Dear Year 11 Pupil

Foreword

Dear Year 11 pupil

Living as we do in a climate of lifelong learning, continuing in full-time education at 16+ is anatural progression for the majority of students. Decisions you are about to make regardingyour route forward are vital ones and it is important that you explore all possible opportunitiesavailable to you.

At SirThomasPictonSchool we have a flourishing Sixth Form. The entry requirement isnormally 5 A*-C grades at GCSE (or their equivalent) for Advanced level study and 5 A* - G grades for our Level 2 programme. You also need a genuine desire toreturn to school to further your education and a willingness to work hard. You will also needto have achieved the base line requirements for your chosen programme of studies, as thiswill ensure that your proposed route forward is realistic and achievable.

We offer a full range of subjects at AS and A2 levels, some of which are delivered throughthe local federation. This collaboration ensures maximum opportunity for individuals to followtheir chosen combination of subjects. The greater number of students staying on, the widerthe range of courses we are able to offer.

Before you choose, seek the advice of students who have followed the subjects in which youare interested. Speak to the staff teaching the subjects, the careers advisers and otherexternal agencies. Miss Smith, the Head of Sixth Form, is also available to give advice.

The value of the Sixth Form lies not only in the courses offered but also in the developmentof informal relations with fellow students and staff, whilst at the same time making contactswith people in the wider world. In the Sixth Form, you will follow the WelshBaccalaureate course and there are opportunities for continuing to contribute to school life, toenjoy privileges and increased freedom, remembering that this brings increasedresponsibilities. As a senior student, the image you promote to younger pupils is important,and you will have many opportunities to prepare yourself for your next step beyond school.

Whatever you gain from studying in the Sixth Form will depend on what you contribute tomaking it a success. I know you will get the support of staff. I hope you will accept thechallenges of the Sixth Form at SirThomasPictonSchool.

Dr N Poole

Headteacher

CONTENTS

Foreword 1

Contents 2

A word from the Head of Sixth Form 3

The Post 16 Structure 4

Essential & Wider Skills 5

Welsh Baccalaureate Qualification6

Federation A Level provision7

Examination Results7

Life in the Sixth Form8

Facilities8

Private Study9

Rules9

Monitoring Student Progress9

Sixth Form Council10

Tutorial Programme 10

The Sixth Form and Higher Education 11

Careers and Work Experience 11

A view from the inside 13

Your next step 14

A word from the Head of Sixth Form

The Sixth Form at Sir Thomas Picton School offers you a unique opportunity to continue youreducation in a familiar environment, with continued support from a range of specialistexperienced staff, while broadening your choices through our collaborative arrangements.

As a member of a relatively small tutor group, you will have daily contact with your personaltutor, who will offer advice and guidance. Additional support can be sought from us in theSixth Form office.

Although you have some private study periodsyou will find that your timetable is very full. Inaddition to your chosen subjects you willcomplete other qualifications and gain a rangeof experiences. Sixth Form parties will furtherdevelop your social skills and the yearculminates in a glitzy Leavers Ball!

Although there are inevitably a number of rules,you will experience a range of privileges too,and we hope that you will enjoy all that ourSixth Form has to offer, making your time at theschool a rewarding, enjoyable and worthwhileexperience.

Miss Smith

THE POST 16 STRUCTURE: CHOOSING YOUR PROGRAMME OF STUDY

Advanced and Advanced Subsidiary Levels

Students choose 3 or 4 AS subjects in their first year andspecialise by studying fewer subjects in their second year.

The development of the AS qualification, which also representsthe first half of a full A-Level and contributes half the weighting,should secure better progression from GCSE, and encouragemore students to embark on Advanced Level studies.

A-levels consist of 2 parts; the first half is the AS; the second half is the A2

The AS is a qualification in its own right

Students can decide to take an AS and not continue on to the A2

A-Levels will normally consist of 4 - 6 units of assessment; the first 2 - 3 comprise the AS;the second 2 - 3 the A2

Students will sit exam units at the end of each year

The AS qualification will be graded on the scale A - E and Uand A-Level qualifications will be graded on the scale A* - Eand U

Level 2 Qualifications

Any pupil who does not meet the requirements for the AS programme of study will be offered the opportunity to study a range of Level 2 BTEC qualifications alongside a re-sit programme for GCSE English and Mathematics if required. Please contact the school for additional information.

Essential Skills

All post 16 students are expected to develop and gain recognition for theirachievements in Essential Skills, whatever courses they are taking

These skills recognise achievement inCommunication, Application of Number,Information Technology, Problem Solving,Improving Own Learning and Performance andWorking with Others

In these areas, all students will beassessed through portfolio work

Evidence in the portfolio will come from AS/Alevels and from activities undertaken in andoutside school

Students will be able to gain the Essential Skillsqualifications with a ‘Profile’ of achievement (i.e.achievement at different levels in each Key Skill is possible)

1 The scores shown are for individual key skills units in Application of Number,Communication and Information Technology, which are ungraded. For the Essential SkillsQualification, the individual scores are aggregated, i.e. a student obtaining the Essential SkillsQualification at level 3 in each unit would achieve a points score of 60.

Welsh Baccalaureate Qualification

Sir Thomas Picton School was one of the firstschools in Wales to offer the prestigious

Welsh Baccalaureate qualification. Thisadvanced level qualification will runalongside your selected subject choices. All students follow the course and so it doesnot need to be chosen on your optionsheet.

The Welsh Baccalaureate adds a valuablenew dimension to subjects and courses youwill follow by encouraging independenceand adding ‘real life’ experience to thecurriculum. By combining personaldevelopment skills with established qualifications like A Levels, it is a wider award that isvalued by both employers and universities.

The Welsh Bac combines experiences and projects that help you to develop as an individualand will equip you for your next steps – for work, university and for life. The qualificationproves you have developed the skills considered important by employers anduniversities. It also shows you have furthered your personal and social education,undertaken individual research, gained work experience and participated in a communityproject.

What does it involve?

The Welsh Bac has a strong focus on building your strengths and you will be encouraged tothink and study independently. You receive support from a personal tutor who will give youthe guidance you need to help you stay focused.

Rather than adding to your workload, evidence shows that the Core activities improve yourunderstanding and performance in your Option subjects. Teachers often say that skillsgained through the Welsh Bac help students achieve their Option qualifications.

To fulfil the requirements of the qualification you must complete a Core Programme ofactivities which help you develop a range of skills through a greater breadth and balance ofexperience. It improves your existing skills and builds on your interests. You take part inpractical activities because the emphasis is on learning by doing.

The five components of the Core Programme are:

• Skills – the Essential Skills are Communication,ICTand Application of Number; and Wider Skills include Working With Others, Problem Solving and Improving Own Learning and Performance.

• Wales, Europe and the World– your chance to learn more about Wales and itsrelationship with Europe and the world. This includes a language module at a suitable level.

• Work-Related Education – includes working with an employer and taking part in a teamenterprise activity to help you understand how businesses work.

• Personal and Social Education – helps you explore issues in the modern world: family,health, relationships, citizenship and sustainable development. It also includes an activity inthe local community.

• Individual Investigation – an opportunity for you to carry out personal research into anarea of interest from your optional studies or the core programme.

What is the Welsh Baccalaureate worth?

To achieve a Welsh Baccalaureate Advanced Diploma a typical student may combine two ormore A Levels and the Advanced Core Programme. The Welsh Baccalaureate Advanced Diploma is now graded A* - C, and the grade awarded will be determined by the quality of the work submitted. It is included in offers from Universities across the UK and is formal recognition thatthe experiences and skills gained are valuable when studying at degree level and beyond.

Federation ‘A’ Level provision

Although students will be enrolled at SirThomasPictonSchool, theymay choose subjects that are offered at TaskerMilwardSchool orPembrokeshireCollege. This approach allows students from the threeinstitutions access to a wider range of subjects, some of which havenot been available previously. Transport is provided between the three centres, though it is worth noting that college classes may finish at 4pm, and that there is some variation in transport routes home. Additional information can be obtained from the Federation website at

Examination results

Sir Thomas Picton School is justifiably proud of its academic success, which is a vital part ofits commitment to provide the quality of education, which would allow everyone to reach theirfull potential.

The school operates an open entry policy so nearly all students who embarkon a course complete it by sitting an external examination. It is all too easy to improvepercentage results by selective entry, but this is not our policy.

In recognition of this academic success a Prize Evening is held atthe school in December.

Prizes awarded for Sixth Form resultsinclude:

David Lewis Mathematics Prize

Murco Science Prize

Elizabeth Kelleher Cup for French

Oriel STP Art Trophy

Haverfordwest Old Boy’s Prize for the Best ‘A’ Level Results

Pat Evans Prize for History

Taskers Old Girls Cup for Best ‘A’ Level Results

The Getvoldsen Cup for English

Paul Andrews Prize

Life in the sixth form

School Uniform

We see the school uniform as an important means of creating a sense of community in theschool, and we feel that the Sixth Form can play an important part in this. We hope that youwill identify with the school through its uniform. This consists of the following items:

Boys Girls

Navy polo shirt with STP crestNavy polo shirts with STP crest

Plain Navy jumper/cardiganPlain Navy jumper/cardigan

Black traditional school trousersNavy knee length Skirt/Navy

(no fashion trousers e.g. skinny trousers,traditional school trousers (no fashion

chinos, jeans or cords)trousers e.g. skinny trousers, chinos, jeans or cords)

Outdoor garments should be plain Navy Blue or Black (no hoodies)

Black or navy shoes – felt, fabric and canvas shoes are not permitted. Heavy boots (military, Ugg) are not allowed. No trainers.

Pupils who have represented County or Country may wear the appropriate badge on theschool sweater. Jewellery, if worn, must be restricted to a signet ring and ONE sleeper orstud in each ear lobe. These will need to be removed for safety reasons in some activities. Noother body piercing is acceptable. Any hair dye/highlights should be a natural colour with no extreme contrasts. Hair should not be shaved below a grade 2 and be of a consistent style and length. ‘Designs’ shaved into the head are not permitted. Long hair will need to be tied back for certain activities for safety reasons. Badges or motifs which have no association with school or school based activities must notbe worn.

Facilities

The Sixth Form area consists of an E-learning centre and study area with itsown computers, tutorial lesson rooms and a common room for enjoying conversations in arelaxed atmosphere. This is your area andtheresponsibility forits care and appearance rests with you.

Private Study

Whilst we believe that you should have a relatively full subject timetable, all Sixth Formerswill have some periods ofPRIVATE STUDY. It is important that you realise from the outsetthat your own private exploration of a subject isas important as anything done in class. Private Study periods should be spent chieflyin the e-learning centre. The Common Room is mainlyintended for relaxation at break and lunchtimeperiods.

In addition, Upper Sixth Formers are allowed toselect study time, when, withparentalagreement, they may study at home. Thesesessions should be agreed with your personaltutors at the beginning of the year. Anychanges during the course of the year must bere-negotiated, and the appropriate formsupdated.

Rules

Whilst we wish to keep the number of rules to a minimum, we will expect:

a) That you will not smoke whilst wearing school uniform

b) Sixth Formers are normally allowed to go into town if they need to during the DinnerHour without permission. Any Sixth Former who wishes to be out of school duringschool hours, must sign the appropriate book before leaving school and on their return.

Adherence to this rule is essential in the interest of safety.

c) Sixth Formers who wish to drive cars or motorcycles to school or ride as passengers willbe permitted to do so providing that their parents sign the appropriate consent forms.

N.B. All drivers of vehicles should remember that the school grounds are private and normalinsurance cover does NOT apply to anyone who enters the school premises.

It is hoped that Sixth Formers will realise the importance of these rules and that the nature ofdiscipline imposed from above will be seen to be constructive rather than restrictive.

Monitoring Student Progress

On a regular basis all staff submit an effort and attainment grade for each student

Students whose grades are less than satisfactory are followed up

An annual report is completed by all subject teachers and students. This outlinesprogress to date and sets agreed targets

There is an annual Parents' Evening

Parents are encouraged to contact school at any time to discuss progress or mattersof concern

Sixth Form Council

The Sixth Form elect their own council each year. It comprises a Chairperson, Secretaryand Treasurer and one Representative from each tutor group. The Head Boy and Girl areco-opted members. The Council chooses the Sixth Form Charity Event and decides towhich charities the money raised will be donated. The council helps the Head Boy and Girlto organise social events and at the monthly meetings raises points with the Head of SixthForm that the Sixth Form wish to discuss.

Decisions are made concerning uniform, the running of the common room, its furniture,maintenance and decoration. The council, therefore, is your mouthpiece and through it youcan see that your views are given an airing and are seriously considered by us all.

Tutorial Programme

Within the Sixth Form tutorial programme time is spentpreparing students for Higher Education and theirfuture careers. A structured course enables studentsto evaluate their current performance and to set goalsfor the future. There are dedicated sessions on howto complete the University Application (UCAS) forms. Advice on personal and social issues is also offerede.g. Well woman and well man workshops, personalsafety and drug awareness.

The Sixth Form and Higher Education

An increasing number of young people now progress into Higher Education and recent initiativesby the government have been directed towards encouraging this trend. Whilst we accept that notall Sixth Formers will want to follow this route, for those who do we provide structured, accurateand supportive guidance.

Most Sixth Formers do progress to Higher Education at the end of their second year in the SixthForm. When application forms are completed, the school is asked to estimate a candidate's A'Level grades. Obviously this can only be done using Year 12 performance as a guideline, and itis therefore vital that students appreciate the importance of this year. Commitment to theirchosen courses begins from the start of Year 12 and must be maintained throughout.

All students are introduced to the Higher Education application process during the second andthird terms of Year 12. Visiting speakers from various institutions address them during Tutoriallessons, and make them aware of the range of courses available, the factors they should takeinto account, and how the all-important UCAS form should be completed. Students areconstantly given up to date information for Open Days, and are made fully aware of the application process. UCAS forms are completed in the first half-term ofYear 13. All students are given support on interview techniques, and for those who wish, mockinterviews are arranged.