Entry Requirements

5 in a GCSE Technology, 6 in GCSE Maths and 5 in GCSE Physics

Exam Board

OCR  

Subject Leader

Mr T Priest tpriest@taptonschool.co.uk

‘The UK government has flagged a healthy engineering sector as being vital to its economic and environmental goals, making it absolutely crucial to the country as a whole. Unfortunately, there is currently a huge surplus of vacancies, over 173,000.’ New Civil Engineer - 10 Jan ’23.

‘Manufacturing is more than just putting parts together. It's coming up with ideas, testing principles and perfecting the engineering, as well as final assembly’. James Dyson

Main Syllabus Area:

Design Engineering is all about learning to be the person that designs the engineered product, be it a computer, satellite, phone, games console, washing machine, vehicle, aircraft, or any other engineered product.  It is focused towards engineered mechanical and electronic products and systems.  Students completing the course successfully will have taken design risks, gained technical understanding of programming, electronics, mechanics and structures and shown innovation whilst considering their role as responsible designers and citizens.  They will have worked collaboratively through both CAD and with real life experimentation to develop and refine their ideas.  They will gain an insight into engineering industries (particularly Electronic, Mechanical and Structural Engineering), developed the capacity to think logically and systematically, innovatively and critically and become independent and critical thinkers who can adapt their technical knowledge and understanding to different design situations.

Assessment:

Exam: 26.7% of A-Level (1hr 30 minutes - written paper)

Analyse existing products Demonstrate their technical knowledge of materials, product functionality, manufacturing processes and techniques Demonstrate applied mathematical skills Demonstrate their understanding of wider social, moral and environmental issues that impact on design/manufacturing industries.

 

Problem Solving:  23.3% of A-level (1hr 45 minutes - written paper)

Apply their knowledge, understanding and skills of designing and manufacturing prototypes and products

Demonstrate their higher thinking skills to solve problems and evaluate situations and suitability of design solutions.

Iterative Design Project: 50% of A-level (Approx. 65 hrs Non Examined Assessment)

• The ‘Iterative Design Project’ requires learners to undertake a substantial design, make and evaluate project centred on the iterative processes of explore, create and evaluate.
• Learners identify a design opportunity or problem from a context of their own choice, and create a portfolio of evidence in real time through the project to demonstrate their competence.

Method of Assessment

Exams: 50% Externally Assessed

Iterative Design Project: 50% Internally Assessed

Qualities Required

A passion for solving problems and designing and making functional products or systems.  An interest in electronics and/or mechanics is a huge advantage.  This must be an interest that you are keen to take beyond merely theoretical knowledge that you could gain elsewhere, but to realise that knowledge into actual products that work.  You should enjoy understanding how things work, taking things apart, building things, fixing them and analysing a problem. 

Links with other subjects

Design Engineering, most obviously, is part of a suite with STEM subjects, Maths and Physics for anyone interested in the vast majority of strands of engineering and should be seriously considered by anyone looking to pursue engineering at a higher level after sixth form.

Career Prospects

A wide variety of possible careers stem from this course, that could include many kinds of engineering and technical careers such as electrical/electronic engineer, special effects, animatronics, computer programming, microcontroller programming, music technology, lighting engineer, games programmer, robotics, control engineer, motor vehicle engineering, aviation/aeronautical engineering or designing any electronic product from mobile phones to spacecraft etc.  There is no shortage of jobs within Engineering. Destinations for A-Level Engineering students have, in the past, included Engineering degrees at Cambridge University, University of Sheffield, Leeds University other institutions, on courses including Engineering, Electrical and Electronic Engineering, Mechatronic and Robotic Engineering, Aerospace Engineering, Design for Industry and Civil and Structural Engineering.

Extension and Enrichment Opportunities

Actively getting involved in design and development of any electronic, mechanical and/or structural project will give the very best basis for an informed, enjoyable and successful participation in the A-level.

Entry Requirements

5 in the relevant Design Technology and 5 in Mathematics

Exam Board

OCR  

Subject Leader

Mr Fulson jfulson@taptonschool.co.uk

“If you think good design is expensive, you should look at the cost of bad design.” Ralf Speth, CEO of Jaguar Land Rover

All objects/items that you have used today including the screen you are staring at, have been designed by someone. The reason that you will use them without thinking is due to good design. A designer holds one of the most influential roles in society as their products have an unmatched impact on users lives. Especially in today’s climate, Product Designers have the task of solving some of the world’s greatest problems.  By designing products, that will help to solve the 17 Sustainable Development Goals.

If you love innovation and you are not afraid to fail on your journey to excellence, then this is the course for you.

Main Syllabus Area

Product Design is focused towards consumer products and applications; their analysis in respect of materials, components, and marketability to understand their selection and uses in industrial and commercial practices of product development.

At A Level:

Exam: 26.7% of A-Level (1hr 30 minutes - written paper)

• Analyse existing products
• Demonstrate their technical knowledge of materials, product functionality, manufacturing processes and techniques
• Demonstrate applied mathematical skills
• Demonstrate their understanding of wider social, moral and environmental issues that impact on design/manufacturing industries.

Problem Solving:  23.3% of A-level (1hr 45 minutes - written paper)

• Apply their knowledge, understanding and skills of designing and manufacturing prototypes and products

• Demonstrate their higher thinking skills to solve problems and evaluate situations and suitability of design solutions.

Iterative Design Project: 50% of A-level (Approx. 65 hrs Non-Examined Assessment)

• The ‘Iterative Design Project’ requires learners to undertake a substantial design, make and evaluate project centred on the iterative processes of explore, create and evaluate.
• Learners identify a design opportunity or problem from a context of their own choice, and create a portfolio of evidence in real time through the project to demonstrate their competence.

Method of Assessment

Exams: 50% Externally Assessed

Iterative Design Project: 50% Internally Assessed

Qualities Required

You should be passionate about designing and making creative products.  You need to enjoy coursework and the problem-solving processes in reaching a Final Design.  Exploring a range of possible solutions using rigorous, analytical and fluent communication skills to propose the most viable conclusion should be one of your targets.

Links with other subjects

Product Design is an excellent choice in any combination of other subjects as it promotes problem solving/creativity in a commercially realistic setting. Particularly strong vocational combinations might include Business, Physics, Mathematics, Art or Computer Science 

Career Prospects

Includes:

• Any career within design including Graphic Design, Interior Design, 3-D Design, Product Design, Industrial Design, Marketing, Product Development and Production, Sports Equipment Developer, Illustration, Trend Predictor, Advertising, Pattern Cutter amongst hosts of others.
• Also many kinds of engineering and technical careers including Design Engineer, Special Effects, Animatronics, Music Technology, Automotive Design or designing any product from a Bicycle to a Formula one race car.

Destinations for A-Level Product Design students have, in the past, included - Product Design/Architecture / Civil Engineering/Fashion Design/Building Surveying degrees at Loughborough, University of Sheffield, Liverpool John Moores, Leeds University, and a number of other Russell Group institutions.

Extension and Enrichment Opportunities

Visits to places of industrial interest are vital to the understanding of Product Design.  Many links exist between our department and outside agencies, and professional help is often sought for project work, involving state of the art processes.

Entry Requirements

GCSE Grade 5 in Drama or Grade 5 in English Language and English Literature.

Exam Board

Edquas (WJEC)       

Subject Leader

Mrs R Gerrard - rgerrard@taptonschool.co.uk

Main Syllabus Area

Students completing the course successfully will have a thorough understanding of drama and theatre, highly toned analytical and creative skills and an ability to communicate effectively with others.  The Drama A-level provides students with the opportunity to study plays from the point of view of the director, designers, performers and critic; this knowledge extends throughout the course and enables students to apply it to their own creative work. The course provides opportunities for students to make and understand drama, recognising it as a practical art form in which ideas and meanings are communicated to an audience through a choice of form, style and convention.

Component 1: Theatre Workshop. 20% of Qualification. Internally assessed. Externally Moderated.

• Learners will be assessed on either acting or design. Learners participate in the creation, development and performance of a piece of theatre based on a reinterpretation of an extract from a text chosen from a list supplied by WJEC. The piece must be developed using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company.
• Learners must produce:    
  • a realisation of the performance or design
  • a creative log.

Component 2: Text in Action. 40% of Qualification. Externally Assessed

• Learners will be assessed on either acting or design. Learners participate in the creation, development and performance of two pieces of theatre based on a stimulus supplied by WJEC:
  • 1. a devised piece using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company (a different practitioner or company to that chosen for Component 1)
  • 2. an extract from a text in a different style chosen by the learner.
• Learners must perform live for the visiting examiner. Learners choosing design must also give a 5-10 minute presentation of their design to the examiner.
• Learners produce a process and evaluation report within one week of completion of the practical work.

Component 3: Performance In Text. 40% of Qualification. Externally Assessed.

A one written exam paper, two hours and thirty minutes in length. Will contain 3 Sections:

• Sections A and B Open book: Clean copies (no annotation) of the two complete texts chosen must be taken into the examination. Two questions, based on two different texts, one written pre1956 and one written post-1956. Pre-1956.

• Section C: A question based on a specified extract from: The Curious Incident of the Dog in the Night-Time, Mark Haddon, adapted by Simon Stephens Details of the 10-15 minute extract will be released during the first week of March, in the year in which the examination is to be taken.

Qualities Required

First and foremost you must have a real enthusiasm for drama and theatre and a willingness to extend and develop your knowledge through wider reading, theatre visits, workshops and rehearsals outside of lesson time.  You must have the skills to work as a supportive member of a team.

Links with other subjects

Drama and Theatre Studies provides an excellent complement to Music, Art, English Literature and Social Sciences.  However, as a subject which encourages a highly creative approach to work, develops communication skills and builds confidence it enhances student learning across the whole Post 16 curriculum.

Career Prospects

The emphasis on communication skills, confidence building and teamwork ensures our subject has links with a wide range of subjects in Higher Education.  A significant number of students apply to Drama School or study Drama and Theatre based courses at University. Some pursue a career in teaching.  The skills developed are transferable to any chosen career.

Extension and Enrichment Opportunities

Theatre trips to theatres in Sheffield and across the northern theatres, residentials, involvement in the school productions either on stage or backstage, theatre workshops, working with students lower down the school in Theatre Company and Musical Theatre Company.  Additionally, there is a Sixth Form Theatre Company and the opportunity to be involved in the annual school play.  There also may other be other Enrichment Opportunities, working with practitioners currently in the business from touring companies.

Entry Requirements

6 in GCSE English Language and 6 in GCSE Maths, and a 6 in Economics if studied. 

Exam Board

 AQA

Subject Leader

Mr C Mehat cmehat@taptonschoolo.co.uk

Main Syllabus Area

Economics is the study of how society allocates it scarce resources between competing uses.  For instance, how is our access to fresh water managed?  It is a vital resource which certainly creates benefits for all consumers, however it seems our demand exceeds supply available at times and is often rationed.  Another issue of concern could be the management of transport.  Free Access to roads in this country is an integral part of our society, but it generates considerable problems, pollution, congestion, health issues etc.  Economics may suggest the free market is the answer to both problems, charge people for what they use and they would be more careful!  But what would the effect be for those on low incomes for instance.  A-level Economics develops an understanding in students, which allows them to explore how markets work, and how they fail, both on a local level and at a national and international level, and how Governments can or could take a role.

• How to develop an understanding of economic concepts and theories through a critical consideration of current economic issues, problems and institutions that affect everyday life. 
• How to apply economic concepts and theories in a range of contexts and to appreciate their value and limitations in explaining real world phenomena. 
• How to analyse, explain and evaluate the strengths and weaknesses of the market economy and the role of government within. 
• How to participate effectively in society as a citizen, producer and consumer.

The main topics include:

• The operation of markets and market failure
  • Economic methodology and the economic problem
  • Price determination in a competitive market
  • Production, costs and revenue
  • Competitive and concentrated markets
  • The market mechanism, market failure and government intervention in markets
• The national economy in a global context
  • The measurement of macroeconomic performance
  •  How the macro economy works: the circular flow of income, AD/AS analysis, and related concepts
  • Economic performance
  • Macroeconomic policy

• Individuals, firms, markets and market failure

• The ecnomic problem and methodology
• Individual ecnomic decision making
• Price determinatin in a competitive market
• Prduction, costs and revenue
• Perfect Cmpetition, imperfectly competitive markets and monopoly
• The Labur market
• The distributin of income and wealth: poverty and inequality
• The market mechanism, market failure and gvernment intervention in markets

 

• The national and international economy

• The measurement f economic performance
• Hw the macro-economy works: circular flow of income, aggregate demand/ aggregate supply analysis
• Ecnomic performance
• Financial markets and mnetary policy
• Fiscal plicy and supply side policies
• The internatinal economy

Method of Assessment

For the A-level course students will sit 3 exams, both last for 2 hours.  Each paper makes up 33.3% of the total A-level.

• Paper 1: Component of market and Market Failure.  This paper includes 1 data response question from a choice of 2 and 1 essay from a choice of 3.
• Paper 2: National and international economy.  This paper includes 1 data response question from a choice of 2 and 1 essay from a choice of 3.
• Paper 3: Economic principles and issues: This paper includes multiple choice questions and 1 case study with questions.

Qualities Required

• An interest in/awareness of current affairs
• A logical, coherent approach to problem solving
• A desire to engage in regular background reading
• An inquisitive mind
• A willingness and ability to work independently, showing initiative, organisation and perseverance
• An ability to communicate effectively
• Some mathematical ability in using and interpreting data

Links with other subjects

Frequently studied alongside Mathematics, Geography and English, but increasingly with a wide spread of other subjects. Economics is becoming an essential element of study in a variety of HE courses from Law to Engineering, including of course Business/Management

Career Prospects

Economics is a useful background subject for further study in a variety of areas, e.g. journalism, law, but is also a key element of subjects such as marketing, finance, accounting and insurance as well as courses including retail or sports management, and urban planning. Of course, the subject remains a key area of knowledge and understanding for all future citizens, consumers and producers.

Extension and enrichment opportunities

Economics is a lively subject; study usually involves opportunities to participate in visits to conferences, visits to the City of London, competitions, individual and group presentations and access to the local business community.

Entry Requirements

GCSE 6 or above in English Language and 5 in English Literature.

Exam Board

AQA   

Subject Leader

Mrs S Reece sreece@taptonschool.co.uk

Main Syllabus Area:

Students will focus on three areas of language study; Language, the Individual and Society, Language Varieties and Change and Language in action.  Within these topics they cover a range of data and a variety of extracts.  Text types could include; magazines, social media, text messaging and adverts.  They will also complete a Language Investigation.

Method of Assessment

Students will be assessed by two written examinations, each worth 40% of the final A Level grade and an Investigation worth 20%. 

Qualities Required

You must enjoy reading and have a genuine interest in the use of English in a variety of contexts and genres, with a willingness to extend and develop your range.  You will need well established writing skills, an open mind and a willingness to enter into debate and discussion.  You will need to be able to manage a demanding work-load.

Links with other subjects

English Language provides an excellent complement to Arts, Performing Arts and Social Sciences. As a discipline which demands rigorous analytical and fluent communicative skills, it enhances all Post 16 study.

Career Prospects

This course is particularly suitable for those students who wish to study English, Linguistics or English Studies in Higher Education. It offers a wide range of options with or without

 a degree: Law, Accountancy, Media, Banking, Local Government, Civil Service, Personnel / Human Resources, Journalism – and Teaching.

Extension and Enrichment Opportunities

Conferences, Lectures, Visiting Speakers, Workshops.

Entry Requirements

5 in Textiles or Art and Design or a visual portfolio demonstrating textile or art work of a GCSE grade 5 standard, and a grade 5 in GCSE Maths.

Exam Board

AQA

Subject Leader

Mrs K Pilarek kpilarek@taptonschool.co.uk

Fashion and Textiles inspires students to solve design problems, and in doing so they gain an in-depth knowledge of what constitutes both the function and aesthetics of a Fashion garment or Textile product.

This course provides students with an understanding of the economic, social, aesthetic and political issues of the day and how these affect Textile products and Fashion trends.

At A level this course provides students with a level of knowledge equivalent to first year degree level. This means that the vast majority of our students have been accepted directly into the top Fashion courses in the UK.

Year 12:

Theory and technical understanding:

Students will spend 2-3 hours a week learning technical theory which will be assessed during the A Level examinations in year 13, as well as in the NEA coursework.

Year 12 learning includes:

· The properties of fibres and fabrics

· Components and trimmings

· Testing of fibres and fabrics

· Target markets and the marketing of Fashion products

· Ergonomics and anthropometrics

· Product Analysis

· Fashion illustration and communication

· CAD/CAM

· History of Fashion and History of Design

· An understanding of how socio-economic trends, such as music or film impact on Fashion and Design

· Application of colour

· E-Textiles and Smart materials

· Sustainability and the environmental and social impact of textiles

Coursework in Year 12

Students will spend 2-3 hours of lesson time a week working on coursework and project-based work, developing skills for Year 13 NEA.

These projects include:

· children’s partywear with an emphasis on creativity and decorative techniques.

· Corsetry deepening knowledge of pattern cutting and development as well as garment construction. Students pick their own theme for this project, it may include costume design, historical references, or a textile art-based theme.

· Costume design – as part of the school performance students design and construct garments for main cast characters and chorus groups. This involves industrial practice and garment construction skills.

A Level Specification Content:

Paper 1 Technical Principles 2 1/2 hours

2 hour exam on technical, design and making principles;

To include

· Testing of Textile Products

· Further design and illustration methods

· Use and representation of data

· CAD/CAM

· Efficient use of materials and waste minimisation

· Health and Safety

· Sustainability

· Copyright and Patent

· Marketing and Promotion

· Fashion cycles

· Designers and design movements from 20 and 21st century

· Fashion and trends

· Product analysis

· Accuracy and the use of mathematics in industry

· The work of BSI and ESO

Paper 2 Designing and Making Principles 1 ½ hourrs

Fibres and Fabrics

· Yarn production

· Knitted fabrics and garments

· Blending of fibres

· Construction methods

· Fastenings

· Weaves

· Finishes

· Technical and smart textiles

· Production methods

· Pattern drafting and prototypes

NEA (Non Exam Assessment-coursework) worth 50% of A Level mark

To be produced as a portfolio of written or digital evidence, of a product of your choosing.

Qualities Required

An interest in fashion design, current trends, historical fashion, and an eye for design.

You need to enjoy coursework and the success of creating useful and beautiful pieces of design, this may be a fashion piece or other textile item. Sketching and construction skills are important and numeracy skills are essential. A good understanding of science is also helpful but will be developed over the two-year course.

Links with other subjects

An excellent compliment to Arts, Sciences and Business related subjects. These subjects can be studied both as a means of developing a whole range of transferable skills or as a distinct route to the professions mentioned below.

Career Prospects

Fashion Buyer; Fashion Journalist; Garment Technologist; Fashion Designer; Trend Predictor; Style Consultant; Fashion Illustrator; Stylist; Interior Designer; Print Designer, Pattern Cutter, Costume designer, Historical fashion re-construction, other design careers such as architecture.

Skills in Textiles compliment the science, Dentistry and Medicine.

Extension and Enrichment Opportunities

London visit – Gallery and museum visit to support History of Fashion knowledge and design theory.

Paris Residential – 4 day residential to Paris at the end of year 12, this trip supports Primary research for A Level coursework, visiting a range of Art Galleries, Museums and other tourist destinations.

Visits to exhibitions and places of industrial interest are vital to the understanding of product design. Many links exist between our department and outside agencies and professional help is often sought for project work involving state of the art industrial processes.

Entry Requirements

GCSE Grade 6 in Geography, GCSE Grade 6 in English Language OR Literature, and GCSE Grade 6 in a GCSE Science. 
Exam Board

OCR     

Subject Lead

Mr A Kennedy akennedy@taptonschool.co.uk

Main Syllabus Areas:

Changing Spaces; Making places: People are at the heart of places, living their lives, forming attachments and making connections. Places are dynamic, multi-layered and the history and culture of a nation can be found in their buildings, public spaces and towns and cities. Our environment includes a wide variety of places, from rural to urban, small streets to megacities and diversity exists not only between but also within all of these places. Changing Spaces; Making Places allows students to look through a local lens to understand regional, national and global issues.

Earth’s Life Support Systems: Water and carbon support life on Earth. 71% of the Earth’s surface is covered in water however 68% of the freshwater is locked in ice and glaciers. Water is moved and stored beneath our feet and this 30% is critically important to life on Earth. Forests, soils, oceans and the atmosphere all store carbon and yet they are threatened and altered by human activity.  This will be examined in detail through the Tropical Rainforest and the Arctic Tundra case studies as well as at a global scale.

Disease Dilemmas: Diseases do not discriminate who becomes infected or develops symptoms. Diseases can be communicable and noncommunicable and a number of physical and human factors affect an individual’s and a community’s susceptibility to the risk. The global nature of some diseases in terms of their geographical spread and scale has encouraged international efforts to combat them. The causes of disease are often complex and the impacts even more so especially when dealing with these at epidemic and pandemic levels. Continued research into diseases and developments in pharmaceuticals and ‘our’ understanding of diseases offers opportunities to combat diseases, however unequal access to drugs and information has implications for communities and countries.

Hazardous Earth: Movement of the Earths land masses, from Pangaea to present day are evidence that forces beneath our feet are at work. Seismic and volcanic activity creates hazards as populations have grown and inhabited more of the Earth. Although hazardous, earthquakes and volcanoes create new landforms and can support life on Earth from flora and fauna to populations. As technology has evolved, the capacity to predict and mitigate against tectonic hazard events has improved although the impact of an event can leave communities and countries devastated.

Global Connections: Through two overarching themes of global systems and global governance, students will investigate how these shape relationships between citizens, states and organisations around the world. Global systems, including those that regulate and order trade, financial transactions and migration, create interdependencies, which produce uneven geographies of winners and losers. States and non-state organisations respond to these flows and global systems, which can sometimes act to promote stability, growth and development, but which can also be the cause of inequalities, conflicts and injustice.

Landscape Systems: This topic introduces students to the integrated study of earth surface processes, landforms and resultant landscapes. Students will explore how a glacial landscape can be viewed as system, how glacial landforms develop within this landscape and the influences of both climate and human activity on the landscape. As part of our study we will visit the Lake District for a short residential where we will carry out quantitative and qualitative fieldwork to support the learning in this unit and the fieldwork assessment in the exam.

Method of Assessment

A Level - all examined papers taken at the end of Year 13

There are three exams at the end of the A Level course and the independent investigation (coursework).

The topics studied in Y12 as well as those in Y13 will be assessed.

• Physical Systems: 1 hour 45 minutes (24% of the A Level)
• Human Systems: 1 hour 45 minutes (24% of the A Level)
• Geographical Debates: 2 hours 30 minutes (32% of the A Level)
• Independent investigation: (20% of the A Level – submitted in November of Y13)

Qualities Required

The OCR A Level Geography course favours an enquiry-based approach which poses challenging questions about the world we live in. Students should demonstrate a keen interest in how places are changed and moulded by the humans which use them and a fascination with the processes and landforms found in the natural world. We also expect our student’s to;

• communicate effectively by learning and using technical vocabulary
• commit to independent research and reading around topics
• carry out practical fieldwork in urban and physical settings
• present, analyse and evaluate a range of geographical data

Links with other subjects

Geography combines well with most subjects. Past and present students have combined Geography with a diverse range of other subjects which include the Sciences, Mathematics, English Language, Economics, Languages, History, Psychology and Sociology amongst others.

Career Prospects

The diversity of Geography as an academic subject is one of its great strengths. The Russell Group of universities consider Geography to be a facilitating subject which allows access to a wide range of degree courses. Past students have gone on to study popular degrees such as Medicine, Law, Economics, Architecture, Engineering as well as specialising in the Sciences. Those who enjoy the Geography AS Level may continue to study the subject at university, perhaps later specialising in either the human or physical strands, or they may opt for a related degree such as Geology, Environmental Science or Geopolitics amongst others.

Beyond university business leaders today value employees who have a wide array of skills, similar to the qualities developed in Geography, but they also seek to appoint people who can understand the global dimension of business in our globalised economy. Geo-located data is now at the centre of many economic decisions so people who understand the spatial extent of data and its applications are highly sought after. See our display board for ideas of a range of possible careers.

Extension and Enrichment Opportunities

As you would expect we offer a range of fieldwork opportunities which include day trips in the local region, a residential in North Wales and for students who wish to attend we arrange a study visit to Iceland every two years. We also have good links with the Geographical Association and have access to their local events and meetings.

Entry Requirements

5 in an GCSE English Language.      

Exam Board

Edexcel 

Subject Leader

Mr A Boutle aboutle@taptonschool.co.uk

Main Syllabus Area

This is a highly relevant course which deals with issues which affect everyone.  The course is broken down into three main areas:

British Politics

 Students will gain an insight into the ways in which the British political system works and how politics affects all aspects of our daily lives.

Areas of study include:

• Parliament – is it just a lot of shouting?
• Prime Minister and Cabinet – who runs the country?
• Elections – do they really change anything?
• Constitutional Reform – does the system need changing?
• Participation – why do (or don’t) people vote?
• Political parties – what do they believe in?
• Democracy – is it important?
• The United Kingdom – how united is it?

American Politics

Students will gain an insight into how the US political system operates.  This will enable students to make a direct comparison with the UK political system.

• Congress – what’s the difference between the House and the Senate?
• The President – how powerful is he?
• The Supreme Court – will it abolish the death penalty?
• Elections – why did Trump win and Clinton lose?
• US Civil Rights – how well protected are the rights of US citizens?
• Constitution and Federalism – what powers do the States have?
• Pressure Groups – enhancing or destroying democracy?
• Political Parties – do they mean anything in the USA?

Political Ideas

Students will explore the three traditional political ideas of conservatism, liberalism, socialism and feminism. Students will learn about the core ideas and principles and how they apply in practice to human nature, the state, society and the economy, the divisions within each idea and their key thinkers.

Method of Assessment

A Level – three exam papers

1. UK Politics and Core Political Ideas (2 hours)
2. UK Government and Optional Political Ideas (2 hours)
3. Comparative Politics – USA (2 hours)

Qualities Required

Students do not need to have studied politics before but an interest in current affairs is essential.  Students also need to be willing to join in discussion and to keep up to date with contemporary political developments.

Links with other subjects

Politics complements and combines well with History, English, Sociology, Economics, Geography and Psychology but many students also choose it to provide a contrast to A Levels in Mathematics and Science.

Career Prospects

Politics develops the skills of enquiry and analysis as well as the ability to debate an issue and construct a balanced argument. These skills provide an excellent foundation for a wide range of careers, for example law, journalism, the media, administration and management.

Extension and Enrichment Opportunities

• Political Hustings
• Debating Opportunities and competitions with other schools
• Workshops with University of Sheffield’s Department of Politics
• Trip to Houses of Parliament.

Entry Requirements

History GCSE Grade 6 and 5 in GCSE English Language.

Exam Board

OCR 

Subject Leader

Mr A McAuley amcauley@taptonschool.co.uk

Main Syllabus Area

Unit 1 - England 1547-1603: the later Tudors

Enquiry topic: Mid Tudor Crisis, 1547-1558

• The stability of the monarchy – Edward VI and Mary
• Religious changes
• Rebellion and unrest

British period study

• Elizabeth and religion
• The nature of Elizabethan monarchy; Government and Parliament
• Elizabeth’s management of financial, economic and social affairs
• Elizabeth’s later years, 1588-1603

Unit 2: Non-British Period Study

Democracy and Dictatorships in Germany 1919–1963

• The establishment and development of the Weimar Republic: 1919–Jan 1933
• The establishment of the Nazi Dictatorship and its domestic policies Feb 1933–1939
• The impact of war and defeat on Germany: 1939–1949
• Divided Germany: The Federal Republic and the DDR 1949–1963

Unit 3: Thematic Study and historical interpretations

Civil Rights in the USA 1865–1992

Key topics

• African Americans

• Trade Union and Labour rights
• Native American Indians
• Women

Depth Studies

• Civil rights in the ‘Gilded Age’ c.1875–c.1895
• The New Deal and civil rights
• Malcolm X and Black Power

Method of Assessment

A Level –all examined papers taken at the end of Year 13

Paper 1 – 25% (1 hour 30 minute exam)

Paper 2 – 15% (1 hour exam)

Paper 3 – 40% (2 hour 30 exam)

Topic based essay (coursework) – 20% (completed during Year 13)

Qualities Required

A genuine love of History, an enquiring mind and good literacy skills.

Links with other subjects

History combines well with any subject, but especially English, Economics, Geography, Politics, Sociology and Languages.  It also makes an excellent contrast with Mathematics and Science subjects.

Career Prospects

History is a good foundation subject for many degree courses across a wide range of subjects including Law, Business Studies, Economics, Social Policy, Philosophy, Social Sciences and Educational Studies.  A History degree is good preparation for a wide range of occupations; for example, journalism, marketing, personnel, public service, law, advertising, insurance, teaching or museum work.

Extension and Enrichment Opportunities

We have good links to the University’s History Department and this allows us to engage with a range of enrichment activities through them.  We offer a study visit to Berlin in the summer term of Year 12.

Entry Requirements:  

• Route 1: GCSE grade 6 in Music
• Route 2: To have passed both Grade 5 Theory AND Grade 5 in an instrument/voice.

Exam Board

AQA          

Subject Leader:

Mrs G Page gpage@taptonschool.co.uk

Overview

The Music course is designed to encourage students to study all styles and genres of music through developing the skills of performing, composing and appraising.

Tapton music department is a vibrant, busy and exciting place to immerse yourself in the subject and gain expert tuition, whilst mixing with like-minded people. Our lessons are taught in fun, engaging and practical ways, and we challenge our pupils to achieve at the highest level. We offer a thorough traditional grounding in music theory and compositional techniques and believe in preparing our pupils for the advanced skills required to study music in further education. We are passionate about music - come and join us!

Specification

The AQA specification has three components:

• Component 1: Appraising Music (40%) - An exam comprising of three sections: listening (56 marks); analysis (34 marks); essay (30 marks). At Tapton we focus on the following areas of study: Baroque Solo Concerto, Romantic Piano Music, Music for Theatre, and 20th Century Art Music.
• Component 2: Performance (35%) - Solo and/or ensemble performing on an instrument, voice or through the use of music technology. Pupils record a total of 10-12 minutes’ worth of music.
• Component 3: Composition (25%) - Pupils complete 2 compositions. Composition 1 is a composition to a brief and at Tapton we explore advanced harmonic techniques through the study of Bach Chorales, and composition 2 is a free composition.

Why study music at Tapton?

Music is part of the fabric of the school and we have hundreds of musicians having lessons and taking part in our weekly ensembles. We have proven exam success, and we work hard to deliver a rigorous learning experience and ensure all pupils achieve their best. We run a number of trips throughout the course, we have a large number of extra-curricular ensembles you can join, and we have an extensive concert programme with a wide range of opportunities for you to be involved. Our students regularly progress to studying music at top conservatoires and universities.

Method of Assessment

• Throughout the course students will take part in peer and self-assessment in order to familiarise themselves with the assessment objectives.
• Staff review work with students on a one-to-one basis regularly, giving support, feedback, and set targets for improvement and progression. 
• All units are externally assessed at the end of the course.

Qualities Required

You are passionate about music, enthusiastic, open-minded and willing to learn new skills. You are inquisitive and enjoy listening to and playing music from all eras and genres. You enjoy working as part of a group, but can work independently. You are self-motivated, determined and will work hard to ensure you succeed. You understand the need for resilience and have high aspirations.

Links with other subjects

Music involves many transferable skills, not least problem solving, communicating complex ideas and concepts, discipline and self-motivation, teamwork, developing and realising creative audio ideas.

Career Prospects

Each year we have pupils going on to study music in higher education, many at top universities and conservatoires. Music is a language and the skills you learn through studying music are also relevant to all careers. Universities value and recognise that musical training has huge benefits for achieving success in other subjects too. Music offers many areas of employment and is continually growing and changing, from performing, sound production, teaching, musical theatre, music in advertising and composing for film, TV and game, as well as arranging.

Extension and Enrichment Opportunities

Performing within one of our many high-quality ensembles, such as Senior Orchestra, Jazz Band, Brass Band, Wind Band, String Groups, Staff/Student Choir, or engaging in accompanying opportunities. There are also other enrichment opportunities, such as performing in musical productions, either as an actor, singer, or as part of the band/orchestra.

Follow the sound – come and be part of the rich musical heritage that is Tapton Music! If you have any queries, please do not hesitate to contact me at Gpage@taptonschool.co.uk

Entry Requirements

 Grade 5 or above in Biology or 5-5 in Combined Science, Grade 5 in Maths and English Language.  Also a significant level of sporting performance and regular participation in competitive fixtures or competitions.     Exam Board

AQA

Subject Leader: Mrs R Becks rbecks@taptonschool.co.uk

Overview of the Course:

Examination assessment

The following topics will form the examination at the end of Year 13:

1. Applied anatomy and physiology

2. Skill acquisition

3. Sport and society

4. Biomechanical movement

5. Sport psychology

6. Sport and society and the role of technology in physical activity and sport

Non-examination assessment

Pupils will produce a video with their practical/ coaching performance which must show the skills specified by the examination board. They must film a number of competitions/ matches that shows consistency in their performance and ensure the video does their sporting/ coaching ability justice as only what is on the video can be marked.

Pupils will produce a piece of coursework focusing on detailed analysis of themselves as a performer and design an action plan to improve any weaknesses they find. This will be delivered in lesson time and completed at home and be submitted before the examination period begins.

Method of assessment

• Paper 1 and paper 2 will be sat at the end of Year 13 and are both 2 hour examinations. They make up 70% of students total A level mark. 
• The NEA which includes practical/coaching performance and coursework make up 30% and will be assessed throughout the course with a final deadline of Christmas in Y13.

Qualities Required

Students should be passionate about Sport and PE, enthusiastic and willing to learn new skills and techniques. They should be self-motivated, determined and will work to ensure they succeed.

Academic Qualities

The A level course is 85% theory based (examination – 70%, coursework – 15%) and students must realise this is a very academic course. Students should have a love for Sport and exercise and be interested in all aspects of sport and physical education. They need to be well organised and be willing to work hard outside of lessons.

Sporting Performance and Participation

It is essential students are regularly training/ competing/ coaching in a sport of their choice. Students will be expected to independently gather video evidence against the practical coursework assessment criteria to support their mark. All video evidence must show students showcasing a number of skills in a full competitive situation. 

Links with Other Subjects

Biology, Physics, Psychology, Food Technology, Sociology and History.

Career Prospects

Due to the diverse and high academic nature of the course A Level PE is a fantastic option to take for many career paths including physiotherapy, biomedical science, sports science courses as well as coaching and teaching degrees. Sport, physical education, health and wellbeing and fitness are all large growth areas and there are a huge amount of jobs available in these fields.

Entry Requirements

5 in English Language

Exam Board

AQA      

Subject Leader

Miss B Walker bwalker@taptonschool.co.uk

Main Syllabus Area

Why study Sociology?

Sociology is about the study of societies, how they work and how they change.  You will learn how societies shape people’s ideas and behaviour and how in turn, people interact and shape their societies.  You will also have the chance to consider your own experience of the world around you and develop the knowledge and skills needed to play a part within the community.

Topics covered at A level:

Unit 1 Education with Theory and Methods

Key questions include – Is society a meritocracy? Is human action a consequence of society?

Unit 2 Families and Households and Beliefs in Society

Key questions include – Is family diversity now the norm? Will religious fundamentalism transform secular societies?

Unit 3 Crime and Deviance with Theory and Methods

Key questions include – Why do individuals break the law?

Method of Assessment        

A Level:          Unit 1 Education with Theory and Methods: 2hr Exam

Unit 2 Families and Households and Beliefs in Society: 2hr Exam

Unit 3 Crime and Deviance with Theory and Methods: 2hr Exam

Qualities Required

Students need an open and enquiring mind, an interest in current affairs and the social issues of today.

Links with other subjects

Sociology is a Social Science and therefore combines well with both Science and Arts based subjects.  For example, students have combined Maths, Chemistry and Sociology or English, History and Sociology, along with various other permutations.

Career Prospects

Many students go on to Higher Education and have followed diverse ranges of degrees, Maths, Social Sciences, Law, Business, Medicine, Media, English, Criminology, Education, Biology, etc.

Students are better equipped to express their views, present balanced arguments and have an analytical, evaluative mind.  Other students who have pursued a career at 18 have gone to work in Insurance, Law, Administration, Police, etc.

Extension and Enrichment Opportunities

We run a very well attended social science discussion group, where students can lead discussions about contemporary social science research though books, podcasts and documentaries. We also seek opportunities for students to visit universities and attend lectures and talks by researchers, authors and other professionals.