The Judd School Sixth Form Prospectus

 

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THE JUDD SCHOOL SIXTH FORM PROSPECTUS for September 2017

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Table of Contents Introduction: Learn, Serve, Lead The Sixth Form at The Judd Life in the Sixth Form: A typical week Life in the Sixth Form: Pastoral support Life in the Sixth Form: Being part of our community Careers Guidance and Higher Education Applications Specialist Teachers on the Sixth Form Team Extra-Curricular Opportunities Practical Issues of Concern. Courses Offered at The Judd Course Descriptions A Level Choices and the Admissions Process Admissions Policy for Entry to The Judd School Sixth Form Admission to Year 12 in September 2017 Admission to Year 13 in September 2017 Subject Entry Requirements Balancing A Level Choices Applications Process For Students Currently at Judd Applications Process For Students Currently at Other Schools Results 2016 3 5 6 6 7 7 8 9 11 12 – 44 45 47 47 48 49 50 51 51 52 2

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Learn Serve Lead It seems to me that there have been major changes in how our society and economy function over the past decade. The age of constant communication is making structural differences to how we live our lives and the prospect of increasing automation through AI means that these changes are certain to continue. We believe our students will have a huge part to play in this future and we want them to thrive in this new environment. We also believe that for a student to be successful in the future they will need to possess a high level of technical, social and communication skills. Skills neatly summed up in the school motto “Learn, Serve, Lead”. At this school we have a long and successful history in developing the technical skills associated with A level subjects. We offer many options for qualifications but at our heart it is clear that we largely focus on the tried and tested subjects; “traditional” subjects. Subjects respected by the best universities and employers; subjects essential for developing the skills required for the most important of courses. However just as importantly we have a strong community which both supports our students and offers them the opportunity to develop the social and leadership skills they will need. There are many opportunities to take up positions of responsibility at this school and as a consequence for students to learn about motivating and organising a team or inspiring an individual. Students can also develop socially though participating in our CCF, the Duke of Edinburgh Award scheme or by being part of our nationally competitive sports and music departments Our sixth form is large and unique. As a result of educating generations of highly able students we have gathered a highly intelligent, motivated and effective teaching staff who are used to getting the best results out of the best students. We attract many highly able students and about a third of our sixth form are external students, both boys and girls, with a net effect of about a quarter of our sixth form students being female. We value the enormous contribution Sixth Formers can make to the life of the whole school community, and encourage students to develop their talents and abilities through a wide range of activities, both in and out of school. We hope that you will find the Sixth Form an exciting and stimulating time, which will afford you the opportunities and develop the skills that will prepare you effectively for Higher Education and the world of work. We believe this is an ideal place for a young adult to study and mature towards being a confident and independent citizen and I hope this prospectus answers many if not all of the questions which you have. However if you want advice or further information not provided in this prospectus, please contact Heads of Departments or the Sixth Form Office - we will be happy to help. Please remember to check our website for the most up to date version of this document. We look forward to seeing you! Dr J. P. Wainwright Director of Sixth Form 3

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Life in the Sixth Form: A typical week. We aim to help you to develop the self-discipline and independence in your studies that will prepare you for Higher Education and the working life once you have left school. The Sixth Form is a bridge between the highly structured timetable of year 11 and the need for self-discipline and good personal organisation in university life and the working world. LESSONS AND STUDY PERIODS: Obviously the majority of your time at school will be devoted to the learning and improving of the skills associated with your chosen subjects. However you will not be in lessons all of the time. We operate a two week timetable at the Judd with six fifty minute lessons each day, apart from Mondays when there are five lessons. So overall there are 29 lessons each week but 2 will be set aside for Games. You will be expected to study for 4 A-levels and given that each subject has 5 lessons per week you will be left with 7 lessons each week where you can direct your own learning (at least 1each day). The obvious thing to do with that time is to make sure you are up to date on your homework but as time goes on you will realise that reading ahead and around your subject is just as, if not more, important. PRIVATE STUDY IN SCHOOL: Students can work individually in two supervised quiet study areas, one in the Sixth Form Study Centre and one in the Library. Working in groups is encouraged in the student study room where quiet discussion is permitted. There are computer facilities available for students to use during private study periods in the Sixth Form Centre, IT rooms and in the school library. After lunch students may sign out to pursue other activities if they have no lessons. WORK OUTSIDE OF SCHOOL: Our experience is that our most successful students also undertake about four hours per subject each week of serious work at home. Much of this work will be self-directed – but it cannot be overemphasised that undertaking wider reading and developing note-making skills are essential if you are to do yourself justice at A level. TAKING A BREAK: Students are not allowed to leave school before lunch time however students seeking a rest after a tough morning of three intense lessons can use the 90 seater Café reserved for the exclusive use of the sixth form. Food and Drinks are available it is a good place to talk about things outside of your subjects. GAMES: In addition to your academic subjects, Games activities are timetabled for you on Wednesday afternoons. The school offers a wide range of activities at all levels and is nationally competitive in many of them. Options include yoga, netball, hockey, swimming, gym, rugby, cross-country, athletics, tennis and basketball. Students can also pursue individual sports with permission e.g. golf. ASSEMBLY AND PSHE: On alternate Mondays students either have a year groups assembly or a PSHE session (form period). Assemblies are a chance to reflect on wider issues and share relevant notices while the majority of form periods involve external speakers talking about specialist issues and concerns. Thus we believe that every student follows a curriculum that is varied and stimulating and which provides a sound basis from which to apply for university or work. 5

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Life in the Sixth Form: Pastoral support Every Sixth Former is a member of a tutor group which is itself a member of one of the four houses in the school (Duke, Hodge, Lewin and Powell). The tutor plays a pivotal role in the development of their tutees and is responsible for monitoring your academic progress and providing pastoral support. If you have any problems, please talk to your tutor at an early stage. One of the most important parts of the relationship will be when the tutor writes the reference to support a university application and so it is vital that tutors know how a student is performing in school and that a student lets a tutor know about anything interesting that they are doing. Students must register each morning and are expected to stay on site until lunch time. If they need some time away from study then the Sixth Form Café is available with food and hot drinks. The Sixth Form Team (especially the pastoral lead Mrs Andrews) and Sixth Form Tutors are available to talk to students who are encountering difficulties during their Sixth Form, and can also direct students to outside agencies. We also have a Counsellor who visits the school on a weekly basis. Sixth Form student representatives are able to discuss aspects of school life and the running of the Sixth Form Common Room at the Sixth Form Council. Life in the Sixth Form: Being part of our community. The sixth form have a special place in the school community being our senior students and students who always want to give something back to the lower school, as they remember what they needed to succeed at that age! This is something we absolutely encourage and student mentors both academic and pastoral (“student listeners”) are a vital part of the school’s success. The sixth form are role models to the lower school and so their standards of behaviour and dress should be exemplary Certain members of the sixth form are trusted with extra positions of responsibility and help contribute with organising daily and special events in the school. In year 13 they are called prefects and there are Senior Prefects (Head Boy, Head Girl, Deputy Head Prefect and House Captains), House Prefects (including specialist roles for sport, charity, arts and pastoral) and School Prefects. In year 12 students participate as student listeners, form mentors or as “The Noble” (named after a former teacher) who help with the day to day duties in the school. Specialist Teachers on the Sixth Form Team We are lucky at this school to have 3 specialist roles on the sixth form team Academic Head of Sixth form: Pastoral Head of Sixth form: Post 18 options Head of Sixth Form: Mr Guy in charge of academic performance Mrs Andrews in charge of induction and student support Mrs Lynch-Howard in charge of University applications 6

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Careers Guidance and Higher Education Applications During the Sixth Form, students will be given assistance with making decisions about Higher Education and/or a career. Most Sixth Formers leaving The Judd take up university or other Higher Education places the following autumn. A number choose to take a Gap Year, and we encourage them to make clear plans for this at an early stage, so that they can get maximum benefit from the experience. A few students choose to enter directly into employment. Guidance and advice can be obtained from Careers staff, form tutors and other members of teaching staff with expertise in particular fields, such as sponsorship and careers in particular areas. Students who encounter difficulties in careers’ choices may seek an individual appointment with our careers adviser, who visits the school once a week. Careers liaison Officers from the Army and the RAF visit the school on a term by term basis and from the Royal Navy less frequently. Throughout the Sixth Form, tutorial time is used to support students in their academic studies and to help prepare them for life beyond Judd. Outside speakers are invited to deliver talks on choosing an appropriate University course, coping with University life and student finance. Speakers are also invited to discuss Gap Year options or employment if students are not considering higher education. It is essential that students begin researching their Higher Education and/or career options in earnest in Year 12. In the summer term of Year 12, there is an evening meeting for parents and students at which the applications procedure for Higher Education is explained. Y12 students are also given the opportunity to have Practice Interviews with interviewers from various professions. Most students applying to universities win places without having to attend formal interviews. When possible, however, we arrange practice for students likely to face interviews in subjects such as Medicine and Veterinary Science, and students for these subjects are given support and guidance to ensure that they build up appropriate work experience before applying. Oxbridge Cambridge and Oxford are aspirational targets for many and we support these aspirations. In recent years, around half of Year 13 achieve 3 x A/A* grades at A level and typically, around 20 take up places at Oxford or Cambridge. Approximately one in three Judd of the applying receive an offer. The most significant factors in gaining an offer are:- 1. Year 12 grades – 3 or 4 grades very strong grades in external or internal exams. 2. GCSE grades – at least 6 A* 3. Interview – ability to engage in interesting dialogue or work in subject area of choice 4. Personal Statement – demonstration of independence of thought, motivation, passion, self- instigated personal development. 5. School Reference It is very difficult but not impossible to support applicants who achieve below 6 A* at GCSE or 4 high A grades in A/S and internal exams in Year 12. As AS grades become rare for students we are obliged to provided references based on what students have shown us they can do and not what they think they can do. The Russel Group and other Universities Although it has a self-defined membership the Russel Group universities are just as competitive as Oxbridge in many cases and we support these applications, as we support any application, with our full efforts. 7

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Extra-Curricular Opportunities There is an increasingly wide range of opportunities for students to take part in extra-curricular activities. SPORT: In competitive sport, students have the chance to participate in rugby, cricket, hockey, crosscountry, athletics, tennis and basketball at the highest level. MUSIC AND DRAMA: In Music and Drama too, Sixth Form students have the chance to be involved at a high level. There is a large, varied and lively programme for musicians of all instruments, voices and style – orchestras, a jazz band, choirs, chamber music and rock groups. There were over 25 concerts and musical performance events last year alone. School dramatic productions afford the chance to be involved both on stage and behind the scenes. Recent productions masterminded and performed entirely by Sixth Formers have proved both successful and popular. In the past, Sixth Formers have staged Chicken Soup with Barley, The Importance of Being Earnest, Loot, Relatively Speaking and The History Boys. CCF and DofE: The Duke of Edinburgh scheme and the RAF and Army sections of the CCF give students the challenge of assuming responsibility and working as part of a team. The House system, Charities Committee, the Voluntary Service Unit, the Sixth Form Council and the prefect system are further areas where Sixth Formers can contribute to their community whilst developing their powers of leadership and organisation. Sixth Formers are also involved in working with Year 7 and 8 classes, supporting the work of tutors and providing friendly support to the younger members of the school. STUDENT MENTORS: Student Listeners from Y11, Y12 & Y13 meet daily to provide support and help mentor any student in the lower school as an informal alternative to approaching teachers. Any student joining the school is welcome to be part of this successful scheme. SOCIETIES: Various school clubs and societies are open to Sixth Form students - indeed, if Sixth Formers cannot find the society they are interested in, we would strongly encourage them to set it up and would try to support them in doing so. We value our connection with the Skinners’ Company and there is the chance for outstanding individuals to be apprenticed to the Company. The Company offers a generous Leaving Scholarship and a number of Stamp Exhibitions for students going on to university. There is the possibility of support from the Lawrence Atwell Charity for any student going on to a course not financed by normal grants (e.g. Art Foundation courses). At Judd we strongly believe in the development of the whole individual, and as such we encourage participation in activities outside the classroom and outside school to broaden their general education. 8

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Practical Issues of Concern. Absence If students need leave of absence - for example, for university Open Days, driving tests, etc. - they should collect an absence form from the Sixth Form Office, and request permission from each member of staff whose lesson they will miss and from the Director of Sixth Form. University visits and interviews generally fall in term time, so where possible you should avoid making other arrangements that take you out of lessons. Family holidays, in particular, can cause a lot of A level time to be lost. Courses are intensive and surprisingly short. Please keep planned absence to the minimum. Students are permitted to attend four University Open Days throughout the year during school time: two days in Year 12 and two in Year 13. All other Open Days you wish to attend must be done during weekends or holidays. We ask that unplanned absences are covered by a parental letter on a student’s return to school. School Voluntary Fund and The Judd School Development Fund Sixth Formers are asked to contribute annually to the School Voluntary Fund. Any parent who is unable to contribute is asked to notify the Headmaster in writing, in confidence. All parents are invited to contribute towards the Development Fund, which promotes capital developments in the school. A separate “prospectus” is available. School Bursary Scheme The School Bursary Scheme (SBS) offers help for students that face financial hardship. For more information, please contact the Finance Department. Sixth Form Dress Code The Sixth Form has a formal business-wear dress code where the details have been negotiated with the sixth form council. Paid Employment Understandably, many students seek part-time employment during their Sixth Form course. It is important that you do not take on an excessive number of hours in this way, for A level courses do require considerable work outside school hours. The latest research on this subject is that anything above 6 hours a week will cost you grades at the end of year 13. 9

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COURSES OFFERED AT THE JUDD In the next section you’ll find the descriptors for the A-levels, Pre-U and EPQ courses offered at this school. Our teachers are proud of their subjects and so each department has been offered the opportunity to comment on “ Why you should choose their subject ” and “ Why you should study it here ” It is important to us that you achieve the best possible results in your examinations because they will be the key to your future success. You are taking Sixth Form exams at an interesting time as the recent major reforms to the structure of A Levels are still being phased in. The major consequence of these changes being that your result at the end of year 13 only depends on the examinations sat at the end of year 13 and nothing else. Some subjects started Linear (or “reformed”) A Levels in September 2015, some started this year and a few start next year. It is important to note that while they exist as standalone examinations, because they make no contribution to the final result in all of the linear courses, there will be no standalone A/S exams. The subjects and courses offered are Art & design (Fine Art) Biology Chemistry Design and Technology: Product Design Economics English Literature Extended Project Qualification French Further Mathematics Geography German Government and Politics History Latin Mathematics Music Physics Religious Studies (Philosophy and Ethics) – – – – – – – – – – – – – – – – – – A Level A Level Pre-U A Level A Level A Level EPQ A Level A Level A Level A Level A Level A Level A Level A Level A Level A Level A Level (Linear - No AS) (Linear - No AS) (Linear - No AS) (Still Modular - AS levels) (Linear - No AS) (Linear - No AS) (Linear - No AS) (Still Modular - AS levels) (Linear - No AS) (Linear - No AS) (Still Modular - AS levels) (Linear - No AS) (Linear - No AS) (Still Modular - AS levels) (Linear - No AS) (Linear - No AS) (Linear - No AS) 11

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Art & Design (Fine Art) Why choose this subject? The A Level Art & Design: Fine Art course is designed to stretch students’ imaginative and intellectual capabilities and to foster an interest in, enthusiasm for and enjoyment of art, craft and design. Students develop investigative, practical and expressive skills, working in a broad range of media on independent projects. Throughout the A level course, they increase their knowledge and understanding of art practices in contemporary and past societies and cultures, referencing contextual sources to inform the development of their own ideas. A Level Art & Design is a key subject choice for those wishing to study the visual arts and many designrelated courses at degree level. The A Level course also compliments a range of subject combinations, providing a means for students to develop essential transferable skills including creativity, analytical thinking and practical problem solving abilities. The most important reason for students to choose Art & Design at A Level, however, is that they enjoy the subject. Why study it at The Judd School? Excellent facilities are available for painting and drawing, printmaking, sculpture and lens-based digital image making. Students will receive initial introductions to a range of specialist media, techniques and processes which extend beyond those that they might have experienced at GCSE. Students may then choose to explore and refine their expertise in either 2 dimensional or 3 dimensional work, with subject specialists on hand to offer one-to-one support with the development of their ideas to an ambitious conclusion for the final exhibition at the end of the A level course. Many students from our A Level course have chosen to go on to art and design or architecture courses. Help is given with arranging a portfolio for interview, together with information and guidance on colleges and universities. Former Judd A Level Art students have gone on to study Art & Design, Architecture or other creative courses at the following Art Colleges and Universities: University of the Arts, London – Chelsea and Central St. Martin’s Colleges of Art; The Slade School of Fine Art (UCL); Glasgow School of Art; University of Bath; Edinburgh University; University College for the Creative Arts; Ravensbourne College of Design; Brighton College of Art; Falmouth College of Art; Nottingham University; Oxford Brookes University. Course details: Board and Specification: Edexcel 9AD0, Pathway: Fine Art (9FA0) What you will be learning (course outline): It is expected that all students will follow the 2 year A Level course, comprising of a coursework unit (Personal Investigation) worth 60% of the qualification, and an Externally Set Assignment set by the Edexcel exam board, worth 40% of the total A Level. During the 2 year A Level course, students will put together an extensive portfolio of artwork in response to self-initiated themes, as well as themes set by the Edexcel exam board. In the first term of the course, all students receive practical workshop inductions into a range of media and processes including drawing, painting, sculpture and digital photography. Students are expected and encouraged 12

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to explore a broad range of materials and techniques, building a portfolio of experimental work and outcomes based on ideas developed from a self-initiated starting point. Students will then refine their expertise in the direction of their choice. Drawing is a core activity for all students; students are encouraged to experiment with a range of approaches to drawing, using sketchbooks and other formats for supporting studies as a means of recording and developing ideas. Opportunities to attend life drawing classes are offered throughout the A level course Critical and contextual studies is an important part of the development process. Students are expected to engage with the work of other artists, craftspeople and designers in an analytical way. Students will be expected to take an active interest in past and contemporary art & design, visiting galleries and museums on their own initiative in order to inspire and inform their own work. Unit 1: Personal Investigation (60% of A Level Grade) The course begins with a series of skills-based inductions into a range of advanced techniques and processes. Following the initial exploratory stage, students begin discussions with teachers, developing an idea for their Personal Investigation; the coursework project that must be sustained and completed between January 2016 and January 2017. There are 3 elements to the Personal Investigation. It must comprise of supporting studies (sketchbooks or equivalent), practical outcomes (development work and final pieces) and a written personal study. The documentation of the practical and theoretical exploration of ideas is an essential part of the course. The personal study is a 1000 word (minimum) illustrated essay which is integral to the development of practical work, and is worth 18 out of a total of 90 coursework marks. The research topic and focus of discussion are developed by the student. The final essay must demonstrate critical written communication showing contextual research and understanding of artists’ work. Unit 2: Externally Set Assignment (40% of A Level Grade) A paper containing an externally set theme and suggested starting points is released on January 1st 2017. Students develop a portfolio of practical and written work in preparation for the final piece, which is completed in a 15 hour period of sustained focus conducted under examination conditions in the Summer Term of 2017. The sketchbook and development work are assessed alongside the final exam piece, much like the current GCSE course. How it will be assessed: The coursework and exam projects are assessed holistically against the exam board’s 4 assessment objectives (develop, refine, record and realise). The final assessment of all work is made in June 2017 (year 2) Moderator’s comments (June 2016): “[Work was] in many cases highly ambitious in concept and scale. Imaginative, exciting and original outcomes included complex sculptural structures and thoughtful fine art pieces.” “Some very creative and personal experimentation was evident in a wide range of media and processes including animation, sculpture, painting and drawing.” The normal entry requirement is an A at GCSE Art. Some students who have not taken GCSE Art may be accepted on the basis of a strong portfolio of work. For further information please see Miss Thomas or Mr Sainsbury in Room C32. 13

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Biology Why choose this subject? The diversity of life on our planet is the most unique and complex phenomenon in the universe. The study of biology allows you to understand the complex interactions occurring between the tens of billions of cells that form the tissues and organs you are using to read this prospectus right now. It will help you explain the form and function of the diversity of living things that surround you (including the ones that live inside you) day in and day out. Biology can not only be used to explain the past and present, it is shaping your future. As you read this, biologists are crafting synthetic genomes and synthetic cells that have the potential to solve some of our biggest environmental and agricultural problems. Even as you are thinking about that, new approaches to genetic modification are being tested and developed that might allow genetic conditions such as cystic fibrosis to become a thing of the past. Every time you look at a living thing and wonder about how it works, why it lives where it does or how it came to be, you are asking the fundamental questions that lay at the heart of this exciting science. In short, biology is a beautiful thing! If that is not enough for you, biology is, of course, a natural prerequisite for potential medicine, veterinary and nursing qualifications as well as a valuable addition to the A-levels of students with many different subject aspirations ranging from Egyptology to Engineering. Why study it at The Judd School? Biology is one of the school’s most popular and successful subjects at A-level, with between 80 to 90 students joining us every year. High quality teaching and learning is the principal focus of the biology department. As you would expect, we have a team of highly dedicated teachers with specialisms ranging from molecular biology to environmental physiology and ecology, who all share a determination to see all of our students achieve their full potential. In addition, we are committed to assisting your development as a biologist, providing a range of opportunities for you to grow beyond the requirements of the A-level biology specification. This includes: Biology Society: Run by A-level students for A-level students. BioSoc allows students to explore a topic or area of interest beyond the specification and then share their findings through a presentation to the society. Visiting speakers from local universities sometimes attend to give talks about current research. The Biology Olympiad: The Olympiad is an international biology competition open to year 12 and 13 students from across the world. Judd has an excellent record in the competition with at least 3 students winning gold medals in the national stage every year for the last three years. On top of that, a Judd student has gone on to compete for a place in the four person national team both in 2013 and 2012, with one student going on to the international final in Bern, where he was the best British student and won an impressive silver medal. Work experience placements with Kings College, London: Over the last four years the biology department has developed a scheme that allows a select number of students to take up valuable work experience placements in Neurobiology labs at Kings College, London over the summer break between year 12 and 13. Places are limited but for those who are selected, the hands on experience of real research level lab work has proved to be hugely beneficial. 14

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Rolls-Royce Science Prize/iGEM competition: In 2014, we entered the Rolls Royce Science competition with a project that would enable our students to become experts in the field of molecular biology. A team of Y13 students planned and ran a series of workshops to explain the incredible advances in DNA technology. The project has helped us purchase expensive specialist equipment and has made it possible for us to increase the level of practical work in this area. We won the 2015 Science Prize and this means we can partly fund our participation in the iGEM competition on synthetic biology. We will be the first British state secondary school to enter and this will be an excellent opportunity for a select number of our students. Young Scientists Journal: Led by the Biology Department and a few dedicated students, we are in the process of becoming a Hub School for the Young Scientists Journal. The journal celebrates scientific and creative thinking of young scientists, aged 12-20 and encourages them to share their love of science by communicating their ideas, research and opinions with other young scientists around the world. By becoming a hub, we hope to promote science communication and scientific research amongst our students while providing opportunities to participate in the publishing process and to engage with other schools. This is an amazing opportunity for students who are interested in a career in scientific research. Course details: Board and Specification Code: AQA 7402 What you will be learning (course outline):  Biological molecules  Cells and transport across membranes  Exchange of substances between organisms and the environment  Cell division and gene expression  Biodiversity  Bioenergetics  Inheritance and selection  Stimulus and response  Immune system How it will be assessed: The new A level Biology is a linear course to be assessed at the end of year 13. The assessment consists of three 2-hour exams, including one essay from a choice of two titles. You will also be assessed on your practical skills in 12 required practicals throughout the duration of the course. You will be awarded a pass/fail endorsement of practical skills which will not change your final grade but will be reported to universities. Internal assessment will be made at regular intervals (usually every four weeks) in order to track and support student progress throughout the course. Because we will not offer AS level, we will use internal assessments to base our UCAS predictions. Please contact Dr Courel (Head of Department) for further information. 15

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