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Economics and Business Studies

Teacher Mrs Rodgers

A/S Course outline

UNIT 1: Developing New Business Ideas
•Characteristics of successful entrepreneurs:
• Identifying a business opportunity:
• Evaluating a business opportunity:
• Economic considerations:
• Financing new business ideas:
• Measuring the potential success of a business idea:
• Putting a business idea into practice:

UNIT 2: Business Economics
• How businesses respond to their markets:
• What makes firms effective:
• Businesses big and small:
• An uncertain future:
• How macroeconomic change affects business?

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Subject: Accounts

Teacher Mr Draper

UNIT 1 – ACCN1 Introduction to Financial Accounting
• Purposes of accounting
• Accounting records: subsidiary books and ledger accounts
• Verification of accounting records
• Income Statements (trading and profit and loss accounts) including simple adjustments

UNIT 2 – ACCN2 Financial and Management Accounting
• Types of business organisation
• Accounting concepts
• Further aspects of the preparation of the financial statements and balance sheets of sole trader
• Financial statements of limited companies
• Ratio analysis and the assessment of business performance
• Introduction to budgeting and budgetary control
• The impact of ICT in accounting

UNIT 3 – ACCN3 Further Aspects of Financial Accounting
• Sources of finance
• Incomplete records
• Partnership accounts
• Published accounts of limited companies
• International Accounting Standards
• Inventory (Stock) valuation

UNIT 4 – ACCN4 Further Aspects of Management Accounting
• Manufacturing accounts
• Marginal, absorption and activity based costing
• Standard costing and variance analysis
• Capital investment appraisal
• Budgeting: further considerations
• Other factors affecting decision-making social accounting

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Subject: Chemistry

Teacher J A Shryane

UNIT 1 (Foundation Chemistry)
The unit explores the fundamental principles that form the basis of Chemistry-Atomic Structure; Amount of Substance; Bonding; Periodicity; Introduction to Organic Chemistry.

UNIT 2 (Chemistry in Action)
This unit introduces more of the principles that underpin chemistry and looks at the applications of these principles and those that have been developed in Unit 1– Energetics; Kinetics; Equilibria; Redox Reactions; Group 7; Group 2; Extraction of Metals; Haloalkanes; Alkenes; Alcohols; Analytical Techniques.

UNIT 3 (Investigative and Practical Skills in AS Chemistry)
Students are assessed internally on Practical Skills and externally via the “EMPA”

UNIT 4 (Kinetics, Equilibria and Organic Chemistry)
This unit develops the concepts of physical chemistry introduced at AS-Kinetics; Equilibria; Acids and Bases; Nomenclature and Isomerism in Organic Chemistry; Compounds Containing the Carbonyl Group; Aromatic Chemistry; Amines; Amino Acids; Polymers; Organic Synthesis and Analysis.

UNIT 5 (Energetics, Redox and Inorganic Chemistry)
Thermodynamics; Periodicity: Redox Equilibria; Transition Metals; Reactions of Inorganic Compounds in Aqueous
Solution.

UNIT 6 (Investigative and Practical Skills in A2 Chemistry)
Students are assessed internally on Practical Skills and externally via the “EMPA” written test.

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Mathematics
This is a two year course and it consists of six modules

L6
C1, C2 and M1
U6
C3, C4 and S1
C1, C2, C3 and C4 – Core mathematics units.

The Core units include combinations of the following topics: algebra and functions; coordinate geometry in the plane; sequences and series; differentiation; integration; trigonometry; exponential's and logarithms; numerical methods and vectors.

M1 – Mechanics unit includes: mathematical models in mechanics; vectors in mechanics; kinematics of a particle moving in a straight line; dynamics of a particle moving in a straight line or plane; static's of a particle and moments.

S1 – Statistics unit includes the following topics: mathematical models in probability and statistics; representation and summary of data; probability; correlation and regression; discrete random variables; discrete distributions and the Normal distribution.

Students who complete all six units will have achieved the A2 Award. There might be a possibility to complete three units C1, C2 and one of the applied units M1 or S1. This will be leading to the AS Award in A Level Mathematics. Combinations leading to an award in mathematics must comprise six units for the A2 award and three units for the AS award. They must include Core units.

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ICT
Unit 1 – Practical Problem Solving in the Digital World
With an emphasis on practical skills you will complete pieces of work to demonstrate your practical ability using a range of software. You will be expected to analyses a problem, design an ICT based solution, implement the solution and test it thoroughly. You will also have to evaluate your work. One or two pieces of work you complete will be used as sample work for the examination. The better your sample work, the more likely you will be able to answer questions about it in the examination.

Unit 2 – Living in the Digital World
This unit is about the wider picture of using ICT, keeping up to date with current news, views and issues. Topics studied include how people interact with and use ICT systems, how data is moved around, how data is kept safe and secure as well as backup and recovery methods. In addition to this you will look at what ICT can provide, the factors affecting the use of ICT and the consequences of using ICT. This unit is all about real life! What you study here will help you appreciate the impact that technology has had and continues to have on day to day life.

Interested and want to do some pre course preparation?
Look at the list of key word/terms. Can you explain what each one means? Can you find examples? Could you write a clear and concise definition of each one?

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Subject: Mathematics

Teachers Mr Parnham, Mr Sheldrake, Mrs Kirk

Topics Covered

Core 1

• Algebra & Functions
• Quadratic Functions
• Equations & Inequalities
• Sketching Curves
• Coordinate Geometry in the (x, y) Plane
• Sequences & Series
• Differentiation
• integration

Core 2

• Further Algebra & Functions
• The Sine & Cosine Rule
• Exponential & Logarithms
• The Binomial Expansion
• Further Coordinate Geometry in the (x, y) plane
• Radian Measure & its applications
• Further Differentiation
• Graphs of Trigonometric functions
• Geometric Sequences & Series

 

 

 

Topics Covered

Core 3
Functions
The exponential & Log functions
Exponential functions (continued)
Numerical methods
Transforming graphs of functions
Trigonometry
Further trigonometric identities and their applications
Further differentiation
Algebraic Fractions.

 

Core 4
Partial Fractions
Coordinate Geometry
The binomial expansion.
Binomial expansion (continued).
Further differentiation.
Vectors.
Further integration.

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Subject: Further Mathematics

Teacher Ms F. Knight

A/S Course outline

Module FP1:
Complex numbers; numerical solution of equations; co-ordinate systems; matrix algebra; series; proof.

Module M2:
Kinematics of a particle moving in a straight line or plane; centres of mass; work and energy; collisions; statics of rigid bodies.

Module FP2:
Inequalities; series; further complex numbers; first order differential equations; second order differential equations; Maclaurin and Taylor series; polar co-ordinates.

A2 Course outline

Module M3:
Further kinematics; elastic strings and springs; further dynamics; motion in a circle; statics of rigid bodies.

Module FP3:
Hyperbolic functions; further co-ordinate systems; differentiation; integration; vectors; further matrix algebra.

Module S2:
The Binomial and Poisson distributions; continuous random variables; continuous distributions; hypothesis tests.

 

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Subject: Art and Design

Teacher Mrs Pasieka

Unit 1 – ART A1 Coursework Portfolio
A variety of artistic work to include a major “project” (most work produced Sept – Jan)

Unit 2 – ART A2 AS Externally Set Assignment
Exam paper of 5 questions candidate to select one to respond to. (work produced Feb – April)

Candidates are required to work in at least two of the areas of Art and Design They may explore overlapping areas and combinations of areas.

• Fine Art
• Graphic Communication
• Textile Design
• Three-Dimensional Design
• Photography: lens-based and light-based media

 

Unit 3 – ARTA3 Personal Investigation
A personally selected theme explored in depth.  (work mostly produced Sept – Jan)25% of A2.

Unit 4 – ARTA4 A2 Externally Set Assignment
Exam paper of 5 - 7 questions candidate to select one to respond to
(work produced Feb – April – all exam work handed in at end of 15 hours of supervised time)

Candidates are required to work in at least two of the areas of Art and Design.
They may explore overlapping areas and combinations of areas.

• Fine Art
• Graphic Communication
• Textile Design
• Three-Dimensional Design
• Photography: lens-based and light-based media

 

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Subject: Photography

Teacher Mrs Pasieka

Unit 1 – ARTF1
Coursework Portfolio – a variety of artistic work to include a major “project” (most work produced Sept – Jan)
• 50% of AS, 25% of A Level

Unit 2 – ARTF2
AS Externally Set Assignment – exam paper of 5 questions candidate to select one to respond to.
(work produced Feb – April)
• 50% of AS, 25% of A Level

Unit 3 – ARTF3
Personal Investigation – a personally selected theme explored in depth (work mostly produced Sept – Jan)
• 25% of A Level
• No time limit
• 80 marks

Unit 4 – ARTF4
A2 Externally Set Assignment – exam paper of 5 - 7 questions candidate to select one to respond to.

(workproduced Feb – April – all exam work handed in at end of 15 hours of supervised time)

• 25% of A Level
Candidates are required to work in one or more area(s) of Photography.
They may explore overlapping areas and combinations of areas.
• portraiture
• landscape photography
(working from the urban, rural and/or coastal environment)
• still-life photography, working from objects or from the natural world
• documentary photography, photo journalism
• experimental imagery
• photographic installation, video, television and film

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Subject History

Teacher A Carter

Russia in Revolution and Stalin’s Russia Option D3 and D4
Tsarist Russia, 1881 – 1917
Communism 1917 – 24
Stalin’s Russia, 1924 – 53
British Political History, 1945 – 90 Option E1
Labour victory, 1945
Conservative govts. 1951 -64
Labour & Conserv. Govt. 1964-79
Conservatives under M Thatcher, 1979 -90

From Kaiser to Fuhrer Option D1
Second Reich, 1900-1
Weimar Republic, 1919-24/1924-1929
Rise of Hitler to 1928/1929-33
The Nazi Regime
Hitler’s dictatorship
Germany, 1939-45

 

 

 

 

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Law
Law is an exciting subject to study at A-Level because it concerns aspects of life around us that we have often found puzzling but never had the opportunity to explore. The A-Level law course at Buckswood is where, at last, those mysteries are resolved. Essentially, the law concerns a person's rights and responsibilities in the community and society's responses in courts of law to situations that go wrong.

There are always two sides to an argument so your job as a law student is to learn about the system and principles of justice that determine how civil and criminal disputes are decided. For this reason trips to law courts are an essential part of the course.

Learning law is much in the form of 'short stories' about reported cases that help explain how disagreements are resolved but discussion and debate are essential tools.

The very process will equip you with life skills of structured learning, logic and reason that will not only secure your success in law but which you will find are transferable to your other studies, so raising your overall standard of academic achievement. Law is thus a 'high value' subject for gaining your place at university, and for developing your career ambitions, in law itself, or in business and many other fields. The A-Level law course at Buckswood is fun but choosing it is to embark upon a journey of the unexpected.

As interesting as the subject is the great news is that studying law requires a level of dedication that you will find comes naturally if you are committed to your own success.

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Subject: Biology

Teacher Miss Bryer

AS Biology comprises of 3 units each to be examined:

Unit 1:
Biology and disease

Unit 2:
The variety of living organisms

Unit 3:
Practical and investigative skills

Unit 4:
Populations and environment

Unit 5:
Control in cells and in organisms

Unit 6:
Investigative and practical skills

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Subject: English Literature A

The specification aims to develop the candidate as an informed, independent reader who comes to an understanding of meaning through close study of the primary text. It also relies on knowledge of the context of the text and of other possible meanings.

This is specification which proves the reader with maximum opportunities for both coursework and opt text examination papers.

World War One Literature
Unit 1 – LITA1B
Unit 2 – LITA2

 

Extended Essay and Shakespeare Study

Unit 3 – LITA3
Reading for Meaning.
The final A2 examination synthesises the skills and learning of the whole course. In the examination, candidates will study closely unprepared texts from all genres, chosen across time and lined by theme. They will compare the extracts in terms of subject matter and style, reaching out to their wider reading to inform the judgements about:

• The ways different writers at different times approach the chosen theme.
• The ways different readers interpret texts.

Unit 4 – LITA4
The extended essay will provide opportunities for candidates to write at length (approx. 3,000 words) and to develop their research skills, drafting and re-drafting their work as appropriate.

 

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Subject: Government & Politics

Teacher A Carter

AS Course Outline (No coursework)

Unit 1: People & Politics: Democracy, Elections., Political Parties, Pressure Groups.

Unit 2: Governing the UK: Constitution, Parliament, Prime Minister & Cabinet, Judiciary.

A2 Course Outline (No coursework)
UK Political Issues: Economic Policy, Social welfare, Health & Education., Law & Order.

EU Political Issues: Impact of EU on UK, European integration, EU institutions, Domestic Policy issues eg., CAP, Sociah
Chapter.

Statement
Topics covered at AS are: Democracy, Political Parties, Elections, Pressure Groups, the Constitution, Parliament, Prime Minister & Cabinet and the Judiciary.

Topics covered at A2 are: the Economy, Law & Order, the Environment and Welfare State. EU topics include the history of the EU, its organisation, enlargement, CAP, etc. The subject is taught using Edexcel-designed textbooks which were written by Neil MacNaughton, Chief Examiner. Students are asked to read a good daily paper, and to watch the news, as they are expected to be up-to-date with political affairs. They have opportunities to watch political biographies of Thatcher, Blair, Major, Brown and others. A number of other political films are shown on topics such as election campaigns, ministerial scandal, the banking crisis, the influx of East Europeans due to enlargement of the EU, etc.

Students usually have the opportunity to visit the Houses of Parliament ; Amber Rudd MP, is also invited to come in to school to talk to the students at a later date. We usually attend an annual sixth form conference at Westminster, where six eminent MPs speak and take questions from students. We also visit Chartwell , the home of Winston Churchill. Students are encouraged to speak up and discuss political matters. Their opinions matter and are listened to, and they receive careful guidance at the same time.

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Subject: Geography

Teacher Mr Shaw

UNIT 1
(Managing Physical Environments, F761) Rivers, Coasts, Cold Environments
Rivers: The study of fresh water environments. We look at the processes involved in shaping Rivers and the resultant landforms created.

Coasts: The study Coastal Environments: We look at the processes involved in shaping Coastlines and the resultant landforms created.

Cold Environments: What is the difference between a polar environment and an alpine environment? We seek to understand the processes that shape cold environments.

UNIT 2
(Managing Change in Human Environments, F762) Urban, Energy Issues, Tourism Change in Urban environments: A look into the rise and decline of urban areas and why growth in one part of the world might mean decline in another.

Energy Issues: Extremely topical and relevant, this topic seeks to explore the key issues arising from what is increasingly becoming a resource hungry plant.

Tourism: We have all been tourists at one point or another. What makes people visit certain places? And what are the effects of tourism on a locality?

Fieldwork: 4 Day study visit to Snowdonia in Wales, approx. cost £280 Study of Coastal Processes in Hastings, approx. cost £5.

UNIT 3
(Global issues, F763) Earth Hazards , Globalisation, Population and Resources Earth Hazards: A study of the varying Earth Hazards that continue to put lives and property at risk.

Globalisation: We truly live in a more globalised world, a shrinking world where people are much more interconnected than ever before. Why is this?
Population and Resources: The global population has just reached a whopping 7 billion, is this sustainable? We discuss this amongst many other issues.

Unit 4
(Geographical Skill, F764)
Fieldwork is a vital ingredient in a Geographers armoury and the ability to carry out a clear, structured and detailed piece of work is examined here.

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Subject: English Language

Teacher G Johnson

The Advanced Subsidiary GCE is both a ‘stand-alone’ qualification and also the first half of the corresponding Advanced GCE. The AS GCE is assessed at a standard appropriate for candidates who have completed the first year of study (both in terms of teaching time and content) of the corresponding two year Advanced GCE course, ie between GCSE and Advanced GCE.

From September 2008 the AS GCE is made up of two mandatory units, one of which is externally assessed and one which is internally assessed, and form 50% of the corresponding four-unit Advanced GCE.

Unit F651:
The Dynamics of Speech is an externally-assessed written paper testing AO1, AO2 and AO3 through passage or data-based analysis of speech and language in context. It represents 60% of the marks for AS (30% of A Level).

Unit F652:
Texts and Audiences is an internally-assessed portfolio of work testing AO1, AO2, AO3 and AO4 through analysis of written and multi-modal texts. There is an essay and an adaptive writing with commentary task. It represents 40% of the marks for AS (20% of A Level).

The Advanced GCE is made up of two mandatory units at AS and two further mandatory units at A2. One of the A2 units is externally assessed and the other A2 unit is internally assessed.

Unit F653:
Culture, Language and Identity is an externally-assessed written paper testing AO1, AO2 and AO3 through analysis of stylistic variations in spoken and written texts. There are two essay tasks. It represents 30% of them marks for A Level.

Unit F654:
Media Language is an internally-assessed portfolio of work testing AO1, AO2, AO3 and AO4 through analysis of written, spoken and multi-modal texts. There is an essay and an original writing with commentary task. It represents 20% of the marks for A Level.

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Subject: Spanish

Unit 1: (6SP01) Spoken Expression and Response in Spanish
Assessment: 8-10 minute assessment in two sections. Section

A: Requires students to respond to four Edexcel-set questions on a stimulus related to the student’s chosen general topic area.

Section B: Requires the teacher/examiner to engage the student in a discussion that, although still relating to the same general topic area and its linked subtopics, moves away from the main focus of the stimulus.

Unit 2: (6SP02) Understanding and Written Response in Spanish
Assessment: 2 hour 30 minute paper in three sections.

Section A: Requires students to listen to a range of authentic recorded Spanish-language material and to retrieve and convey information given in the recording by responding to a range of Spanish-language questions.

Section B: Requires students to read authentic Spanish-language printed materials and to retrieve and convey
information by responding to a range of mainly Spanish-language test types.

Section C: Requires students to write 200-220 words in the form of a letter, report or article in Spanish, based
on a short printed Spanish-language stimulus.

Unit 3: (6SP03) Understanding and Spoken Response in Spanish

Assessment:
11-13 minute assessment Students first outline their chosen issue for about one minute, adopting a definite stance towards the issue. They should then defend and justify their opinions for up to four minutes. The teacher/examiner will then initiate a
spontaneous discussion in which a minimum of two further unpredictable areas of discussion will be covered.

Unit 4: (6SP04) Research, Understanding and Written Response in Spanish
Assessment: 2 hour 30 minute paper in three sections.

Section A: A short written translation exercise to test students’ ability to transfer meaning from English into
Spanish effectively.

Section B: A Spanish-language essay in response to one from a choice of seven questions, linked to the prescribed general topic areas that invite either discursive or creative writing.

Section C: A research-based essay in Spanish (240-270 words) to reward students for Spanish-language research skills linked to an area of interest to the student that relates to the culture and/or society of a Spanish language country, countries or community. They have freedom to determine the content of their research (potentially in negotiation with their teacher) but it must relate to the four research-based essay topic areas for this unit.

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Subject: Physics

Teacher Mr Cabrillana

This course has been developed for students who wish to continue with a study of physics after GCSE. Some students may wish to follow a physics course for only one year as an AS GCE (H158), in order to broaden their
curriculum. Others will continue their course for a further year extending their course to Advanced GCE (H558). Such a course will prepare students to progress into further education, to follow courses in physics, engineering,
one of the other sciences or related subjects, or to enter employment where a knowledge of physics would be useful. For assessment purposes, knowledge and understanding of key concepts are treated separately at AS;
important links between different areas of physics are largely assessed synoptically at A2. While the teaching of practical skills may be integrated with the theoretical topics, they are assessed separately. This allows skills to be developed in a way suited to an individual centre.

The AS GCE is both a ‘stand-alone’ qualification and also the first half of the corresponding Advanced GCE. The AS GCE is assessed at a standard appropriate for candidates who have completed the first year of study (both
in terms of teaching time and content) of the corresponding two-year Advanced GCE course, ie between GCSE and Advanced GCE.

The aims of this course are to encourage candidates to:
• develop their interest in, and enthusiasm for physics, including developing an interest in further study and careers in physics;
• appreciate how society makes decisions about scientific issues and how the sciences contribute to the success
of the economy and society;
• develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of how science works;
• develop essential knowledge and understanding of different areas of Physics and how they relate to each other.

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Subject: French
Teacher M. Bisserier

Unit 1: (6FR01) Spoken Expression and Response in French
Assessment: 8-10 minute assessment in two sections.

Section A: Requires students to respond to four Edexcel-set questions on a stimulus related to the student’s chosen general topic area.

Section B: Requires the teacher/examiner to engage the student in a discussion that, although still relating to the same general topic area and its linked subtopics, moves away from the main focus of the stimulus.

Unit 2: (6FR2) Understanding and Written Response in French

Assessment: 2 hour 30 minute paper in three sections.

Section A: Requires students to listen to a range of authentic recorded French-language material and to retrieve and convey information given in the recording by responding to a range of French-language questions.

Section B: Requires students to read authentic French-language printed materials and to retrieve and convey information by responding to a range of mainly French-language test types.

Section C: Requires students to write 200-220 words in the form of a letter, report or article in French based on a short printed French-language stimulus.

Unit 3: (6FR03) Understanding and Spoken Response in French Assessment: 11-13 minute assessment Students first outline their chosen issue for about one minute, adopting a definite stance towards the issue. They should then defend and justify their opinions for up to four minutes. The teacher/examiner will then initiate a spontaneous discussion in which a minimum of two further unpredictable areas of discussion will be covered.

Unit 4: (6FR04) Research, Understanding and Written Response in French
Assessment: 2 hour 30 minute paper in three sections.

Section A: A short written translation exercise to test students’ ability to transfer meaning from English into
French effectively.

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We offer a range of A Level choices (see Academic Handbook) wider than in many much larger schools, with the Business Management Department being the biggest faculty, offering not only seminar-style teaching but also complementary trips overseas. Systematic testing, past papers, weekend work and revision camps (Swaziland revision camp in 2011) are high-profile tactics in our A-Level strategy and well-supported by students.

As well as day-to-day contact, all A-Level pupils attend tutorials (fortnightly) where they can discuss all aspects of their school life, most notably academic achievement. During these discussions, pupils are asked to reflect on their learning and set themselves targets for improvement. This reflective approach to learning plays an important role in the social and educational development of pupils at the school.