Typical Study Programme

Year 12

Students will study 2, 3 or 4 subjects leading to AS / Vocational Qualifications at the end of the year.

Those students who study two AS Level or BTEC only, will be expected to find a regular work experience placement alongside their studies. In addition, any students who intend applying to university to study Primary or Secondary Education, Medicine or any other health related course, should also secure regular work experience as it is a requirement of entry for many of these courses.

All students will follow an enrichment programme, working towards achieving the Welsh Baccalaureate Qualification Skills Challenge Certificate. Where students make an endorsed decision to study 4 full AS Level subjects, and this choice is supported by excellent GCSE results, they will not be enrolled on the Welsh Baccalaureate; however, we advise that if they discontinue their 4^th AS subject during Year 12 they will be required to pick up the Welsh Baccalaureate in its place and catch up on any missed work, such is the importance of the qualification and the Independent Project in particular.

The Welsh Baccalaureate Advanced Diploma SCC is equivalent to an A Level between Grade A* and E and the majority of students will be expected to work towards achieving it by opting for it in one of their option blocks alongside 3 AS Levels. Year 11 students should note that the successful completion of the WBQ Intermediate Diploma in Year 11 is a compulsory requirement for applying to the Sixth Form, unless there are mitigating circumstances.

Students should be aware that acceptance onto Year 12 courses is only provisional until their October Assessment, at which time their on-going potential will be assessed and a decision made by the Head of Post 16 Education in liaison with department staff as to whether students have the aptitude to succeed in a subject; as a result students’ Sixth Form provision may change at this stage. From October half term students’ programme of study will be confirmed and students are expected to maintain all courses through to their June examinations.

The school year for AS students runs until the end of the full academic year. Students return to school in June following their AS exams and continue to receive timetabled sessions in WBQ, a University & Careers research project and the A2 Level induction of the AS Level courses. This continues throughout the remaining weeks of term along with sessions of self-arranged work experience or volunteering. It is important that holidays are not arranged at this time. Over the summer students are encouraged to undertake volunteering and reading.

Year 13

At the end of Year 12, students must apply to follow their studies into Year 13 – continuing 2, 3 or 4 subjects at A2 Level; students are not automatically entitled to return for A2 studies.

Entry into Year 13 will be subject to specific criteria being met in Year 12 – which will include academic commitment, good attendance and completion of the Welsh Baccalaureate Summer programme and A2 Level Induction during Summer Half-Term 2.

More Able and Talented Students and the Seren Programme

The Sixth Form is committed to assisting all students achieve their potential. In addition to the supportive measures embedded in the pastoral system for the benefit of all students, we also identify more able and talented students based on their GCSE performance. These students

are then encouraged to access the County-wide MA&T programme which is intended to stretch students by extra tuition or seminars at a Pembrokeshire level. Some of these MA&T students with sufficiently high GCSE results and who are expected to maintain the highest grades at A Level may also be selected to participate in the West Wales Seren Hub, a programme intended to promote applications to the highest level of university education including Oxford and Cambridge.

Collaborative Learning: Widening Options and Broadening Horizons

Ysgol Harri Tudur/Henry Tudor School is developing its learning partnership with other schools in the county to deliver a 14-19 curriculum offer in a collaborative structure. This enables students to have a broader choice and entitlement in following their appropriate ‘Learning Pathway’.

Student Support

Mentor

Upon entry into the Sixth Form each student is allocated an academic Mentor. This member of staff will be the first person to speak to if any problems occur.

Their roles will include:-

• Regular meetings with each student to discuss progress, problems and strategies to enhance the chances for success.

• Oversee the student’s participation in the Mentorship programme and support students’ contributions to the Mentor Group and the school on an extra-curricular basis.

• Monitoring attendance and conveying whole school and Sixth Form specific messages.

The Mentors and the Leader of Key Stage 5 will take responsibility on a subject-centred basis for directing students towards the most appropriate degree courses, Higher Education Institutions or careers. They will ensure all of their group have access to essential information and have the chance to attend relevant open days.

Time will be allocated to assist all students with the successful completion of UCAS and other application forms.

Learning Resources

Studies are very demanding and require sensible use of time and resources. Sixth Formers have:

• A Sixth Form Study intended for discursive yet focussed work and a Sixth Form section of the Library for quiet study activities. These areas are stocked with prospectuses and subject specific literature and students also have their own coffee & hot chocolate machine in the Study. GE11 is reserved for Sixth Form IT use in free periods / Breaks.

• Students are able to bring in their own laptops and devices and access the school Wi-Fi in order to complete work by use of the Google Drive and Classroom apps.

Academic Monitoring and Tracking

There is a system for mentoring and monitoring the progress of all Sixth Formers.

The major aims can be summarised as:

• to ensure that each student leaves with the best grades possible;

• to ensure each student is guided successfully through school and is directed towards their chosen career/education path as professionally as possible;

• to make the learning and social experience as enjoyable as possible;

• to provide each student with exam targets which are both realistic and optimistic;

• to find strategies to re-focus when targets are not being met.