1. Welcome to The Douay Martyrs Catholic Secondary School 6 th Form Aiming for Excellence Evening 10 th October 2016

2. Year 13 - Which subjects have had AS exams? Students will have completed AS exams if they are studying the following subjects; Mathematics, Product Design, Theatre Studies, Further Maths, Applied ICT, Law, Classics, Music, Philosophy. These results will count for 50% of the final A Level grade (Re-sits are possible in Year 13) Must consider the workload and impact on other examinations.

3. Exam Structure Biology, English, Sociology, Economics, Business Studies, Chemistry, Psychology, Computer Science, History, Physics. Final A Level grades will be determined only by the results of the exams at the end of Year 13. There will be no re-sit opportunities until the following June.

4. Year 12 - Which subjects have AS exams? Classics, Product Design, Law, Maths, Further Maths, Media Studies. These results will count for 50% of the final A Level grade (Re-sits are possible in Year 13) For all other A Level subjects the final A Level grades will be determined only by the results of the exams at the end of Year 13.

5. Year 12 Vocational Courses BTEC ICT and Applied General Business have different assessment structures. Coursework modules will be completed throughout the year and these will contribute to the final overall grade. Exam Units can be completed in January and June and there is one re-sit allowed per exam unit.

6. Does it matter for University applications? The views differ from institution to institution. Some like to see students completing AS exams as it gives them information on which to judge an application, however, a poor AS Grade can be a hindrance to your chances. Our Year 12 students are almost exclusively studying three A Levels (Or equivalent)

7. University of Oxford Oxford has never used AS-level grades in a mechanistic way when assessing applications, partly because a third of our applicants are not taking AS and A-levels. We will continue to assess applications with no AS-level grades in exactly the same way as those with AS-level grades. Students can also demonstrate their abilities by exploring their subject beyond what is expected by their exam syllabus. Oxford tutors may prefer a candidate who has read around their subject beyond school and college work, and who shows a great passion for, and engagement with, their subject

8. University of Oxford What if that AS-level grade is not the best? Will that damage the application? The answer here is yes, it may, although we have no formal requirements for any particular grades at GCSE or AS-level. Each application is considered carefully on its individual merits. Tutors will take into account any existing grades, along with predicted or achieved grades at A-level (or other equivalent qualifications), the personal statement, academic reference, and performance in any written work or written test required for the course. Where students are shortlisted, their performance in any interviews will also be taken in to account.

9. University of Bath We can reassure schools and colleges that we will continue to be able to identify and select highly academically able students even where AS grades are not available. Bath has always found AS grades helpful as part of an overall application, but we make our offers based on three A levels and do not ask for an additional AS. Decisions are always based on a wide range of factors, including GCSE or equivalent attainment, predicted grades, the strength of the personal statement and the evidence of achievement and potential provided in the academic reference.

10. University Applications Decisions of whether to offer a place to students will depend on the following information; GCSE Grades Any AS Grades Predicted Grades Personal Statement Reference Interview (Where required) Entrance Exam (Where required e.g UKCAT)

11. Importance of Grades Each University will have its own specific requirements. They will make either; i)Make an offer of the grades which they require a candidate to achieve. ii)Make an unconditional offer (Offering a place, irrespective of the grades achieved) iii)Reject the candidate. Offers will fall into different categories

12. Competition? It’s worth noting that students are competing for University places. 25% of all A Level students across the Country begin their courses having achieved an average Grade A in their GCSE’s. AAAAAAAA The top 10% average A/A* A*A*A*A*AAAA

13. Predicted Grades Based upon a prediction of the most likely outcome for each student at the end of their courses. Need to be realistic Need to be evidence based – Previous assessments, examinations etc Shouldn’t be given on the basis of the expectations of a University.

14. University of Bath - Psychology GCE A Level General information on subjects/grades required for entry:Typical offer: A*AA. We consider all subjects except General Studies. Preferred subjects include: Psychology, Sociology, Biology, Chemistry, Physics, Geography, Mathematics, Statistics, Anthropology, Economics, Politics and Philosophy.

15. University of Cardiff - Medicine GCE A Level AAA Typical offer General information on subjects/grades required for entry:Grades AAA at A-Level, to include two science subjects from Biology, Chemistry, Physics and Mathematics. Specific subjects excluded for entry: Critical Thinking and General Studies and Mathematics - Further. Information:Students must also offer one AS Level in a fourth subject. At least one A2 Level science must be either Biology or Chemistry. If not offered at A Level, Biology and Chemistry must be offered at AS Level. The typical offer will be grades AAA at A Level. If not offered at A Level, Biology and Chemistry must be with grade A at AS Level.

16. Bucks New University – Applied Social Sciences GCE A Level Information:A minimum of two full A levels is required, achieving a minimum of 80 UCAS points. No specific subjects required for this course. Every application is considered on an individual basis. All courses – UCAS course search http://search.ucas.com/subject/fulllist#letter-B

17. UCAS Tariff Tables – Old vs New A level grade A* 140 56 A level grade A 120 48 A level grade B 100 40 A level grade C 80 32 A level grade D 60 24 A level grade E 40 16 BTEC/Applied Distinction*56 BTEC/Applied Distinction48 BTEC/Applied Merit32 BTEC/Applied Pass16

18. What happens if I don’t achieve my Grades? The University doesn’t have to accept you. They will decide whether they will accept you. E.g Biomedical Science (Brunel) Offer BBB Actual Grades achieved BDD – Accepted. No guarantee of this. Far less likely to occur in the most competitive institutions. They will consider their options and choose those whom they consider the best students.

19. What happens if I don’t achieve my Grades? If the University don’t accept a student they become eligible to enter Clearing. The Clearing system attempts to match students with available courses. Decisions need to be made quickly as courses are taken very quickly. Some very good courses at good institutions.

20. Personal Statement Many universities don't interview applicants, so the only information they have about you is your UCAS form. This is your chance to present a good image to the admissions tutor. If you are applying to an oversubscribed university course, and everyone applying is likely to have good grades, the personal statement is the only thing that tells you apart from other applicants. When the admissions and subject tutors look at your personal statement, they are likely to be asking two main questions: 1. Do we want this student on this course? 2. Do we want this student at this university?

21. Structure Word, character and line limits 4000 characters (including spaces) and a line limit (47). Paragraph 1: Introduction to my subject, the parts I'm interested in and why. Paragraph 2: What I have done related to my subject e.g. work experience/outside reading. Areas you are most looking forward to studying in more depth Paragraph 3: Your other A-level subjects and how they relate/have taught you skills relevant to your chosen course at university. Paragraphs 4: work experience and any ways you have contributed to the school community. Paragraph 5: My interests outside of school Paragraph 6: My goal of going to university and closing comment

22. Exemplar - Psychology “My views on psychological issues have been heavily influenced by Louise Hay’s “You Can Heal Your Life” which is an example of a cognitive approach and the author claims that all of our thoughts determine the situations we find ourselves in, without underestimating the importance of childhood. This idea is both fascinating and simple at the same time; it implies that everything is possible, because the only limitations are our presumptions.”

23. Exemplar – Civil Engineering “I first encountered civil engineering during work experience with a local firm in October 2013. Whilst there, I was inspired by the opportunity to apply my existing skills to real-life problems, and as a result decided to participate in the Engineering Education Scheme. As part of a team of five, I worked closely with qualified engineers on a railway embankment stabilisation project, and relished the chance to become fully involved in an actual engineering problem from start to finish. I experienced project management and report writing and gained invaluable team-working, time- management and presentation skills, producing a report which was commended by a number of senior engineers.”

24. Exemplar – Civil Engineering “This Easter I also attended a maths course at Leeds University. I enjoyed developing my problem-solving ability and adapting my knowledge to new and challenging situations beyond the scope of my schoolwork. At Leeds I found I was not attracted to the more theoretical approach of studying maths and preferred problems relating to real-life situations, particularly a lecture on the instability of London’s Millennium Bridge, and I hope that this is something I can continue to enjoy throughout my engineering career.”

25. Exemplar - Medicine “To further my insight into the medical field I participated in a work shadowing week at a GP surgery. I gained a valuable understanding of the workings of the surgery. I also arranged another placement week myself at a local hospital, which was a superb opportunity to observe medicine from another point of view. I observed the ward rounds, an MRI scan, a skin biopsy and an endoscopy clinic all which I found interesting. I spent the most time with the haematology team, responsible for patients with diseases such as Chronic Myelogenous Leukaemia (CML), haematology being one of my interests.”

26. How can I develop this experience? University Public lectures http://www.brunel.ac.uk/news-and-events/public-lectures Hay Levels – Hay Festival https://www.youtube.com/user/HayLevels TED talks http://www.ted.com/talks Future Learn – Online academic courses https://www.futurelearn.com/courses/categories/law

27. The A-Level Mindset We will be working with our students on a range of activities throughout the year. These are related to attitude and aspiration, rather than the content of specific courses. These sessions will follow the VESPA model.

28. VESPA Vision – Do they know what they want to achieve? Effort – How many hours of proactive independent study take place? Systems – How do they organise their learning resources and their time? Practice – Do they practice and develop their skills. Attitude – How will they respond to setbacks and difficulties?

29. VESPA – Initial thoughts Vision – Some students are unsure of what they wish to do in the future. If this is the case – They don’t know what they are working towards/What they wish to achieve. This makes it difficult to maintain motivation when the workload increases and things aren’t easy.

30. VESPA – Initial thoughts Effort Students need to be aware that their school week should be equivalent to those undertaking a working week. They must understand that there is a requirement to make up the extra hours with their own self-directed study.

31. Careers Passport Our 'Careers passport' programme is designed to prepare Sixth Form students for life after School. Students should aim to develop a portfolio of experiences which will help them with future University applications and Apprenticeship/Job applications. Consider this in terms of the aspects of Preparation, Self development and Leadership.

32. Preparation Aspects to include; Post-18 options and Personal Statements Work experience (student organised) Understanding student finance issues CV Development and Letter of Application University Open Days University Taster Courses Email etiquette and effective communication Research bursaries and scholarships Additional Reading of relevant literature

33. Self Development Aspects to include; Duke of Edinburgh programmes Involvement with School teams Expedition/School Trips EPQ – Extended Project Qualification Attendance at Lectures Enrichment courses Online Courses Volunteering Inter-House Events

34. Leadership Aspects to include; Student leadership team Sports and House Captain role Student Voice Committee Anti-bullying Peer Mentors Volunteering to assist with events including Open Evenings and Open Mornings. Individual Needs Mentors – working with younger students Helping with running school clubs Involvement in events related to the Catholic life of our School Involvement in fundraising events

35. Careers Passport Students to update this on a weekly basis. What have I done this week that is going to help me to achieve my aspirations in the future? Consider this at an early stage to give the time to develop this portfolio of experiences.

36. Apprenticeships These range from sector to sector and become available throughout the year. Our Careers Advisor, Mrs Nind, updates a 6 th Form Careers page with opportunities which become available. We also host speakers from school leaver schemes throughout the year

37. School Leaver Schemes Lots of great opportunities to gain experience and professional qualifications with a range of reputable firms. An alternative to the traditional route of attending University. The best schemes are highly competitive.

38. KPMG Audit School Leaver Scheme “Not only will you get to join our industry- leading Audit team, you’ll work towards an accounting degree from a top UK university – and best of all, we’ll pay all your tuition and accommodation fees.” “We’ll even pay you a starting salary of around £20,000 (in London) and support you every step of the way as you work to become a fully qualified Chartered Accountant.”

39. KPMG Audit School Leaver Scheme Length of programme A 5-year training programme followed by a permanent job Qualifications you’ll work for An Accountancy degree & ACA/CA Locations All UK offices Standard entry requirements (UK) Grades ABB at A Level, plus a B in GCSE Maths and a B in GCSE English Language (or equivalent)