Course title: Art and Design Fine Art
Awarding body: Edexcel
Specification number: 9FA0
Entry requirements:
Grade 6 recommended at GCSE or equivalent portfolio of work. GCSE points score 32.

Course content:
There are 2 components 1) Personal Investigation (60%) which contains practical work and a small guided written study. 2) An externally set assessment (40%). Students can develop their skills in painting, drawing, print making and 3D work. They can explore and investigate their own ideas with step-by-step guidance from teacher-led tutorials. There are also trip opportunities such as visits to the Tate, The Saatchi and Curwen Print Centre.

Assessment:
Students are continually teacher- assessed throughout the course with verbal and written feedback. There is a mock exam in July for Yr 12 and then the externally set exam which occurs in April of year 13 also. This is worth 40% of the grade. There is a long preparatory period to allow students to study towards their final outcome with their teacher’s advice. Yr 12 students have a mock exam in June.

Why study at The Marlborough Science Academy?
The Art department at Marlborough has a long-standing excellent reputation both within the county and further afield. Our results are outstanding often seeing 100% of students obtaining 9 – 6 at GCSE and 90% A* _A at A Level. The students average grade this year was an A grade. We also offer photography here at Marlborough and have four dedicated large art rooms including a dark room. We have an excellent team of teachers with a broad range of specialising including, Painting, 3:D and sculpture, photography and Textiles.

Expectations of students:
You will need an A1 portfolio, a sketchpad, colour materials e.g. pastel, pencils and some basic paints. This is mainly for homework. Students are required to work independently at home, research projects with images and photos and contribute creatively to the group. Access to a computer is also required.

Independent Learning:

Career paths:
Studying Art is essential for any form of design or art courses such as painting, Sculpture, Graphics, Product Design, Fashion, Textiles, Architecture, Furniture/Jewellery Design etc. Also, Art shares many links with other subjects such as English, Drama, History, Maths etc. The modern world requires many skills in creativity, industries connected with new Media, Advertising, Gaming, Film, Performance and Journalism often employ graduates with an education in the Arts.

Course Title: Art and Design Graphic Communication
Awarding Body: AQA
Specification Number: 7203
Entry requirements:
Grade 6 recommended at GCSE or equivalent portfolio of work.

Course Content:
There are 2 components 1) Personal Investigation (60%) which contains practical work and supported by written material. 2) An externally set assessment (40%). Students will have the opportunity to develop their skills and produce practical and critical/contextual work in one or more areas of study, for example, advertising, packaging design, design for print, illustration, communication graphics, branding, multimedia, interactive media (including web and game design), motion graphics, design for film and television. They can explore and investigate their own ideas with step-by-step guidance from teacher-led tutorials.

Why study at the Marlborough Science Academy?
The Technology department at Marlborough has a long-standing excellent reputation both within the county and further afield. Our GCSE courses and results provide the perfect foundation for undertaking this course. We have an excellent team of teachers with a broad range of specialisms including, Product design, 3:D design, Engineering, Food & Nutrition and Textiles.

Expectations of students:
You will need an A3 portfolio, a sketchpad, colour materials e.g. pastel, pencils and some basic paints. This is mainly for homework. Students are required to work independently at home and during the research projects and contribute creatively within the group. Access to a computer and iPad or drawing tablet is also required.

Independent Learning:

Career paths:
Studying Art & Design Graphic Communication is essential for any form of design or art courses such as, Graphics, Illustration, Advertising, Game design, UX design, Product Design, Fashion, Architecture, Furniture Design. Graphics also shares many links with other subjects such as English, IT, History, Maths etc. The modern world requires many skills in creativity, industries connected with new Media, Advertising, Gaming, Film, Performance and Journalism often employ graduates with an education in the Arts.

Course title: Biology
Awarding body: AQA
Specification number: 7401/2
Entry requirements:
Grades 66 for Double Science or grade 6 for Triple Biology
GCSE points score 40

Course content:
A Level Biology examines a range of areas, from respiration and photosynthesis to cell structure and function, adaptation of the gaseous exchange systems in mammals, absorption in the gut, immunity and defence and the conduction of action potentials along neurones to name a few. Students will complete several mandatory practicals and experience A Level examination training throughout the course. A Level Biology requires focus, dedication, an excellent work ethic and an understanding that it is not the ‘easy’ Science.

Why study Biology at The Marlborough Science Academy?
Biology at Marlborough is staffed by a range of passionate Biologists who are keen to share their love of this wonderful subject with their students. The Science Faculty is well resourced at Marlborough and there is a Head of Biology in post within the department who will personally oversee the delivery of the course. Specialists staffing the department currently include a Neuroscientist and a Sports Scientist who share the delivery of this varied and exciting course to ensure an excellent and highly specialised learning experience.

Expectations of students:
Students wanting to follow this course should enjoy science in general and the life sciences in particular and be interested in developing their skills in designing investigations using examples from other sources than the given text is essential for higher grades.

Independent Learning: please click here for pdf version and hyperlinks/QR code info

Career paths:
Medical or veterinary science, pharmaceutical or agrochemical industry, biochemical or genetic research, biotechnology, food industry, nursing, teacher or laboratory technician. Studying Biology gives you a well-rounded view of the way science affects society and the individual.

BTEC National Extended Certificate in Sport (equivalent 1 A level)
BTEC National diploma in sport (equivalent 2 A levels)
Course title: Pearson BTEC National in Sport
Awarding body: Pearson
Entry requirements: Grade 5 or above recommended at GCSE or equivalent course.

Course content:
The BTEC extended certificate (1 A level) enables students to build upon the foundation of the National Curriculum in PE and the GCSE / BTEC First.
All students complete the following units over two years.
Unit 1 Anatomy and physiology (Written exam)
Unit 2 Fitness training and programming for health, sport and well-being (written exam)
Unit 3 Professional development in the sports industry (coursework module)
Unit 7 Practical sports performance (coursework module)
Those choosing to study the diploma (2 A levels) course will additionally complete
Unit 4 Sports leadership (coursework module)
Unit 5 Application of fitness testing (coursework module)
Unit 6 Sports psychology (coursework module)
Unit 22 Investigating business in sport and the leisure industry (written exam)
Unit 23 Skill acquisition in sport (coursework module)

Why study at Marlborough?
We have an outstanding track record of delivering success with this qualification over a number of years. The majority of students who have studied this course have gone on to study sport at university in many different fields of sport across a range of university’s including Loughborough, Birmingham, Bath and Nottingham.

Expectations of students:
It is paramount that students meet all coursework deadlines in order to be successful on this course. Organisation, cooperation and collaboration are key skills required to enjoy the course. A genuine interest in all sports is essential.

Independent Learning:

• Watch the news, social media, read relevant journals and make notes – record key case study details that may help you structure and produce Distinction coursework.
• Set up Google Alerts to be notified of key sports articles straight to your email accounts.
• Take a pro-active leadership role in the PE departments extra-curricular clubs – gaining experience in leading and coaching.
• Attend PE extra-curricular clubs to enhance your practical performance in at least 2 sports.
• From end of area assessments and marked coursework, identify areas of improvement and revise/work on these.
• Complete timed past paper questions and/or exam papers. Use the mark scheme to improve work.
• Access the Pearson Edexcel website and download sample marked work and examiner reports. Use these to help scaffold coursework and exam question answers.
• Use the key term glossary in your revision guides and learn the key terminology.
• Constantly use teacher feedback you receive on coursework assignments to amend and improve your work.
• Watch the attached YouTube video on the structure and content to get an understanding of what an exam paper for Unit 1 will entail - https://www.youtube.com/watch?v=Ob7aBpqwryk

Career paths:
Sports development or promotion, Sports coaching, Sports psychologist, PE teaching, personal trainer and Physiotherapist amongst the many career pathways provided by this course.

Course title: Business Studies
Awarding body: AQA
Specification number: 7132
Entry requirements: GCSE points score 38
GCSE Maths and English – minimum grade 

Course content:
The following units of study are covered within the courses:
Yr 12
•Managers, leadership and decision making
•Decision making to improve performance – operational, financial and human
Yr 13
•Analysing the strategic position of a business
•Strategic methods

Assessment:
It is 100% exam at the end of Year 13. It is a 2-year course with regular exam practice throughout the year. Students sit will 2 exams.
Why study at The Marlborough Science Academy?
It is taught and managed by a lead practitioner in Business Studies a county subject specialist. With many contacts of different businesses which are used as guest speakers.

Expectations of students:
You will be asked to carry out detailed research on relevant topics and you will be required to complete home learning in the form of business reports, essays and presentations. The course is 100% examination and requires skills in analysis.

Independent Learning:

• Become familiar with the AQA website for Business Studies and see where you can access the specification and past papers. Use this link to guide you. https://www.aqa.org.uk/subjects/business-subjects/as-and-a-level/business-7131-7132
• Read around daily business news and link to relevant theory covered. This is particularly important for Paper 1 which is not case study based and expects you to draw in your own knowledge.
  • BBC Business news
  • Guardian Business news
  • X: NHSGBusiness, Tutr2u
  • The Financial Times
  • Any newspapers business section
• Read and attempt some Case Study questions from https://businesscasestudies.co.uk/
• Revise relevant business models using a textbook or class notes.
• Keep an eye out for any TV programmes shown
• Go over your notes regularly and ensure you have them for each topic.
• Make a formula sheet or flashcards. Add to these as we cover new ones.
• Make additional notes on topics covered to date.
• Create mind maps or complete given mindmaps for topic areas.
• Identify key terminology and complete your glossary!
• Use mark schemes to see what other points you could have included in your answers.
• Re-do any analysis and evaluation questions based on feedback given to improve your mark.
• Complete practice questions from class workbooks.
• Read the Business review, you can purchase your own copy or alternatively use the LRC’s.
• Select a topic and identify the key arguments.
• Read through case studies and identify topics then list the 10 most important points.
• For each topic area link this with a ‘real’ life business example.
• Plan essay questions – you do not need to write your answer straight away but practice planning these. Questions can be found in the textbook
• Complete any ‘quick wins’ from the following list:
  • Work consistently on your foundations – for example in Business Studies, it would be know your terminology, test yourself on these.
  • Ask top students how they revise.  What techniques do they use?  How much time do they spend?  What questions do they ask?
  • Watching can be an energy source for your brain.  How do the best students perform in and out of the classroom?  Observe them!
  • Try new arguments in class revision techniques for class tests.
  • Instead of giving yourself a length of time to practice, count the number of repetitions: Say ‘I will write 20 flash cards and 10 questions’ rather than ‘I will revise for 20 minutes’
  • Chose one topic in Business Studies and become an expert in that one area.  Look for perfection before moving on.
• Sign up to and complete any student Tutor2u webinars particularly in the build up to your examinations.
• Go onto the Tutor2U website and work through any MCQ’s quizzes.

Career paths:
Would you like to run your own business or develop skills to work in advertising, marketing, human resources, accountancy or the legal profession? Would you like to move onto a degree programme in Business and at University?

Course title: Level 3 National Extended Certificate in Applied Business
Awarding body: AQA
Specification number: 1832
Entry requirements: GCSE points score 38
GCSE Maths and English
Course content:
The following units of study are covered within the courses:
•Financial planning
•Business dynamics
• Entrepreneurial opportunities
•Management and leading people

Assessment:
The course is equivalent to one A Level and gives students a broad introduction to the business and enterprise industry, with an emphasis on core knowledge and fundamental skills that are transferable across other sectors. The content has been developed in consultation with higher education providers to ensure that it supports progression. In addition, employers and professional bodies have been involved and consulted, to confirm the content is appropriate and consistent with current practice.
The course comprises of 6 units, of which 4 units are internally assessed controlled assessment projects and 2 units (50% of the total qualification) are externally set examinations – one at the end of Yr 12 and one at the end of Yr 13.

Why study at The Marlborough Science Academy?
It is taught and managed by a lead practitioner in Business Studies a county subject specialist. With many contacts of different businesses which are used as guest speakers.

Expectations of students:
You will be asked to carry out detailed research on relevant topics and you will be required to complete home learning in the form of business reports, essays and presentations. The controlled assessment units will be well-structured and provide students with as much support as needed. 

Independent Learning

The following websites you will find useful:

1. 1. Tutor2U
   2. BeeBusinessBee – especially for the finance unit –a YouTube channel which covers every finance topic

• Download either the BBC or SKY News app on your phone – paying particular attention to the ‘Business’ and ‘Technology’ sections. Make relevant notes if it’s linked to a topic you are covering in the lesson i.e. fiscal policy (could also save as an appendices).
• Watch current affairs/business related programmes and special reports   e.g. Question Time, Dragons Den & The Apprentice
• Watch TED talks – record key concepts and link to the specification e.g. time management, motivation and management styles
• Change variables in case studies/exam questions to broaden your knowledge e.g. increase the selling price and assess the impact this has on the BE point – you have been given full mock papers and intervention documents
• Complete timed past paper questions and use the mark scheme and teacher feedback to improve work. I will provide you a full mock to practice
• Identify and revise your weaker areas using the BeeBusinessBee ragging sheet and your textbook/revision guide
• Pre-read up and coming topics using your textbook. Topics can be found on the assessment overview grid which you were provided with at the start of the year

Career paths:
Setting up your own business
Accountancy
Marketing
Human resources
Operations managers
Project managers
Event Managers / Co-ordinators
Working abroad
The requirements of the qualification will mean students develop transferable and higher order skills, which are highly regarded by higher education providers and employers.
The qualification carries UCAS points and is recognised by higher education providers as contributing to admission requirements for many courses.

Course title: Chemistry A
Awarding body: OCR
Specification number: H432
Entry requirements:
66 for Double Science or 6 grade for Triple Chemistry. GCSE points score of 42.
A minimum grade 5 in GCSE maths is also an entry requirement.

Course content:
The course is split into 6 teaching modules:
Development of practical skills in chemistry
Foundations in chemistry (atomic structure, moles and bonding etc.)
Periodic table and energy
Core organic chemistry
Physical chemistry and transition elements
Organic chemistry and analysis

Assessment:
There are 3 written papers taken at the end of the second year of the course and a practical endorsement which is a non-exam assessment and is reported separately to the exam grade.
Why study at The Marlborough Science Academy?
The course is taught by chemistry specialist teachers and supported by a friendly and dynamic science faculty. By studying at Marlborough, you become part of a large, caring community where your wellbeing is as important as your learning. Lessons are taught within dedicated laboratories to facilitate the practical aspects of the course. Content is taught through a range of teaching methods to support and meet all learners’ needs. You will have the opportunity to extend your science skill set outside of the classroom within the school.

Expectations of students:
Students wanting to follow this course should enjoy science in general and willing to take on the challenge of a serious subject both at a practical and intellectual level.

Independent Learning:  please click here for pdf version and hyperlinks/QR code info

Career paths:
This qualification will be respected by all employers and is directly relevant to many jobs in industry and medicine. Chemistry A level provides useful background knowledge for all science degree but is essential if you wish to study chemistry, medicine, veterinary medicine, chemical engineering, biochemistry and other similar courses. It is also a highly prized skill set if considering economics at university level.

Course title: Classical Civilisation
Awarding body: OCR Specification number: H408
Entry requirements: 5 GCSE grades 9-5 and GCSE points score of 38 or more.

Students are readily encouraged to pursue studying Classical Civilisation at A Level even if not studied at GCSE. No prior knowledge of the subject is required. Students who are considering subjects such as English, History and Philosophy will benefit from choosing Classics A Level, as these subjects complement each other well.

Students with a keen interest in literature, art and archaeology will also enjoy studying Classics, as the subject actively covers these ideas and themes. You do not need to know any languages, as all the texts are in translation, and it doesn't matter if you haven't studied the Greeks and Romans before; all you need is an interest in the ancient world and its cultures. Please note, prior knowledge or learning related to the subject is not a requirement, however it is recommended that students should obtain at least a 6 in GCSE English.

Course content:
Classical Civilisation focuses on the civilisations of Greece and Rome and is a wide-ranging subject involving the study of literature, material culture, ancient thought and ideas, and the ancient historical context. From women in the ancient world, to the study of religious beliefs and ancient acts of intolerance, Classical Civilisation involves interesting discussions that are directly relevant to today’s world. The A Level course combines the study of the literature, society, art and culture of ancient Greece and Rome.

The world of the hero: This component will explore both Greek and Roman epic, with the study of Homer’s Odyssey as well as Virgil’s Aeneid, arguably the greatest works of ancient literature. The works of Homer are the foundation of the Western literary canon, and the Greeks themselves considered them the cornerstone of Greek culture. In his Aeneid, Virgil pays homage to Homer, but also to Rome’s first emperor, Augustus. With their unique composition, and exciting tales of gods and heroes, these works of literature form an excellent grounding for exploration of the classical world.
Culture and the arts (Greek art): The 6th– 4th centuries BC was a period of great change in the Greek world, and this is reflected in the art which was produced. Students will have the opportunity to explore and engage with a range of the visual arts produced by the Greeks in 6th– 4th centuries BC, including free-standing sculpture, architectural sculpture, and vase-painting. Students will be able to appreciate the profound effect Greek art has had on the art of later periods. This component will hone learners’ visual and analytical skills, as well as develop their ability to offer critical analysis.
Politics of the Late Republic: According to ancient Roman historians, change was nothing new to the political arena in Rome. Demographic upheaval, the indomitable rise of politics that appealed to the ordinary citizen rather than the elite, and the demise of ‘traditional ways’ are subjects that ring as true
today as they ever did. The period we are studying here – from 79 to 43 BC – witnessed considerable and irrevocable change. In this component, focussing on three outstanding statesmen from that time – the daunting Cato the Younger, Julius Caesar the formidable strategist, and Cicero the brilliant orator – we explore the conflicting political values that contributed to the ‘fall’ of the Roman Republic.
 

Assessment:
Students will sit 3 exams for each component of the A Level.

The world of the hero: The examination is worth 100 marks and lasts 2 hours and 30 minutes. This represents 40% of the total marks for the A Level.
Culture and the arts: The examination is worth 75 marks and lasts 1 hours and 45 minutes. This represents 30% of the total marks for the A Level.
Beliefs and Ideas: The examination is worth 75 marks and lasts 1 hours and 45 minutes. This represents 30% of the total marks for the A Level.

Why study at The Marlborough Science Academy?
Studying Classics at the Marlborough Science Academy allows students the opportunity to study diverse topics and sources, including both literature and visual/material culture, which will inspire and motivate learners to engage further with the classical world. Miss Rowe is our specialist teacher who studied Classics at degree level. She has extensive knowledge and she is eager to share her love of the subject. Her specialism is ancient art and archaeology, which is studied widely across the topics of the course.

Expectations of students:
Students are expected to be committed to their studies and to be making progress to meet the demands of the subject. Students will be required to take an active role in lessons, meet deadlines and carry out independent research. Students will need to be able to think independently and defend their own justifications as well as having enthusiasm, curiosity, and willingness to debate.

Independent Learning:

• Watch online lectures using sources such as Massolit.
• Complete questions to develop knowledge and understanding and practice extended questions.
• Conduct your own further reading to enhance case studies covered in class, especially for Greek Art and scholarship across all topics.
• Complete timed past paper questions and use the mark scheme and teacher feedback to improve work.
• Create knowledge organisers for each topic to revise content and themes.
• Develop your key term glossary and practice using the terms in context.
• Identify areas of weakness using your PLC’s and focus on these when revising.
• Use past papers and mark schemes to practice exam technique
• Self-test using flashcards on dates, characters, and key terms
• Utilise Google Classroom to go over lesson material and to access suggested extra reading sources

Classics OpenLearn courses: https://www.open.edu/openlearn/history-the-arts/all-content?filter=date/grid/581,92/all/all/all/all/all

Homer’s Odyssey Escape Room - https://docs.google.com/forms/d/e/1FAIpQLSed9-Ss1hEu-qTEO2hb5gKKZqSQV_p9hzvrMlHT7MfRNoZwgQ/viewform

Career paths:
Classics combines well with most humanities subjects and English Literature. It develops the communication of ideas and an understanding of the views of others, analysis and interpretation of evidence, and investigative research skills. The study of classical antiquity will give students a better understanding of our own identities within the global community and of how the world has become what it is today. Employers therefore look favourably on these skills, as they are adaptable to almost any line of work. Occupations such as law, journalism, politics, and writing are just some of the areas where Classics is particularly important. It is useful in any workplace due to the development of analytical and communication skills.

Course title: Computer Science
Awarding Body: OCR
Specification Number: H446
Entry Requirements: Five GCSE or equivalents at grades 9-5 including Computer Science, English and Mathematics. Average GCSE point score 40.

Course content:
The course is divided into three sections:
Component 01: Computer systems
Students are introduced to the internal workings of the (CPU), data exchange, software development, data types and legal and ethical issues. It covers the characteristics of contemporary processors, types of software and the different methodologies used to develop software, data exchange between different systems and more.
Component 02: Algorithms and programming
This builds on component 01 to include computational thinking and problem-solving. It covers areas including computational thinking, problem solving and programming
Component 03: Programming project
Students apply the principles of computational thinking to a practical coding programming project. They will analyse, design, develop, test, evaluate and document a program written in a suitable programming language. The project is designed to be independently chosen by the student.
Why study at The Marlborough Science Academy?
Our A Level Computer Science qualification helps students understand the core academic principles of computer science. Classroom learning is transferred into creating real-world systems through the creation of an independent programming project. Students develop technical understanding and an ability to analyse and solve problems using computational thinking.

Expectations of students:
Students need to be highly interested in the subject and considering following one of the many career paths the subject leads towards. They will also need to be independent problem solvers and committed to investing the substantial time required outside lesson times to master the programming languages introduced.

Independent Learning:

Programming Resources

1. Python for Everybody (FreeCodeCamp)
   • Access comprehensive lessons on Python programming for all skill levels.
   • https://www.freecdecamp.org/learn/python-for-everybody/

2. Scientific Computing with Python (FreeCodeCamp)
   • More advanced Python topics, building on lessons started in class.
   • https://www.freecdecamp.org/learn/scientific-computing-with-python/

Video Tutorials

3. Craig 'n' Dave YouTube Channel
   • Follow the Craig 'n' Dave YouTube channel for clear, engaging video tutorials.
   • Explore content aligned with your learning journey to revise recent topics and preview upcoming ones.
   • https://www.youtube.com/@craigndave/playlists

Revision and Activities

4. Google Classroom
   • Revise the topics we have studied through Google Classroom.
   • Work through activities in the 'A Level Computer Science' Google Classroom page.
   • Enrolment code: p3ta4qw

Reading and Case Studies

5. BBC Technology News
   • Stay updated with the latest technology news and developments.
   • Read around the subject and develop knowledge of case studies.
   • https://www.bbc.cm/news/live/technology-47078793

Career Path:
Software applications developer, Computer systems engineer, Network systems administrator, Business intelligence analyst, Web developer and Computer programmer.

Course title: RSL Level 3 Diploma in Creative and Performing Arts (Dance Pathway)
Awarding body: RSL
Specification number: 601/7682/9
Entry requirements:
GCSE Dance/BTEC Dance or equivalent Dance courses are desirable. Attend regular dance classes outside of school.
 

Course content:
The aim of this dance pathway is to equip learners with a variety of abilities relevant to the creative and performing arts industry, ranging from knowledge development through to nearing professional skill acquisition. These skills will form a skill set whereby the successful learner at Level 3 is able to work in a near professional capacity.
Students will learn how to:
•Perform effectively
•Rehearse and display dance skills
•Initiate and develop repertoire
•Understand contextual issues relating to dance styles, performance genres and the performing arts industry
Students will be assessed on the following units:
•One externally assessed core unit – Performance Preparation
•One internally assessed core unit – Planning for a Career in the Creative and Performing Arts
 

Five optional units
-Applying Safe Dance Practice
-Choreography
-Dance in the Community
-Dance Technique & Performance
-Ensemble Dance Performance
-Global Dance Styles
-Leading Dance
-Repertory Dance Performance
-Social Dance Through the Ages

Why study at The Marlborough Science Academy?
There are opportunities for candidates to take part in performance and choreography workshops from different dance companies/choreographers to support and enhance learning. A brand-new dance/drama studio has recently been built which provides candidates with a sprung floor, mirrors and bars to practise technique. We have partnerships with Hertfordshire Schools.
Expectations of students:
Students are expected to have experience in dance either through studying GCSE Dance or alternatively taking dance classes outside of school. A commitment to rehearsing outside of lesson times is also essential.
 

Career paths:
Higher National Diplomas. University Dance Degrees in either dance performance, dance science, dance choreography of dance studies/industry. Would complement any CV for the performing arts/creative arts. Would be helpful to give students confidence for future careers in dance teachers/instructors or choreographers.

Course title: 3D Product Design
Awarding body: AQA
Specification number: 7552
Entry requirements: Students who receive a 5 or higher in maths would also have an additional advantage in the course.
GCSE Grade 5 or above in a related Design Technology subject, Resistant Materials, Graphic Products and Engineering. Students who have a GCSE grade 5 or above in Art & Design will have an additional advantage. GCSE points score 38.

Why study at The Marlborough Science Academy?
Excellent Technology facilities, experienced staff who are able to pass on a range of skills both practical and theoretical to students which result in high quality outcomes. Full Engineering, Woodwork, Textiles and Graphic Design room with a range of new Technologies including casting, 3D Routing and much more.

Expectations of students:
All students will be required to identify and produce their own solutions to design problems. The course will involve the development of design prototypes, and the decisions which justify choice of materials and methods of manufacture. Students will gain knowledge of materials and their uses, production methods along with graphic presentation techniques including the use of CAD (computer aided design in the form of solid works) and CAM (computer aided manufacture). Students will design and make a 3D product with an accompanying design folder.

Independent Learning:
Most of the A level course involves the completion of the NEA course, commencing after the February half-term of Year 12 and runs for one year. During this period independent learning should be spent completing the NEA.

This can take many forms: research, sketching, onshape and prototyping. In the build up to this you can complete the following. 

• Using a small A5 sketch book, practice doodling ideas, shapes, freehand images, single line images to improve your ability to sketch quickly and efficiently.
• Using a drawing board, T-square, protractor, compass and set of set squares to practise drawings and projection techniques to a quality and level of accuracy – orthographic, isometric and perspective. 
• Conduct research into products and companies that make use of the content being covered in lesson. 
• Use handwritten notes accompanied by rendered diagrams of content being covered in lesson to create knowledge organisers as well as familiarise yourself with creating detailed informative design sheets. 
• Take photos of products, people and place of interest to increase your ability to identify interesting aspects of the world in turn bettering yourself to be able to identify problems in the real world. 
• Engage in spatial awareness exercise that improve your ability to visualise in 3d space. This can be anything you find fun and entertaining e.g building toys like Lego, building videogames like Minecraft, model making and painting. 
• Listen to “The design better podcast” and watch documentaries such as “Abstract the Art of Design” or any design podcasts that interest you. 
• For revision complete pre-existing exam questions based on topics covered in lesson. 

Career paths:
Product design courses
Media industry/ Graphic design/ Set design/ Model making.
Engineering (civil engineering/ aviation/ marine/ mechanical)
Architecture
Furniture making and design

Course title: RSL Level 3 Diploma Creative and Performing Arts

Acting Awarding body: RSL Specification number: TBC

Entry requirements: Students need a 4 in drama at GCSE or a track record of participation in performance inside or outside of school.

Course Content:
The Level 3 diploma in Creative and Performing Arts is a vocational course designed to equip students with the practical skills to move into further education at drama school or university and careers in the arts industry. All students will study a range of topics through different practical projects. Units cover both screen and theatre acting, jobs in the industry and audition technique. Students will take part in visiting workshops with practitioners, Q&A sessions with industry professions and will be encouraged to undertake work experience opportunities.

The units studied will be:
Performance Preparation: This unit prepares learners for participation in a performance production by developing their understanding of the styles and contexts of performance genres, exploring and developing a range of skills and techniques required for auditions/interviews for roles in performance productions as well as developing their planning and rehearsal skills in collaboration with others.

Planning for a Career in the Creative and Performing Arts The purpose of the learning assessed in this unit is to familiarise learners with the processes associated with effective career planning. The aim of the unit is to provide opportunities to align/link their overarching career aims with the opportunities provided within the course, defining the way the learner engages with their learning.

Acting for Camera :The aims of this unit are for learners to develop skills and techniques for acting for the camera. The purpose of this unit is to develop skills and techniques in acting for the camera.

Audition Technique: The aim of this unit is to introduce learners to audition techniques. The purpose of this unit is for learners to develop practical skills in the techniques for auditioning in the performing arts.
Drama in the community: The aim of this unit is to introduce learners to the concept of community drama. The purpose of this unit is to enable learners to participate in the creation and performance of a community drama project.

Contemporary Theatre: The aim of this unit is to introduce learners to the concepts of contemporary theatre. The purpose of this unit is for learners to understand how contemporary theatre works. Approaches to Acting: The aims of this unit are to introduce learners to different approaches to acting and to enable learners to incorporate ideas taken from one of these into their own performances. The purpose of this unit is to enable learners to develop understanding of different approaches to acting and to gain practical experience of these approaches through performance.

Assessment:

Assessment will be throughout the course with coursework and performance elements assessed in school and moderated externally. A final practical examination for a visiting examiner. This course has no written exam.

Why study RSL Level 3 Acting at The Marlborough Science Academy?

The course will be taught by specialist teachers in our recently updated Drama Studio, with new lighting and sound equipment. All students will also be offered the opportunity to study for a LAMDA medal (Grade 6/7 depending on prior experience) which carry additional UCAS points.

Expectations of students:

This course is demanding in terms of: - time given to rehearsal, theatre visits, personal and social skills required for group work, research, planning and organisation, intellectual and practical skills. Students will be expected to complete additional rehearsal outside of their guided lesson hours.

Career paths: Apart from careers in theatre, television and film, students will also have a knowledge of technical and backstage roles within the arts should they wish to pursue these. RSL Acting develops many skills such as public speaking, presentation skills, critical thinking, teamwork, cultural awareness and personal reflection. The transferable skills from Drama are important in developing skills which will be invaluable in the workplace. Many of our students go on to study courses in the arts, however just as many find Drama a great facilitating subject for careers including Law, English, Journalism, Broadcasting and Education.

Course title: English Literature A Level 
Awarding body: AQA
Specification number: 7712
Entry requirements: Five GCSE grades 9-5 and GCSE points score of 40 or above. Grade 6 or above in both English Literature and English Language GCSE.

Course content:
Paper 1: Love through the Ages
Written exam making up 40% of A Level. Close study of three texts: one poetry, one pre-1900 and one Shakespeare play. Example texts include: an anthology of love poetry, Othello and The Great Gatsby.
Paper 2: Texts in Shared Contexts (Modern texts: Literature from 1945 to the present day)
Written exam making up 40% of A Level. Close study of three texts: one prose, one poetry and one drama, one of which must be written post-2000. Example texts include: A Streetcar Named Desire, The Help, and Sylvia Plath poetry.
Independent Critical Study: Texts Across Time
Coursework module making up 20% of A Level. One extended essay based on a comparative critical study of two texts. Students choose their own texts based on themes such as: the struggle for identity, the Gothic, satire and dystopia, war and conflict, representations of race and ethnicity or social class and culture.

Assessment:
80% Examination 20% Non-Exam Assessment

Why study at The Marlborough Science Academy?

The English Faculty at The Marlborough Science Academy is staffed by specialist teachers who have a wealth of knowledge and experience. Results at AS and A Level have been consistently good with the majority of students achieving their target grade or above. English Literature is a popular and well-resourced subject area and lessons are focused on discussion, debate and the sharing of ideas.

Expectations of students:
A level English Literature expects students to think and discuss the texts and ask questions. Students will need to do their own reading and research about texts and authors studied. They must learn to study independently and realise that A- level is a step up from GCSE level.
Students are expected to attend external lectures and theatre trips and visits outside school as appropriate.

Independent Learning:

Please see the various ways below you can use your independent study time effectively

• Organise your folder. This might be filing handouts and resources and placing things in the correct order. Divide your folder into the correct sections to help streamline your revision.
• Create flashcards for characters, themes, writer’s concerns, and context. Fill them with quotations and methods along with their many effects on the audience/reader.
• Design timelines for the plays – fill them with key narrative moments and their significance. Consider the way they fit in with the rest of the text’s structure.
• Conduct some research about the writer of the text. Explore what their lives were/are like and what events may have occurred to shape them to be the way they were/are. Link these ideas to the texts directly.
• Watch a Masslit lecture about the texts. (Some may require you to subscribe)
• Listen/watch Kent English A Level Podcast. https://www.yutube.com/playlist?list=PLoATYPZj_hVIxkri7gfr7O1cM68E-squw
• Look at past exam papers and create essay plans to help you organise your thoughts and prepare for the exam.
• Complete practice exam questions.
• Ensure you have completed all class tasks– revisit unfinished ones to ensure you have gotten the most of it.
• Rewrite a previous exam response (a mock exam for example) where you respond to the feedback and improve it.
• Read around the text – explore the writer, the context and typicality.
• Create knowledge organisers for your texts.
• Create character profiles for the characters in your texts. Include the following aspects:
  • How are they introduced? Why is this important?
  • How do they leave the story (if at all)? Why is this?
  • Are they a protagonist/antagonist/minor character? Why?
  • What do they do to affect the narrative? How do they do this?
  • What is their relationship like with other characters?
  • Does their character remain consistent or are there changes in them? Why does the writer do this?
  • What are their motivations and why?

Career paths:

A huge range including Media, Teaching, Publishing, ICT and journalism.

Course title: Film Studies
Awarding body: EDUQAS
Specification number: A level 603/1147/22

Entry requirements:

A love of film and filmmaking and interest in the critical study and analysis of film. You must meet the school’s requirements for entry to A levels, including a grade 5 or above in an essay-based subject like English or History.

Course content:

Varieties of Film and Filmmaking

This two-year course, examined in year two, covers a wide range of Film types, Film movements and Film production from a range of nations. Starting with a comparison of Hollywood film from the ‘Classic’ 1930 - 1960 era with one made between 1960 -1990. The study of two American Films, one major studio mainstream production and one independent production) A study of two British films produced after 1995. Global Filmmaking Comparison of two films, One European and one produced outside Europe Close study of one Documentary Film Film Movements -Close study of one silent film Film Movements – Close study of one experimental film (1960 – 2000) Student Production Students elect to create their own product from a choice of Short Film (4-5 minutes), a Screenplay or a digitally photographed storyboard. Key areas of study across the course will be: - The construction of Film (Film Language and Grammar, Cinematography, Lighting, Editing, Sound, Narrative structure, Generic conventions) Contextual issues. The production context, (finance, the organisation of the Film industry in that country, the process of making, distributing marketing and exhibiting film products)
 

Assessment:
Component 1: Varieties of film and filmmaking written examination: 2½ hours 35% of qualification
Component 2: Global filmmaking perspectives written examination: 2½ hours 35% of qualification
Component 3: Production Non-exam assessment 30% of qualification

Why study at The Marlborough Science Academy? Opportunities for offsite visits to Film Industry institutions, talks from industry practitioners, well equipped facilities to enable high quality production in coursework units, skilled teaching staff with a wealth of experience of teaching Film Studies.
 

Expectations of students:
Students are expected to keep up to date with all essays and home learning in preparation for exams. Students must be prepared to work well with others and be reliable when making a film with peers.

Independent Learning:

• Ensure notes are completed and filed/stored suitably in a folder or book.
• Re-watch and make notes on the opening, closing and one key sequence from each of your case study films.
• Create mindmaps or knowledge organisers for each opening, closing and key scene covering the key areas you need to know for that case study (representation, context, spectatorship, narrative etc…)
• Revise the key terms from each of the Core Study Areas (cinematography, lighting, sound, mise-en-scene, editing, performance) – the vocabulary quizzes here might be helpful: https://quizizz.com/collection/5f60939a737a17001bafe79b
• Find past papers from the exam board website and plan responses to a selection of questions – make sure you cover 4 points in specific detail. Include a short introduction and conclusion that link directly to the question.
• Watch the Youtube playlists for each case study film, this will help your contextual understanding and in some cases offer insight into key scenes from the film. Make notes on these and add them to your own case study notes.
• Watch other films from the filmmakers we have studied – this will help develop your appreciation of the filmmakers as auteurs. Look for key similarities and differences. Key a set of notes that outline the auteur style of each filmmaker.
• Practice writing (element, purpose, effect, polysemy) writing structure – this will be a guaranteed way to improve your writing.
• Revise key terminology and choose films of your choice to practice analysis.
• Search for video essays on Youtube and Vimeo about the case study films, this may help you to see and analyse the films from a different perspective.

Career paths:
Film Studies is an essay-based subject that shows students have excellent analytical skills. This is recognised by all universities. The range of courses on offer at Universities/Film schools range from the entirely academic or critical perspective to the wholly practical through to those that balance both of these approaches. As the A Level comprises both these elements it allows the student to experience and plan what type of course would be best suited to their undergraduate study. The study of commercial aspects as well as practical coursework elements are also beneficial for students aiming to work directly in the industry.

Course title: French
Awarding body: AQA
Specification number: AS 7651 A2 7652
Entry requirements:
Five GCSE grades at 9 - 6 and GCSE point score of 42 or above.
Grade 9-7 or above at GCSE French, students should have a thorough understanding of the grammar of the language.

Course content:
In Year 1, students will have the opportunity to extend their skills in listening, speaking, reading and writing through the study of materials related to contemporary France and Francophone countries. The course covers current trends in society and artistic culture. Students will study a set literary text or a film in depth. Students deepen and broaden their competence in the language and explore further social, cultural and political issues. In addition, students are required to study a second literary text or film and must complete an individual research project.

In Year 2 Aspects of French society Aspects of French society
Artistic culture in the French world Artistic culture in the French world
Grammar Multiculturalism in French society
Aspects of political life in French society
Grammar

Why study at The Marlborough Science Academy?
Fully qualified and experienced teaching staff. Study trips abroad and student conferences in London.
 

Expectations of students:
You will be expected to work hard and keep to deadlines.
Students should have an interest in one of the French speaking countries and/or be informed about its history, culture and current events.
Students should preferably have also made a visit to the country concerned and may have the opportunity to take part in a work experience programme in France.
Students must attend conversation lessons, as well as have the self-discipline to learn vocabulary and master French grammar.

Career paths:
Knowledge of a foreign language could be the passport to many careers. Most university courses offer languages as a subsidiary subject.
The ability to understand and use French is also a desirable skill in such areas of work as economics and business, marketing, public relations, engineering, tourism, law, education and many more.

Course title: Further Mathematics
Awarding body: Edexcel
Specification number: A level FM
Entry requirements:
At least a grade 8 at GCSE Higher level plus teacher approval.
 

Course content:
A Level Further Mathematics A qualification provides students with a coherent course of study to develop mathematical understanding, encouraging them to think, act and communicate mathematically. Designed for students who wish to study beyond Mathematics A Level, it provides a solid foundation for further study in mathematics and other disciplines that make extensive use of mathematical skills.
Assessment: A Level
A combination of papers including Mechanics and Discrete options.
Why study at The Marlborough Science Academy?
Students are taught by specialist teachers, who offer support throughout the duration of the course. This is a course running at The Marlborough Science Academy.

Expectations of students:
One of the key aims of the course is to encourage students to develop a deeper understanding of Mathematics, to promote independent thinking and to challenge their thought process when tackling more complex questions. They will be required to use logical thinking and should have an interest in the subject and extending on what they have learnt at GCSE.

Career paths:
Mathematics is relevant to other fields of study such as the Sciences, Geography, Economics and Business Studies. If you are considering university courses, A level Maths is essential for some degree options such as Physics, Computing and Engineering as well as being of benefit in Chemistry, Biology, Business and Social Sciences. Its value beyond A level is also recognised. For other career paths A level Mathematics opens opportunities in the world of commerce and business including accounting and banking. Recent research suggests that people with A level Mathematics earn approximately £3,000 p.a. more than those without Mathematics.

Course title: Geography
Awarding body: Edexcel
Specification number: 9GEO
Entry requirements: Total of 5 grades 9 -5 GCSE. Grade 7 in Geography is recommended. GCSE points score 39.
Course content:
The Geography course is separated into dynamic landscapes (paper 1) and dynamic places (paper 2). Topics include globalisation, superpowers, the water and carbon cycles, coasts, tectonic hazards and health and human rights. The course also includes an independent investigation which students have full control over.
Assessment: 80% exam 20% coursework

Why study at The Marlborough Science Academy?
Geography is a dynamic, current and relevant subject. The course at Marlborough brings in all these elements to ensure that students are taught relevant, current and topical concepts in order to develop and provide them with the knowledge and skills to achieve well in the specification. Our A level results have been very strong over the past four years with many students exceeding their targets.

Expectations of students:
Interest in Geography including Fieldwork, people and their interaction with the environment, conservation, politics, environment issues, discussions, debates, wider reading and research.

Independent Learning:

Some suggestions of independent study sources – this list is by no means exhaustive; they are suggestions to support with ideas of where you could look:

Career paths:
Urban Planning Stock-broking Sustainable futures
Conservation work Volcanologist IGO/NGO consultant
Leisure & Tourism Seismologist Politics
Statistician Retail Management Surveying
Accountancy Demographer Marketing
Explorer GIS Specialist Engineering
Meteorology Architecture Hazard Management
Demographer Development worker/aid worker Energy

Course title: History
Awarding body: AQA
Specification number: 7042 (A Level History)
Entry requirements:
5 GCSE grades 9 - 5 and an average point score of 38 or more.
Students will need a GCSE grade 5 or above in History or, if not studied at GCSE, a grade 6 in English. Most importantly, students will need an interest in History.

Course content:
The A Level consists of 2 examined units, one based on Britain and the second with a more international focus which are studied concurrently throughout the two-year course.
 

The British unit is entitled The Tudors: England, 1485-1603. This unit allows students to study change, continuity, cause and consequence in the nation at a time of great change and turmoil. Students will investigate issues based on power and politics such as how effectively the Tudors restored and developed the powers of the monarchy, and how effectively England was governed during this period. The continuing question of the succession is also studied. Social history is present in this unit and other domestic themes include changes in the economy and society, the effects of these changes, developments in intellectual and religious ideas and the role of key individuals and groups both in power and outside the political sphere. Finally, students will learn about the changing relations with foreign powers, specifically France and Spain including events such as the Spanish Armada.
 

The international unit is The Cold War, c1945–1991. This unit allows students to study the evolving course of international relations during an era of tension between communist and capitalist powers which threatened nuclear Armageddon in depth. It explores concepts such as communism and anti-communism, aggression and détente and encourages students to reflect on the power of modern military technology, what hastens confrontation and what forces promote peace in the modern world. The course covers events and issues in Europe, Asia and the Americas, such as the origins of the conflict, the Cuban Missile Crisis, the Vietnam War and the collapse of communism in Europe at the end of the 1980s.
Additionally, in the summer of Y12 into the autumn of Y13, students will complete a piece of coursework on South Africa 1887-1990. This unit will involve the study of South Africa with a focus on why the Apartheid system ended. Students will learn about the role of Nelson Mandela and analyse this alongside other factors (both internal and external) which contributed to the dramatic events of 1990.

Assessment:
Both examined units are each worth 40% of the final mark. Both exams are sat at the end of the course and are 2½ hours long with one source question and two essay questions. The final 20% of the marks are from the coursework which should be 3500-4500 words long.
 

Expectations of students:
Students are expected to be committed to their studies and to be making progress to meet the demands of History. Students will need enthusiasm, curiosity and willingness to debate. They will be required to take an active role in lessons, meet deadlines and carry out independent research; specifically, this entails wider reading – it is vital that students ‘read around the subject’ for all units to ensure that they are able to demonstrate a good depth of understanding of both exam topics and to an even greater degree in their course work.

Independent Learning:

• Watch documentaries on the Tudors, Cold War, and Apartheid South Africa.
• Think about how the content these documentaries cover can be used in AQA exam questions. Evaluating ‘how successful...’ or ‘the main cause of…’ etc.
• Ask your teacher for extra reading. This will help develop your contextual knowledge and inevitably your essay scores too.
• Ask your teacher for exam questions to plan. The more you do the better and faster you’ll be at this in the first 6-7 minutes of the exam.
• Complete extra essays at home. Your teacher will welcome extra essays.
• Understand AQA’s mark scheme for all three topics. Target specific skills you may struggle with and improve them. Ask your teacher for extra support to facilitate this task.
• Borrow books from the LRC. There are plenty for all three of the topics we study.
• SPACED LEARNING… spend time recapping content and making links between topics at home. This will help consolidate your knowledge.
• Good learning habits are important. Recap content after each history lesson.
• Organize your folder to ensure you can effectively use it for revision. Make sure your work is logically ordered and clearly labelled.
• Remember four specific examples for each chapter/bit of the specification. For example, Henry VII’s trade deals, Wolsey’s financial reforms, Somerset’s church reforms. Then produce your own revision cards, mind maps, timelines and knowledge organizers to ensure you know the key information
• Analyse mark schemes and examiners reports. Rewrite all essays that fall below target grade. Complete essay questions in timed conditions if your usually struggle to finish in time.
• Analyse model answers and use the mark scheme to identify where marks have been allocated to implement in your essay.
• Revise and practice using key terms in context.

Career paths:
History as a very well established and respected A Level which is held in high esteem by all universities including the most respected institutions, who all appreciate the challenge, range of skills and academic rigour which it requires from and develops in students. Similarly, employers have a strong respect for History as a qualification because they appreciate the demands of the subject and they are confident students will have acquired valuable transferable skills as well as knowledge and understanding of the past. These include understanding of history and development as it applies to nations and groups of people; efficiency in oral and written presentation skills; detailed research skills; proficient interview skills and techniques; proper and accurate record keeping skills; critical thinking skills; strong communications skills.

History is frequently a qualification which provides a route into careers such as law, journalism, management, personnel work, public relations, the Civil Service and many other fields. This is evident in the range of highly respected history graduates from the present and past; figures from television, entertainment and the media include David Mitchell, Nicky Campbell, Simon Mayo, Jeremy Bowen (BBC foreign affairs correspondent), Sacha Baron Cohen, Jonathan Ross, Louis Theroux, Marmaduke Hussey (formerly BBC Chairman of Governors), Brian Walden (TV interviewer), Salman Rushdie (author), Andrew Morton (biographer), Alan Bennett (playwright) and Melvyn Bragg. From the USA, Steve Carell (Actor/Writer/Producer), Conan O'Brien (Comedian/Writer), Larry David (Comedian/Writer), Katharine Hepburn (Actress), John Lithgow (Actor), Ellen Barkin (Actress), Lauryn Hill (Singer/Actress) and Jimmy Buffett (Singer/Songwriter) are all history alumni.

In politics Gordon Brown, Alan Milburn, John Prescott, David Blunkett, Douglas Hurd, Sir Chris Patten, Kenneth Baker, Neil Kinnoch, Kenneth Clarke, John McGregor, John Gummer and Douglas Hogg are all successful historians. Members of the Civil Service who studied history include Dame Ruth Runciman (Advisory Council on the Misuse of Drugs), David Collett (director of VSO), Martin Gorham (chief executive of the National Blood Service) and John Abbott (director general of the National Criminal Intelligence Service). There are leading individuals in law who graduated as historians, for example QC Michael Briggs and QC Michael Mansfield in the UK, and across the Atlantic Elena Kagan, Antonin Scalia, Anthony Kennedy (all U.S. Supreme Court Justices), along with Eric Holder (former Attorney General of the United States).

There are also numerous successful historians in the business world. From the UK, Sir Howard Stringer (previous chairman of Sony Corporation), Sir Roland Smith (previous director of the Bank of England), Sir Robert Gunn (former Chairman of Boots), Lord Sainsbury, Gerald Corbett (Chief Executive of Railtrack and then chairman of SSL International). From the US Martha Stewart (Businesswoman/Author), Lee Iacocca (Industrialist/Former CEO of Chrysler/Author), Sam Palmisano (CEO of IBM Corporation) and Chris Hughes (Co-founder of Facebook). Ironically maybe, trade union leaders such as Philip Bowyer, David Davies and John Monk also have a history background. There is a ‘history’ of the subject producing great leaders, such as Winston Churchill, and many US Presidents including Franklin D. Roosevelt, Theodore Roosevelt, Woodrow Wilson, John F. Kennedy, Dwight Eisenhower and Joe Biden!

Course title: Mathematics
Awarding body: Edexcel
Specification number: 9MA0
Entry requirements:
At least a grade 7 at GCSE Higher level. Due to the nature of the course, students whose predicted grade is less than 7 will struggle with the full A level course. GCSE points score 42.

Course content:
Students will cover pure, statistics and mechanics. The course is designed to build upon the Higher-level aterial covered at GCSE, with students looking at more complex sequences, index laws, trigonometric graphs, simultaneous equations and algebraic functions. The course also looks at differentiation and integration within pure mathematics. Statistics looks at hypothesis testing, probability and the normal distribution and is a follow on from the statistics covered at GCSE. The mechanics component links to the material covered in Physics AS/A level, and looks at vectors, kinematics, Newton’s laws and friction.

Assessment: A Level
3 x 2 hour written papers (all equal weighting):
Paper 1: Core
Paper 2: Core and Statistics
Paper 3: Core and Mechanics

Why study at The Marlborough Science Academy?
Students are taught by 3 specialist teachers, who offer support throughout the duration of the course. Results over the past few years have been excellent.
 

Expectations of students:
One of the key aims of the course is to encourage students to develop a deeper understanding of Mathematics, to promote independent thinking and to challenge their thought process when tackling more complex questions. They will be required to use logical thinking and should have an interest in the subject and extending on what they have learnt at GCSE.

Independent Learning
Independent learning is work you do outside of lesson time that has not been set by your teacher as a homework task.

• Complete all exam or problem solving questions
• Complete all review exercise questions
• Visit Physics and Maths Tutor where you will find:
  • Solomon Worksheets
  • Exam Questions by topic
  • Past Papers (Old spec)
• Visit the A Level Maths team where you will find:
  • Exam Questions by topic
  • Past Papers
  • Practice Papers
  • Specimen Papers
  • Mock Papers
• Watch Youtube videos on topics that you may not fully understand and then do some questions to reinforce your learning.
• Watch revision videos on Maths Genie, making notes, along with ‘how to’ on each topic.
• Khan Academy, Geogebra or Desmos to help with additional research, problems and solutions.
• See your teacher, outside of lessons, with a list of questions of things you do not fully understand that you would like to go through.
• Use Mathsbox to ask for extra work on a specific topic.
• The most successful students have done every question out there and made sure they understand the solutions to all the ones that they got wrong the first time.
• Maths journaling after every lesson. This means spending time going over notes and consolidating your learning. Write up methods and the stages.
• TedTalks on maths
• Read some of the biographies about famous mathematicians
• Read the Financial Times to see how maths is affecting the wider world.

Career paths:
Mathematics is relevant to other fields of study such as the Sciences, Geography, Economics and Business Studies. If you are considering university courses, A level Maths is essential for some degree options such as Physics, Computing and Engineering as well as being of benefit in Chemistry, Biology, Business and Social Sciences. Its value beyond A level is also recognised. For other career paths A level Mathematics opens opportunities in the world of commerce and business including accounting and banking. Recent research suggests that people with A level Mathematics earn approximately £3,000 p.a. more than those without Mathematics.

Course title: Media Studies
Awarding body: Eduqas
Specification number: A level 603/1149/6
Entry requirements:
A love of print, television and online and an interest in the critical study of the media’s role in society. You must meet the school’s requirements for entry to A levels, including a grade 5 or above in an essay-based subject like English or History.

Course content: This two-year course, examined in year two covers a wide range of Media Forms (Print products, Advertisements across all media, Moving image media – Film Video TV. Computer Games, Radio and online media).

Key concepts that run through the analysis of different media types comprise Construction (media language and techniques used in their composition) Representation (how media products differently represent groups of people (Gender, Ethnicity, Age, Nationality) Issues and ideas. Genre and generic conventions. Narrative structures and Ideology. Audience –How far we and wider culture may be affected or shaped by media messages. How far we might use them in the creation of our identity. Consideration is also given to what pleasures and benefits we may gain from our use of Media, notions of how much choice we have in the production of and access to media products. Additionally, consideration will be given to Ideas of ourselves as Media producers. Institution and Regulation analysis and investigation of the processes and functioning of both large corporations and small independent media producers together with an overview of the statutory bodies that regulate each Media Sector.

Students will be examined through two exam components Component 1 Exam 35% Analysing Media Language and Representation. Based on two of the following forms: Advertising, marketing, music video or newspapers. (One question on an unseen print or moving image product and one question on a set studied text and an unseen audio visual or print text) Sect B Understanding Media Industries and Audiences. One stepped question on media industries. One stepped question on Audiences. Questions may be based on two of the following media forms advertising, marketing, film, newspapers radio, video games. Component 2 Exam 35% Media forms and products in-depth 35% Areas of assessment

Media language, representation, media industries, audiences and media contexts. SECTION A - Television in the Global Age SECTION B -Magazines – Mainstream and Alternative Media SECTION C -Media in an Online Age Student Production Cross Media Production 30% Individual cross media production chosen by the student in response to a choice of briefs set by the board.

Assessment:
Presently each year is assessed through Exam 70% Coursework module 30%

Why study at The Marlborough Science Academy?
Opportunities for offsite visits to Media institutions, talks from industry practitioners, well equipped facilities to enable high quality production in coursework units, skilled teaching staff with a wealth of experience of teaching Media Studies across a range of boards.
 

Expectations of students:
Students are expected to keep up to date with all essays and home learning in preparation for exams. Students must be prepared to work well with others and be reliable when working with peers.

Independent Learning:

Component 1: Media Products, Industries and Audiences
Section A: Analysing Media Language and Representation

Study all set products for Component 1

• Practice unseen analysis techniques for media language
• Create revision cards for key media language terminology

Analyse representation in set products using key theories:

• Barthes (semiotics)
• Hall (representation)
• Butler (gender performativity)
• Mulvey (male gaze)
• bell hooks (intersectionality)

Compare representation across different media forms
Practice timed analysis exercises (30 minutes)
Section B: Understanding Media Industries and Audiences

Review media industries concepts for all set products:

• Ownership and control
• Regulation
• Production processes
• Distribution strategies
• Impact of technology

 Study audience theories and apply to set texts:

• Uses and gratifications theory
• Reception theory
• Fandom theory
• Participatory culture

 Create industry case studies for each set product
 Practice essay planning for 45-minute questions

Component 2: Media Forms and Products in Depth

Section A: Television

• Study both set TV products in detail
• Research production contexts and industrial factors
• Compare narrative structures, genres, and representations

 
Apply theoretical perspectives:

• Todorov (narrative)
• Levi-Strauss (binary oppositions)
• Neale (genre)

Analyse audience positioning and responses
Practice comparative analysis questions

Section B: Magazines

• Study both set magazine products in detail
• Compare historical and contemporary contexts
• Analyse layout, typography, and visual language
• Examine publication, distribution, and circulation models
• Research target audiences and marketing strategies
• Practice magazine analysis questions

Section C: Online Media

• Study all set online media products
• Research digital production and distribution models
• Analyse interactive features and participatory elements
• Examine representations in online contexts
• Study convergence and digital technologies
• Practice online media analysis questions

Career paths:
The media industry is one of the fastest growing areas of the economy and media studies combines well with a number of other courses at universities. This is a rigorous course involving theoretical perspectives, critical analysis combined with practical production and thus demonstrates to universities essay writing and analytical skills as well as practical ones. As the course covers a wide range of media, from Film, TV, Print Media to Digital Media students gain a broad grounding and insight across the range of creative industries. For students wishing to enter the Media this is the perfect foundation to a work placement or beginning of a career in the Creative industries.

Course title: Music
Awarding body: Eduqas
Specification number: TBC

Entry requirements:
This specification builds on the knowledge, understanding and skills established at GCSE. Some learners may have already gained knowledge, understanding and skills through their study of music at AS. This specification provides a suitable foundation for the study of music or a related area through a range of higher education courses, progression to the next level of vocational qualifications or employment.
In addition, the specification provides a coherent, satisfying and worthwhile course of study for learners who do not progress to further study in this subject. This specification is not age specific and, as such, provides opportunities for learners to extend their life-long learning

Course content:
For this specification learners must choose either Option A in both Components 1 and 2 or Option B in both Components 1 and 2. All learners must study Component 3.

Component 1: Performing Option A: Total duration of performances: 10-12 minutes Option A: 35% of qualification Option B: Total duration of performances: 6-8 minutes Option B: 25% of qualification Non-exam assessment: externally assessed by a visiting examiner Option A: Performing (35%) A performance consisting of a minimum of three pieces. At least one of these pieces must be as a soloist. The other pieces may be either as a soloist or as part of an ensemble or a combination of both. One piece must reflect the musical characteristics of one area of study. At least one other piece must reflect the musical characteristics of one other, different area of study. Option B: Performing (25%) A performance consisting of a minimum of two pieces either as a soloist or as part of an ensemble or a combination of both. One piece must reflect the musical characteristics of one area of study

Component 2: Composing Option A: Total duration of compositions: 4-6 minutes Option A: 25% of qualification Option B: Total duration of compositions: 8-10 minutes Option B: 35% of qualification Non-exam assessment: externally assessed by WJEC Option A: Composing (25%) Two compositions, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to a brief set by WJEC. Learners will have a choice of four set briefs, released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition. Option B: Composing (35%) Three compositions, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to a brief set by WJEC. Learners will have a choice of four set briefs, released during the first week of September in the academic year in which the assessment is to be taken. The second composition must reflect the musical characteristics of one different area of study (i.e. not the Western Classical Tradition) while the third composition is a free composition.

Component 3: Appraising Written examination: 2 hours 15 minutes (approximately) 40% of qualification Three areas of study: Area of study A: The Western Classical Tradition (The Development of the Symphony 1750-1900) which includes two set works. Choose one set work for detailed analysis and the other for general study.  Symphony No. 104 in D major, 'London': Haydn  Symphony No. 4 in A major, 'Italian': Mendelssohn A choice of one area of study from: Area of study B: Rock and Pop Area of study C: Musical Theatre Area of study D: Jazz A choice of one area of study from: Area of study E: Into the Twentieth Century including two set works:  Trio for Oboe, Bassoon and Piano, Movement II: Poulenc  Three Nocturnes, Number 1, Nuages: Debussy Area of study F: Into the Twenty-first Century including two set works:  Asyla, Movement 3, Ecstasio: Thomas Adès  String Quartet No. 2 (Opus California) Movements 1 (Boardwalk) and 4 (Natural Bridges): Sally Beamish Questions: 1. Set work analysis with a score 2. Extended responses on wider context 3. Unprepared extracts of music with and without a score 4. Comparison questions This component includes a listening examination

Assessment:
Presently each year is assessed through Exam 40%. Coursework module 60%

Why study at The Marlborough Science Academy?
Opportunities for offsite visits to music institutions, talks from industry practitioners, well equipped facilities to enable high quality production in coursework units, skilled teaching staff with a wealth of experience of teaching Music across the board, and also having first-hand experience in the professional Music industry
 

Expectations of students:
•Engage actively in the music study process
•Develop performing skills to demonstrate an understanding of musical elements, style, sense of continuity, interpretation, and expression
•Explore how great pieces of music were put together, then apply some of these techniques when composing their own music, and performing.
 

Career paths:
In the future, Creativity is going to be one of the most important and in-demand skills at work (World Economic Forum.) When business leaders across the world were surveyed, they voted creativity as the most important workplace skill to help their businesses survive and grow. This means that the study of creative subjects, like Music, is becoming even more important and relevant to young people to give you the chance to succeed – whatever your ambitions and career choices are. At the same time, you will find many opportunities to develop and improve your personal wellbeing both independently and as part of a wider community.
The possibilities are endless. Music will enable you to demonstrate many skills which employers, colleges and universities will be looking for. It can also give you opportunities to travel, meet people and get the most out of life.
The Eduqas A-level music course helps students develop skills in performing, composing, and appraising. Students can specialize in either performing or composing.

Course title: Philosophy, Religion & Ethics
Awarding body: AQA (Religious Studies)
Specification number: 7062
Entry requirements:
5 GCSE 9 - 5 grades, preferably 5 in at least one written and analytical related subject e.g. English or History. GCSE points score 38.
“At the discretion of schools and colleges” from AQA

Course content:
Philosophy of Religion and Ethics
Philosophy of religion: Arguments for the existence of God, evil and suffering, religious experience, religious language, miracles, self and life after death.
Ethics and religion: Ethical theories, issues of human life and death, issues of animal life and death, meta ethics, free will and moral responsibility, conscience, Bentham and Kant.
Study of Religion and Dialogues
Study of Christianity
Sources of wisdom and authority, God/gods/ultimate reality, self, death and the afterlife, good conduct and key moral principles, expression of religious identity, gender and sexuality, science, secularisation and religious pluralism.
The dialogue between philosophy of religion, ethical studies and religion
How religion is influenced by, and has influence on philosophy of religion and ethical studies relating to issues studied
 

Assessment:
Philosophy of Religion and Ethics – 3 hours, 50% of A-Level
Study of Religion and Dialogues – 3 hours, 50% of A-Level
There is a mixture of medium length evaluation questions in both papers and longer questions focusing on critical analysis in the second paper.

Why study Philosophy, Religion & Ethics at The Marlborough Science Academy?
Teachers at Marlborough are incredibly enthusiastic and love teaching their subject. Whilst being engaging and thought-provoking, lessons are still informative, and will help students to go on to study a range of differing subjects at university.

Expectations of students:
Students must have good analytical skills and be able to communicate well both in written work and verbally. An interest in current events and the ability to offer comparative viewpoints, as well as debate, would also be a strength.

Career paths:
Community and youth work, teaching, journalism, policing, medicine, law, social care, psychology, human resources, diversity and inclusion work.

Course title: Photography
Awarding body: Edexcel
Specification number: 9PY01
Entry requirements:
5 GCSE’s grades 5 and above, some experience of taking photographs and preferable a 5 in Art.
A genuine interest in visual arts and other cultures. Enthusiasm. Ability to work independently and with maturity.

Course content:
5 hours per week (plus independent study 4 hours per week)
Learning how to take interesting pictures, develop film, controlled printing in the dark room, using studio equipment as well as electronic imaging. Manipulation of photographs using artistic approaches and materials. Students explore projects theme/s using the camera as their medium. Research and analysis of artists and photographers work to inform their own ideas.
A final practical exam set by the exam board.

Assessment: 

60% Coursework   40% Practical Exam

Why study at The Marlborough Science Academy?
You will be supported by excellent teaching staff who have an excellent record of student achievement in the subject. Teaching skills include Darkroom practice, technical camera skills, computer aided design and practical hand manipulation skills using art techniques. We have a well-equipped darkroom as well as professional photography backdrops and lights.

Expectations of students:
You will need to keep a folder throughout the 2 years of all your thoughts and photographs you have taken. Be motivated enough to manage your own time effectively and expect to take much of your photography in your own time for use in the lessons.

Career paths:
Further your study in Photography; H.N.D, Foundation Degrees, First Degrees and Employment.

Course title: Physics
Awarding body: Edexcel
Specification number: 9PH0
Entry requirements:
This subject assumes an understanding of the Physics of GCSE science.
Five GCSE grades at 9 – 5 and a GCSE points score of 42 or above.
Grade 77 for GCSE Double Science or 7 grade GCSE Physics.
A minimum grade 5 in GCSE Maths is also an entry requirement.

Course content:
Many of the areas of study extend from the Physics component of the GCSE science course and include: Mechanics, Electricity, Waves, Fields, Astrophysics and Practical investigations.

Assessment:
Three written exams (90, 90 and 105mins) form the A level exam
Students’ skills and technical competency when completing practical work will be assessed by teachers. This will form the basis for the award of a Practical Endorsement at A level. This is separate to the A level grade and, if awarded, will be reported as a ‘Pass’ on A level certificates for students who achieve it.

Why Physics at The Marlborough Science Academy?
“There is a reason for everything” and that reason is usually Physics. Physics at Marlborough is delivered by Physics A Level specialist, with a wealth of experience. We are a well-resourced Science Faculty with a passionate staff who strive to make Physics come alive!

Expectations of students:
Minimum Mathematics skills include the ability to rearrange formulae and to plot and interpret line graphs. The study of AS Mathematics is preferable but by no means essential.
Investigative skills are important, as are problem-solving skills. This will include the interpretation and manipulation of data. You will need to be able to think logically. You should be able to work independently as well as part of a team.

Independent Learning:  please click here for pdf version and hyperlinks/QR code info

Career paths:
The problem-solving nature of Physics and the application of theory makes this course, an extremely useful foundation for further study and careers in the following areas: Aeronautics, Architecture, Electrical Engineering, Computer Science, Mechanical Engineering, Medicine, Forensic Science and many others.

Course title: Politics
Awarding body: AQA
Specification number: 7152
Entry requirements:
5 GCSE 9 - 5 grades, preferably 5 in at least one written and analytical related subject e.g. English or History. GCSE points score 38.

Course content

Government and Politics of the United Kingdom
The nature and sources of the British Constitution, The structure and role of Parliament
The Prime Minister and cabinet, The judiciary, Devolution, Elections and referendums, Political Parties, Pressure groups, The European Union
Government and Politics of the United States
The constitutional framework of US government, The legislative branch of government: Congress, The executive branch of government: President, The judicial branch of government, The electoral process and direct democracy, Political parties, Pressure groups, Civil rights

Political Ideas

The nature of political thought and ideas, a global look at Liberalism, Conservatism, Socialism and Nationalism
Assessment:
Government and Politics of the UK 2 hours, Government and Politics of the USA 2 hours, Political Ideas 2 hours. There is a mixture of medium length ‘explain’ questions and longer essay style questions in each paper.
Why at Politics at The Marlborough Science Academy?
Teachers at Marlborough have a long history of helping students get excellent results. Every year students go on to study politics at university. The lessons are extremely interactive and will help students develop their own critical thinking skills as well as preparing them for a rapidly changing world of work.

Expectations of students:
Good written and oral communication skills, the ability to analyse and interpret articles and some statistical data, some debating skills and power of argument, an interest in the news and current affairs would also be useful.

Independent Learning

• Watch the news, listen to the news and think about how you feel about what is happening. Have an opinion on domestic and international affairs. BBC (RadioTV), ITV, Channel 4, International: Democracy Now.
• Think about how the news stories you are seeing link to what you have been learning about.
• Download a news app such as BBC News and turn on notifications for UK and US politics.
• Watch Political Programmes including: Question Time, The Today Programme, Sunday with Laura Kuenssberg, The Daily Politics Show, Any Questions?
• Listen to Political Programmes – Radio 4: Today in Politics and Today in Parliament There are lots of great politics podcasts too: The Rest is Politics; A Level Politics Podcast (both available for free on Spotify)
• Read broadsheet newspapers and subscribe to journals: The Guardian, (Free Online), The Telegraph, The Times, Independent (Free Online) The Economist, The Week, The Spectator, Private Eye etc. Family members may already order them so ask. BBC news website, BBC Parliament – Prime Ministers Questions
• Watch current affairs programmes and special reports e.g. Panorama, Brexit Specials, Election Debates, Critical Votes in Parliament.
• Organise your folder to ensure you can effectively use it for revision. Make sure your work is logically ordered and clearly labelled.
• Find examples that fit with the key debates from each topic. Complete your own research to find unique and recent examples that support both sides of the key debates.
• Practice planning and writing essays in timed and untimed conditions. This is the only way you will be assessed in politics and it is essential you can write enough, of quality in the time available.
• Learn the assessment objectives AO1, AO2, AO3 and practice demonstrating them through extended writing. Producing paragraphs/ pages of examples and submitting for feedback.
• Produce your own revision cards, mind maps, timelines and knowledge organisers to ensure you know the key information E.g. Political thinkers, systems, events etc.
• Use Seneca to revise the topics
• Analyse mark schemes and examiners reports, rewrite all essays that fall below target grade – complete in timed conditions
• Analyse model answers and use the mark scheme to identify where marks have been allocated to implement in your essay.

Revise and practice using key terms in context – Politics is a key term intensive subject

Career paths:
Law and legal affairs. Politics and civil service careers at a local and national level.
Journalism and news related work. Management and problem solving.

Course title: Psychology
Awarding body: AQA
Specification number: AS 7181 A2 7182
Entry requirements:
GCSE points score 40. At least a grade 5 in Maths, English and Science.

Course content:
Students are then able to develop their understanding through a number of applications including Criminology, Relationships, Aggression and Addiction in Psychology. Students will also conduct a number of practical investigations and develop an understanding of how science works. These qualifications are linear. Linear means that students will sit all the AS exams at the end of their AS course and all the A-level exams at the end of their A-level course.

Assessment:  Year 1

Paper 1: Introductory Topics in Psychology is worth 50% of the overall AS grade.
Paper 2: Psychology in Context is worth 50% of the overall AS grade.
 

Assessment: Year 2

For the full A Level course you will need to take all three papers together in the same exam series to achieve this qualification.
Paper 1: Introductory Topics in Psychology is worth 33.3% of the full A Level grade.
Paper 2: Psychology in Context is worth 33.3% of the full A Level grade.
Paper 3: Issues and Options in Psychology is worth 33.3% of the full A Level grade.
Students learning with us will study the following three options:
Relationships, Gender, Cognition and Development.
Schizophrenia, eating behaviour and stress.
Addiction, Forensic Psychology and aggression.

Psychology will appeal to a cross-section of students, regardless of whether they have studied the subject before. It builds on skills developed in the sciences and humanities which enables progression into a wide range of other subjects.

Why study at The Marlborough Science Academy?
AQA Psychology at Marlborough is full of explanations, helpful tips, exercises and assessments to help you achieve the best possible grade in your examination. You will be guided carefully through the syllabus in stages so that you will see your skills and knowledge improving week by week.

Expectations of students:
Positive attitude to learning

Independent Learning:

• Subscribe to Seneca and complete at least one module each week.
• Create a glossary at the end of each subtopic.
• Complete past papers in timed conditions.
• Subscribe to up-learn and complete at least 2 hours per week.
• Create flash cards and mind map to support revision.
• Subscribe and follow tutor2u to support with knowledge and exam technique. Attend live sessions to aid in revision.
• Join the British Psychological Society.
• Complete the assessment check questions from the textbook and revision guide.
• Complete the sections of the textbook that we have worked through in class.
• Use  knowledge organisers to consolidate knowledge.
• Watch and make notes on documentaries related to the topics you are studying.

Career paths:
Teacher , Marketing, advertising, Health professional, Sports Psychology, Educational Psychologist, Criminal Psychologist, Therapist, The Police, Business. Any job where you work with people
•Interested in people and how they work
•Good critical thinking skills
•Good investigation skills
•Ability to remember theories and studies

Course title: Sociology
Awarding body: AQA
Specification number: AS 7191 A2 7192
Entry requirements:
GCSE points score 40. A grade 5 or above in English is essential.
Sociology is a fascinating subject with its many interesting theories and topics it will appeal to anyone interested in understanding the world they live in. Sociology allows you to challenge and critically examine and explain the social world around you whilst considering alternative points of view.

Course content:
Students are then able to develop their understanding of social structures, processes and issues through a number of skills including critical thinking and evidence-based arguments in its application to examined units.
They include:
•Families and Households
•Education
•Crime, Deviance and Social Control Theory
•Beliefs in Society
A thorough understanding of Sociological Research Methods is also established in the first year and developed further in the second year.
Assessment:
All 3 exams are taken at the end of Year 2. Each paper is worth 33.3% of the final grade.
Paper 1: Education with Theory and Methods is worth 33.3% of the full A Level grade.
Paper 2: Families and Households and Beliefs in Society is worth 33.3% of the full A Level grade.
Paper 3: Crime and Deviance with Theory and Methods is worth 33.3% of the full A Level grade.

Why study at The Marlborough Science Academy?
AQA Sociology at Marlborough is full of thought-provoking questions, arguments, explanations, and evidence-based studies with helpful tips, exercises and assessments to help you achieve the best possible grade in your examination. A range of teaching and learning styles are embedded throughout the course. You will be guided carefully through the syllabus in stages so that you will see your skills and knowledge improving week by week. Written feedback and diagnostic target setting will help you achieve aspirational outcomes.
 

Expectations of students:
•Interested in people and how they behave in social groups
•Good critical thinking skills, 

•Ability to remember theories and studies

•Ability to remember theories and studies
•Positive attitude to learning

Independent Learning:

Compulsory after EVERY Sociology lesson: 

• Rewrite or consolidate your notes from class
• Update your knowledge organisers with content from the lesson
• Update your key thinker sheets with content from the lesson
• Create flash cards and/or mind maps to streamline your revision

Weekly tasks: pick more than one and watch your progress rocket!

• Watch/read the news every day. Look for links to the topics that we cover. For example, crime and deviance and family and households
• Watch and make notes on documentaries/films that are on the wider watching list or that your teacher suggests for you
• Do a practice question related to the content covered in class 
• Subscribe to Seneca and complete at least one module each week
• Watch Ted Talks and listen to sociological podcasts to support your learning
• Create a subtopic mind map or resource that you can use for revision that has everything on one page 
• Complete past papers in timed conditions
• Subscribe to the “The Sociology Teacher” on You Tube to support with exam technique.  Subscribe and follow tutor2u to support with knowledge and exam technique. Attend live sessions to aid in revision

Career paths:
•Politics, Social Policy
•Charitable organisations
•Media and Film industry
•Digital Marketing
•Advertising
•Journalism
•Law
•Criminal Justice System (Criminology)
•Teaching, Education and Early Years
•Social welfare
•Health care professionals
•Civil Service
•Business
Any job where you work with people

Course title: Spanish
Awarding body: AQA
Specification number: AS 7691 A2 7692
Entry requirements:
Five GCSE grades at 9 – 6 at GCSE Spanish students should have a thorough understanding of the grammar of the language.

Course content:
At AS level, students will have the opportunity to extend their skills in listening, speaking, reading and writing through the study of materials related to contemporary Spanish and South American countries. Topics included are the family, leisure, education, the media, the environment, immigration and multiculturalism.
At A2 level, students continue to develop their competence in language and explore further social, cultural and political issues. In addition, a literary text or topic may be studied.
Assessment:
Year 1 Year 2
Aspects of Hispanic society Aspects of Hispanic society
Artistic culture in the Hispanic world Artistic culture in the Hispanic world
Grammar Multiculturalism in Hispanic society
Aspects of political life in Hispanic society
Grammar

Why study at The Marlborough Science Academy?
Fully qualified and experienced teaching staff. Study trips abroad and student conferences in London.
Expectations of students:
Students should have an interest in one of the Spanish speaking countries and/or be informed about its history, culture and current events.
Students should preferably have also made a visit to the country concerned.
Students must attend conversation lessons with the assistant, as well as have the self-discipline to learn vocabulary and master Spanish grammar.

Career paths:
Spanish has long been recognised as providing a sound background to academic studies. Understanding and using Spanish is a desirable skill in many areas of work. Spanish is in demand in banking, insurance, marketing, science and technology, journalism, tourism, law, education and engineering.
The qualification carries UCAS points and is recognised by higher education providers as contributing to admission requirements for many courses.
Due to the content of the course career pathways are linked to the travel and tourism industry. This industry is one of the fastest and growing industries in the UK. The value of tourism to the UK economy is approximately £126 billion, and the sector employs around 3.1 million people.