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SIXTH FORM CURRICULUM
JAS provides a high-quality British-style education based upon the framework of the National Curriculum for England and Wales. Our holistic approach to education fosters respect, tolerance and understanding and enables each child to maximise their academic success and also develop the skills and aptitudes that will allow them to adapt and succeed in a world that is rapidly changing.
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The school offers a secure and safe environment where children are challenged in order to gain the necessary skills in academic, social, sporting and aesthetic fields. We emphasise the development of the individual but also encourage students to see themselves as valued and productive members of our school and the wider community.
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We continue to follow the National Curriculum for England and Wales and offer a wide array of A-levels, BTECs and the Extended Project Qualification (EPQ). Students are expertly guided through their two-year study by experienced subject specialists.
With a variety of pathways available to students, we are able to tailor our provision and timetable to suit each student. We work back from each student's interests and aspirations to ensure that upon graduation they are able to next the next step on to university, an apprenticeship, or their chosen career.
Alongside our academic provision, JAS students are supported by our unique ETHOS programme; this includes our Study and Life Skills programme which develops essential skills for when students move to university, our Options and Aspirations program, and our Tutor programme which gives students access to learning support when required.
For more information, download our Sixth Form Prospectus.
PERSONALISED PATHWAYS
Upon applying to join JAS Sixth Form students will be invited to attend a guidance interview with our Options and Aspirations Advisor. Guidance interviews provide personalised advice based on aspirations, and students will discover appropriate courses and pathways available to them at JAS.
We know that there is an apparent correlation between a student’s passion and their likelihood to succeed, therefore whether attending a guidance meeting, or independently perusing our academic provision we advise students to consider, firstly, their interest and enthusiasm for the subject; secondly, the potential to help access university courses; and, thirdly, to think about their career aspirations.
Universities offer their places based on qualifications gained and experiences established. Our pathways and provision are tailored to a student's interests and aspirations.
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SIXTH FORM
ASSESSMENT
Assessment is an integral part of our learning and teaching. It facilitates daily ongoing review of individual progress and impacts on planning and target-setting for each child. In each phase of the school, students will have personal learning targets based on assessment outcomes. Our students contribute to self- and peer-assessment to enable them to develop critical personal evaluation skills and so become successful and increasingly independent learners.
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In Sixth Form, baseline assessment at entry to Year 12 will be implemented to inform accurate planning of next steps. Regular formative and summative assessments in each subject will be used to track and monitor progress and to set aspirational targets for each student.
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End of Year 12 internal assessments will be used to monitor progress and will inform predicted grades for university applications. Formal tracking and monitoring through Sixth Form occurs to identify individual progress and key trends.
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Throughout A-level and BTEC studies, students will be assessed as per the exam board specification. The form of assessment depends upon the individual subject. Some subjects assess through written examinations and non-examined assessments (coursework or practical assessment).
SUPPORTIVE LEARNING
We believe that supporting children involves everyone and we have robust systems in place to identify children with additional learning needs. Effective support for pupils starts in the daily planning for every classroom lesson. Teachers plan differentiated activities as an integral part of learning and teaching across all phases of the school. This takes the form of, for example, extra time to complete a task, different resources, classroom prompts or outcome expectation.
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Groupings are also used as appropriate to the needs of learners so these may be ability, mixed ability, pairs or individuals. In addition, further provision supports specific difficulties, eg booster groups for reading or maths or extra sessions to develop fine motor skills.
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All programmes are based on analysis of students’ needs using assessment data and teachers’ observations and judgements to ensure the most effective support is offered.
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In Sixth Form, specialist learning support teachers will continue to provide support for students and staff to ensure appropriate programmes are in place.
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Personalised pathways for A-levels and BTECs will support students who require either a reduced or enhanced curriculum. Directed study will also be offered to those students who require to resit GCSE Mathematics or GCSE English Language.
We offer a wide range of subject areas for Advanced Levels (A-Levels) and two BTEC qualifications. Students can select to study up to four different A Level subjects or a combination of BTEC (worth 2 A levels) and 1 A level subject. As with the GCSE qualification, A-Levels are linear, which means students sit examinations at the end of the two-year course. Depending on the course and its content, examinations can be theoretical or practical. BTEC qualifications are vocational and more akin to the 'coursework' model, where students are assessed throughout the two years and have to make regular submissions. Therefore, the BTEC courses appeal to students who prefer to work consistently over the two years, with many aspects of practical evaluation and application of skills, rather than a final examination.
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The advantage of following both qualifications is that students receive purposeful teaching time and will spend the majority of their two-year study learning, consolidating, and applying newfound knowledge and understanding. Both qualifications lend themselves to ongoing revision, which embeds knowledge and increases students’ abilities to retain and retrieve content when required. The BTEC courses require more skills in active learning situations, such as establishing business models or creating a lighting plan for a school play.
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Our Sixth Form ‘blended learning’ method provides students with unlimited access and opportunity to revisit and revise content throughout their course. All of the aforementioned is designed to better prepare students for success not just in their A-Level examinations and BTEC courses, but also as they move into higher education or a career.
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For more information, download our Sixth Form Prospectus.
A-LEVEL AND BTEC
EXTENDED PROJECT
The Extended Project Qualification (EPQ) allows learners to construct an artefact or a 5,000 word written report based on a topic and title of their choice. Students are advised to select a project topic that is of personal interest, and one that might help with university or career aspirations.
Students will receive essential support to complete this qualification; not only will students have time allotted on their timetable (for direct teaching, instruction, or independent study) but each student will be assigned an EPQ supervisor who will advise and guide them throughout.
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Universities and employers value the Extended Project Qualification because of the depth of knowledge, and the increased understanding it requires for successful completion. It is also valued for the skills it develops in students; researching, referencing, note-taking, presentation skills, and in some cases essay writing skills.
The one-year qualification also awards UCAS points which will enhance a student's UK university application.
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