psychological methodologies, designing and reporting psychological investigations, analysing and interpret data Improve your skills of analysis, interpretation and evaluation Investigate ethical issues in Psychology, including the ethical implications of psychological research and ways in which psychological research can be applied at the individual and community level How you will be assessed: External Examination - 75% Internal Scientific Research - 25%

15

Film This course has a strong focus on practical productions and creativity. This means that you have the opportunity to make and produce your own films. Textual Study: a detailed study of a five minute film sequence Film Theory and history: film making theories with an emphasis on film from different countries Creative Process: developing your creative, analytical and production skills Textual analysis – 100 word description along with 8-10 pages of pre productions materials 25% of the course assessment Film theory and history - Presentation: maximum length 10minutes 25% of the course assessment Creative process – a practical production 1 film project with a 1200 word analysis and a 100 word rationale 50% of the course assessment

Theatre Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively. The IB Diploma Programme theatre course is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. Students experience the course from contrasting artistic perspectives. They learn to apply research and theory to inform and to contextualize their work. The theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre— as participants and audience members—they gain a richer understanding of themselves, their community and the world. Through the study of theatre, students become aware of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes and their modes of presentation. It enables students to discover and engage with different forms of theatre across time, place and culture and promotes international-mindedness. Key features of the curriculum model To fully prepare students for the demands of the assessment tasks, teachers should ensure that their planning addresses each of the syllabus activities outlined below, the content and focus of which is not prescribed. Students are required to investigate the core syllabus areas from the perspectives of creator, designer, director, performer and spectator. The course is divided into three main areas: Theatre in context Theatre processes Presenting theatre Students keep a theatre journal throughout the two-year theatre course which charts their development and their experiences of theatre as a creator, designer, director, performer and spectator.

16

What are the advantages of being an IBCP student?

Acceptance Rates: Graduates of the IBCP have higher University and college acceptance rates than other applicants Increased Opportunities: Graduates have increased opportunities of receiving scholarships and other grant opportunities as well as IB Graduates standing out from their peers with a broader skills set Preparation for careers and the world of work: The method of teaching across disciplines and being able to transfer skills helps to develop students into internationally minded individuals and prepares them for the world of work Learning without Limits: Being a graduate of this institution means cultivation of lifelong learning and being able to apply your learning in a range of contexts Personal Development: IB graduates are more confident, good communicators, able to present themselves well. They are leaders and team players, focussed and ambitious; they stand out for all the right reasons

17

BTEC Course Outlines BTEC Applied Science Subject: Qualification: Exam Board:

Applied Science Level: 3 BTEC National Level 3 Extended Certificate in Applied Science [equivalent to 1 A-Level] Edexcel

Entry Requirements: B grade in GCSE Science core and additional or triple. Grade C or above in GCSE Mathematics and English. Why study this course? The BTEC Level 3 National Extended Certificate in Applied Science aims to provide an introduction the sector. You will perform various practical techniques and learn about their application in industry, medicine and research. Through these you will develop the transferable higher order skills that are valued by higher education providers and employers. This course is designed for students who are interested in learning about the sector alongside other fields of study, with a view to progressing to a wide range of higher education courses, not necessarily in applied science. To be taken as part of a programme of study that includes other appropriate BTEC Nationals or A Levels. The BTEC Nationals in Applied Science have been developed in the areas of laboratory and industrial science, forensic science, medical science, environmental science and biological, chemical and physical science to provide a route to employment in the science industry or within organisations that use science. Course Structure [1st year]: Unit 1: Principles and Applications of Science I [Mandatory Examination] Unit 3: Science Investigation Skills [Mandatory Examination] Year 2 Unit 2: Practical Scientific Procedures and Techniques [Mandatory Coursework] One unit from the following: Unit 8: Physiology of Human Body Systems Unit 9: Human Regulation and Reproduction Unit 10: Biological Molecules and Metabolic Pathways Unit 11: Genetics and Genetic Engineering Assessment*: 42% coursework 58% Controlled Assessment University/Career Progression: BTEC Level 3 can enable you to work in industry, the health service, government establishments and educational institutions. Fields of work include research and development and scientific analysis. There are job opportunities in almost every industry, from food and drink to pharmaceuticals. *This is subject to change by the Exam Board.

18

BTEC Art & Design Subject: Qualification: Exam Board:

Art & Design Level: 3 BTEC National Level 3 Extended Certificate in Art & Design [equivalent to 1 A-Level] Edexcel

Entry Requirements: An A or B grade [or equivalent] in GCSE Art/Textiles/Graphics Why study this course? The BTEC Level 3 National Extended Certificate in Art and Design aims to provide an introduction the sector. The qualification gives a coherent introduction to the study of art and design at this level. Students develop art and design projects and gain an understanding of the creative process. They study visual recording and communication, critical analysis and production skills to produce art and design outcomes. It is designed for post-16 students who aim to progress to higher education and ultimately to employment, possibly in the creative industries, as part of a programme of study alongside other BTEC Nationals or A Levels. This course would suit students, who are self-motivated, enjoy developing their ideas and investigating the world of art and design. Students who have a dedicated personal interest in either art, crafts or design and anticipate working artistically in: entertainment [films, TV or theatre], retail [fashion, textiles, interiors, products] or in media [advertising, illustration or marketing]. Students who have achieved a high standard in GCSE Art, Textiles or Graphics. Course Structure [1st year]: Unit 1: Visual Recording and Communication [Mandatory Examination] Unit 12: Fine Art Materials, Techniques and Processes Year 2 Unit 2: Critical and Contextual Studies in Art and Design [Mandatory Examination] Unit 3: The Creative Process [Mandatory Coursework] Assessment*: 40% coursework 60% Controlled Assessment University/Career Progression: Students who have completed the course can go on to study any type of art/craft/design in colleges and universities. Two of our past students went on to study Theatre Design one specialising in lighting and the other in set design. Art and design is also a good option for students wanting to work with people with additional needs or those who want to be either primary or secondary school teachers. *This is subject to change by the Exam Board.

19

BTEC Business Subject: Qualification:

Business Studies Level: 3 BTEC National Level 3 Extended Certificate in Business [equivalent to 1 A-Level] Exam Board: Edexcel Entry Requirements: Merit or above in the Level 2 course and GCSE grade C in English and Maths OR a minimum of 5 GCSEs grades C or above including English and Maths Why study this course? The BTEC Level 3 courses are designed to provide specialist work-related qualifications. They provide you with the knowledge, understanding and skills that you need to prepare for employment or continued higher study. The BTEC National Level 3 Extended Certificate in Business explores the dynamic world of Business through investigations of real businesses. Evidence can be provided in a variety of formats including presentations, log/books diaries, role play, surveys, articles for journals, press releases, observations of practical tasks, written reports and accounts of students own experiences of business. As well as visits to real businesses, students will undertake one-week work experience during the course to support their learning. Course Structure [1st year]: Unit 1 - Exploring Business [Mandatory Coursework] Unit 2 – Developing a Marketing Campaign [Mandatory Examination] Year 2 Unit 3 - Personal and Business Finance [Mandatory Examination] Unit 8 – Recruitment and Selection Process Assessment*: 42% coursework 25% Controlled Assessment 33% Examination University/Career Progression: This qualification is useful when pursuing a wide range of careers in the world of Business or to go onto Higher Education at University. You can progress to University, embarking on degree courses in Business Studies, Marketing, Accounting, Human Resource Management, Business Law or Economics. You could also enter employment with a view to undertaking management training as this course will equip you with a range of transferable skills that are highly valued by employers. *This is subject to change by the Exam Board.

20

BTEC Health and Social Care Subject: Qualification: Exam Board:

Health and Social Care Level: 3 BTEC National Level 3 Extended Certificate in Health and Social Care [equivalent to 1 A-Level] Edexcel

Entry Requirements: Merit or above in and BTEC Level 2 course and GCSE grade C in English and Maths OR a minimum of 5 GCSEs grades C or above including English and Maths Why study this course? The BTEC Level 3 National Extended Certificate in Health and Social Care aims to provide an introduction the sector. It is for students who are interested in learning about the health and social care sector. The qualification incorporates topics relevant across the health and social care sector, and one optional unit is selected to cover the biological and sociological topics relevant to the different parts of the sector. There are opportunities included to give students practice in developing employability skills such as problem-solving, working collaboratively, negotiating and influencing, self-presentation as well as many interpersonal skills such as self-management, adaptability/resilience, selfmonitoring and development. There are also specific requirements in some units for assessment of these skills where relevant, through real or simulated situations. Evidence can be provided in a variety of formats including presentations, role play, surveys, observations of practical tasks, written reports and accounts of students own experiences. Course Structure [1st year]: Unit 1: Human Lifespan Development [Mandatory Examination] Unit 6: Meeting Individual Care and Support Needs [Mandatory Coursework] Year 2 Unit 2: Working in Health and Social Care [Mandatory Examination] One unit from the following: Unit 14: Sociological Perspectives Unit 15: Psychological Perspectives Unit 16: Supporting Individuals with Additional Needs Unit 18: Physiological Disorders and their Care Optional unit to be discussed with and chosen by the Class. Assessment*: 40% coursework 25% Controlled Assessment 35% Examination University/Career Progression: This qualification is useful when pursuing a wide range of careers in the Health and Social Care sector, or to go onto Higher Education. You can progress to University, embarking on degree courses in Social Work, Nursing, Education, Sports Science etc. You could also enter employment with

21

a view to undertaking further training as this course will equip you with a range of transferable skills that are highly valued by employers. *This is subject to change by the Exam Board.

22

BTEC Sport Subject: Qualification: Exam Board:

Sport Level: 3 BTEC National Level 3 Extended Certificate in Sport [equivalent to 1 A-Level] Edexcel

Entry Requirements: Merit or above in the Level 2 course and GCSE grade C in English and Maths OR a minimum of 5 GCSEs grades C or above including English and Maths Why study this course? The BTEC Level 3 National Extended Certificate in Sport aims to provide a broad basis of study for the sport sector. This qualification is designed to support progression to higher education when taken as part of a programme of study that includes other appropriate BTEC Nationals or A Levels. The basis of vocational learning is to use the sports industry to teach through using work/life scenarios. This means that much of the learning is completed by a guided discovery approach whereby you learn as you work, taking on different roles and responsibilities that are found within the sports industry. The qualification has been developed in consultation with academics to ensure that it supports progression to higher education. Employers and professional bodies have also been involved and consulted to confirm that the content is appropriate and consistent with current practice for students who may choose to enter employment directly in the sport sector. Study of sport particularly encourages the development of skills and behaviours such as teamwork, leadership, performance analysis, resilience, evaluation, analysis and synthesising concepts. These skills are

23

developed through the variety of approaches to teaching and learning enabled by the specification. Course Structure [1st year]: Unit 1: Anatomy and Physiology [Mandatory Examination] Unit 3: Professional Development in the Sports Industry [Mandatory Coursework] Year 2 Unit 2: Fitness Training and Programming for Health, Sport and Well-being [Mandatory Examination] Unit 7: Practical Sports Performance Assessment*:

33% coursework

67% External Assessment

University/Career Progression: This qualification is useful when pursuing a wide range of careers in the world of sport or to go onto Higher Education at University. You can progress to University, embarking on degree courses in Sport and Business Studies, Sports Psychology, Sports education and sports journalism to name but a few. You could also enter employment with a view to undertaking further training as this course will equip you with a range of transferable skills that are highly valued by employers. *This is subject to change by the Exam Board.

A Levels at Cranbrook _____________________________________

The partnership with Cranbrook School continues to offer opportunities for High Weald Academy students to study a subject at Cranbrook. This allows our students to benefit from the range of courses that Cranbrook has to offer. The arrangement is mutual because Cranbrook students also have the option of joining The High Weald Academy’s A Level classes. The partnership works because Cranbrook and the High Weald Academy have harmonized their timetables, allowing both sets of students to choose subjects from the same group of shared subject options [known as ‘the common block’]. Applications for studying a single subject at Cranbrook will be made through High Weald Academy. Please do not apply to them directly for a single subject place. Subjects Offered Over the last few years, the following subjects have been offered by Cranbrook in the ‘common block’. All subjects are AS or A Level. Subject Entry requirements Physics Grade A in the related Science or A in both Core and Additional Science. DT B in appropriate DT GCSE courses Other Choices Other subjects may be available through the link with Cranbrook School. Here is a list of all the subjects that may also be available: Cranbrook Academic Pathway Art English Literature History Early Modern

24

History of Art

French

Mathematics

Biology

Further Mathematics

Drama & Theatre

Chemistry

Geography

Philosophy & Ethics

Classical Civilization

Government & Politics

Physics

Economics

History Later Modern

Spanish

Please request this subject on your application form in the additional comments section. You must also inform us at your progression meeting. We will then apply on your behalf for the subject and they will then confirm their subject blocks. Please note we do have to submit your predicted grades and they will make an initial decision based upon this.

Entry Requirements Cranbrook School have very strict entry requirements. Where students are intending to take an A Level in a subject that they have studied at GCSE, Cranbrook will ask for at least a grade B at GCSE, at higher tier where appropriate.

Places will only be requested if your application to us is received by the December deadline date. Places will not be confirmed until results have been issued and discussed in August. If you would like further information [email protected]

25

please

email

Cranbrook

School

Where are they now? Some of the students who left High Weald Academy in 2016 have gone to university or college to study a wide variety of subjects. Here are just a few

_______________________________________ .

Degrees and courses studied include: p

AAT Qualification

[Accountancy] Accounting and Finance British Racing School Broadcast Journalism Criminal Law International Business Health and Social Care Rural Enterprise & land management Apprenticeships:

Premier Sport Apprenticeship Royal Albert Hall Apprenticeship Harrods

Nottingham Trent University University of Wolverhampton Kings College London

Aberystwyth University

University of West of England, Bristol

Chichester University 25