This is a forum that’s held in the Sixth Form on some Friday nights. It can help you get to know your teachers and their interests, as well as attend university forums. One was held last academic year (2021/22) where Skype calls were set up between the students and undergraduates at the University of British Columbia (Canada) and other universities.

The teachers that come to speak to you allow you to know them and their experiences better and maybe even learn that you could be interested in the same things that they are: travel, zoology and sports. It is very insightful and is definitely something you should look forward to. We very much hope you find the information we have put together for you useful.

We look forward to welcoming you to the sixth Form in September 2023.

Written by Greensteds Sixth Formers

AIMS

Cell structure
· Biological molecules
· Enzymes
· Cell membranes and transport
· The mitotic cell cycle
· Nucleic acids and protein synthesis
· Transport in plants
· Transport in mammals
· Gas exchange
· Infectious diseases
· Immunity

Through a balance of academic work and experimental procedures with first hand
observations of their own work, students will develop a deep understanding of a subject that is both universal in scope and increasingly pivotal in cutting-edge research.
Exam Board: CAIE
Teacher to Contact: Ms. R. Muthee

The aims describe the purposes of a course based on this syllabus; they enable students to:
1. Acquire knowledge and understanding and develop practical skills, including efficient, accurate and safe scientific practices
2. Learn to apply the scientific method, while developing an awareness of the limitations of scientific theories and models
3. Develop skills in data analysis, evaluation and drawing conclusions, cultivating attitudes relevant to science such as objectivity, integrity, enquiry, initiative and inventiveness
4. Develop effective scientific communication skills, using appropriate terminology and scientific conventions
5. Understand their responsibility to others/society and to care for the environment
6. Enjoy science and develop an informed interest in the subject that may lead to further study.
COURSE CONTENT
The syllabus provides candidates with an opportunity to study both the practical and theoretical aspects of Biology. It also helps learners develop the knowledge and skills that will prepare them for successful university study. Our learners also develop lifelong skills of scientific enquiry, confidence in technology, and communication and teamwork skills. It is also designed to inspire an interest in scientific study and creative thinking.
This is a 2-year course and is divided into two;
1. AS (Advanced Subsidiary) and
2. Advanced level (A level).
Candidates will study all of the following topics: AS (Advanced Subsidiary) – First year of the A level course
• Cell structure
• Biological molecules
• Enzymes
• Cell membranes and transport
• The mitotic cell cycle
• Nucleic acids and protein synthesis
• Transport in plants
• Transport in mammals
• Gas exchange
• Infectious diseases
• Immunity Cell structure
· Biological molecules
· Enzymes
· Cell membranes and transport
· The mitotic cell cycle
· Nucleic acids and protein synthesis
· Transport in plants
· Transport in mammals
· Gas exchange
· Infectious diseases
· Immunity

Through a balance of academic work and experimental procedures with first hand
observations of their own work, students will develop a deep understanding of a subject that is both universal in scope and increasingly pivotal in cutting
edge research.
Exam Board: CAIE
Teacher to Contact: Mr. B. Awuor

AS Level candidates also study practical skills. Candidates are normally encouraged to prepare for and sit for AS examinations which test them on the first eleven topics and their practical skills, in the first year of the course.
A Level Biology to study the AS topics and the following topics:
 Energy and respiration
 Photosynthesis
 Homeostasis
 Control and coordination
 Inheritance
 Selection and evolution
 Classification, biodiversity and conservation
 Genetic technology
Advanced Level candidates also study practical skills ASSESSMENT AS level
Paper 1: Multiple Choice
1 hour. 40 marks. 15.5% (31% AS only)
Paper 2: AS Level Structured Questions
1 hour 15 minutes. 60 marks. 23% (46% AS only)
Paper 3: Advanced Practical Skills:
2 hours. 40 marks. 11.5% (23% AS only)
A Level
Paper 4: A level Structured Questions:
2 hours. 100 marks. 38.5%
Paper 5: Planning, Analysis and Evaluation 1 hour 15
minutes. 30 marks. 11.5%

All papers are externally assessed
ASSESSMENT OBJECTIVES: The assessment objectives (AOs) are:
AO1 Knowledge and understanding Candidates should be able to demonstrate knowledge and understanding of:
1. Scientific phenomena, facts, laws, definitions, concepts and theories
2. Scientific vocabulary, terminology and conventions (including symbols, quantities an units)
3. Scientific instruments and apparatus, including techniques of operation and aspects of safety
4. Scientific quantities and their determination
5. Scientific and technological applications with their social, economic and Environmental implications.

AO2 Handling, applying and evaluating information Candidates should be able to handle, apply and evaluate information, in words or using other forms of presentation (e.g., symbols, graphical or numerical) to:
1. Locate, select, organize and present information from a variety of sources
2. Translate information from one form to another
3. Manipulate numerical and other data
4. Use information to identify patterns, report trends and draw conclusions
5. Give reasoned explanations for phenomena, patterns and relationships
6. Make predictions and construct arguments to support hypotheses
7. Apply knowledge, including principles, to new situations
8. Evaluate information and hypotheses
9. Demonstrate an awareness of the limitations of biological theories and models solve problems.
AO3 Experimental skills and investigations Candidates should be able to:
1. Plan experiments and investigations
2. Collect, record and present observations, measurements and estimates
3. Analyze and interpret experimental data to reach conclusions
4. Evaluate methods and quality of experimental data and suggest possible improvements to experiments.
What further study can I undertake in this subject?
Biomedical Sciences, Biochemistry, Dentistry, Dietetics, Earth Sciences, Environmental Science, Forensic Science, Geology, Medical Science, Medicine, Nursing, Pharmacy, Physiotherapy Sports Science, Biotechnology, Microbiology, Medical Laboratory Technology and Astrology

Other subjects that complement Biology: Mathematics, Chemistry, Physics, Physical Education, Psychology

The Course aims at giving learners key concepts in Chemistry in the following main areas: Physical chemistry Inorganic
chemistry Organic chemistry and analysis Practical skills. It gives learners a thorough understanding of key concepts
and an in-depth knowledge of Chemistry’s most important themes as well as strong practical skills. The knowledge
and skills acquired will prepare them for successful university study. It is also expected that learners will develop
lifelong skills of scientific enquiry, confidence in technology, and communication and teamwork skills.
It is recommended that learners who are beginning this course should have previously completed a Cambridge O Level
or Cambridge IGCSE course, or the equivalent, in Chemistry or in Co- ordinated Science. Teachers to Contact: Mr. Osano and Mr Teyie
Other subjects that complement Chemistry: Mathematics, Biology; Mathematics and Physics.
Exam Board: CAIE Exam Code: 9701
Where can I get more information Exam board url: www.caie.org.uk/alevel
The main topics are:
Atoms and forces: Matter is built from atoms interacting and bonding through electrostatic forces. Experiments and
evidence: Evidence from observations and experiments used to build models and theories of the structure and
reactivity of materials.
Patterns in chemical behaviour and reactions: By identifying patterns in chemical behaviour we can predict the
properties of substances and allows us to design new materials of use to society. Chemical bonds: The
understanding of how chemical bonds are made and broken by the movement of electrons allows us to predict
patterns of reactivity.
Energy changes: The energy changes that take place during chemical reactions can be used to predict both the
extent and the rate of such reactions.
Candidates will also be expected to practice experimental skills throughout the whole period of their course of
study. As a guide, learners should expect to spend at least 20 percent of their time doing practical work individually
or in small groups.

The Course aims at giving learners key concepts in Chemistry in the following main areas: Physical chemistry Inorganic
chemistry Organic chemistry and analysis Practical skills. It gives learners a thorough understanding of key concepts
and an in-depth knowledge of Chemistry’s most important themes as well as strong practical skills. The knowledge
and skills acquired will prepare them for successful university study. It is also expected that learners will develop
lifelong skills of scientific enquiry, confidence in technology, and communication and teamwork skills.
It is recommended that learners who are beginning this course should have previously completed a Cambridge O Level
or Cambridge IGCSE course, or the equivalent, in Chemistry or in Co- ordinated Science.

ASSESSMENT
Paper 1: Multiple Choice – 1 hour
This paper consists of 40 multiple-choice questions, 30 of the direct choice type and 10 of the multiple
completion type, all with four options. All questions will be based on the AS Level syllabus content. Candidates
will answer all questions. Candidates will answer on an answer sheet. [40 marks]
Paper 2: AS Level Structured Questions – 1 hour 15 minutes
This paper consists of a variable number of questions of variable mark value. All questions will be based on the
AS Level syllabus content. Candidates will answer all questions. Candidates will answer on the question paper.
[60 marks]
Paper 3: Advanced Practical Skills – 2 hours
This paper requires candidates to carry out practical work in timed conditions.
Candidates will be expected to collect, record and analyze data so that they can answer questions related to
the activity. The paper will consist of two or three experiments drawn from different areas of chemistry.
Candidates will answer all questions. Candidates will answer on the question paper.
[40 marks]
Paper 4: A Level Structured Questions – 2 hours
This paper consists of a variable number of free response style questions of variable mark value. All questions
will be based on the A Level syllabus but may require knowledge of material first encountered in the AS Level
syllabus. Candidates will answer all questions. Candidates will answer on the question paper. [100 marks]
Paper 5: Planning, Analysis and Evaluation 1 hour 15 minutes
This paper consists of a variable number of questions of variable mark value based on the practical skills of
planning, analysis and evaluation. The context of the questions may be outside the syllabus content, but
candidates will be assessed on their practical skills of planning, analysis and evaluation rather than their
knowledge of theory. Candidates will answer all questions. Candidates will answer on the question paper. [30
marks]
Candidates for Advanced Subsidiary (AS) certification take Papers 1, 2 and 3 (either Advanced Practical Skills 1
or Advanced Practical Skills 2) in a single examination series. Candidates who, having received AS certification,
wish to continue their studies to the full Advanced Level qualification may carry their AS marks forward and
take Papers 4 and 5 in the examination series in which they require certification. Candidates taking the full
Advanced Level qualification at the end of the course take all five papers in a single examination series

Economics teaches students to think logically and to use theories to understand how economies like economy operate. At the center of the subject is the question of how we divide up our scarce resources and how decisions resulting from these affect us.
Teacher to Contact: Dr.Motanya and Mr.Bett
Exam Board: Edexcel Pearson
For more information:
m/content/dam/pdf/A%20Level/economicsa/2015/specification-and-sample

Unit 1
This unit gives students an introduction to the  Nature of economics and examines how the price mechanism allocates resources in local, national and
global markets. Students will learn to apply supply and demand analysis to real-world situations and will be able to suggest reasons for consumer behaviour. This will involve looking at how consumers act in a rational way to maximise utility and how firms maximise profit but also why consumers may not behave rationally. Students will analyse the nature and causes of market failure and understand the strengths and weaknesses of possible policy remedies.
Unit 2
This unit introduces the key measures of economic performance and the main objectives and instruments of economic policy in an international context. Students will learn how to use a basic AD/AS model to analyse changes in real output and the price level. Students will look at when demand and/or supply-side policies may be appropriate ways of improving an economy’s performance; consider these policies in a historical context; predict the possible impact of such policies and recognise the assumptions involved. Students should understand different approaches that may be used by policymakers to address macroeconomic problems.

Unit 3

This unit develops the content of Unit 1 and examines how pricing and the nature of competition between firms is affected by the number and size of market participants. At the end of this unit, students should be able to analyse and evaluate the pricing and output decisions of firms in different contexts, and understand the role of competition in business decision making. They should also be capable of making an appraisal of government  intervention aimed at promoting competitive markets.
Unit 4
This unit develops the knowledge and skills gained in Unit 2. The application, analysis and evaluation of economic models is required, as well as an ability to assess policies that might be used to deal with economic problems. An awareness of trends and developments in the global economy over the last 40 years, including contemporary issues, is required. Wider reading and research will enable students to use up-todate and relevant examples in their analysis and evaluation of issues and developments in the global economy.

Possible careers related to the subject:
Accountant, Actuarial Analyst, Chartered Accountant, Data Analyst Economist, Finance and Banking. Financial Risk Analyst, Financial Planner Forensic, Accountant Investment, Analyst Statistician, Stockbroker
What further study can I undertake in this subject?
Cambridge AICE Diploma.
Other subjects that complement Biology: Mathematics, History, Geography

Candidates develop a lifelong understanding and enjoyment of literary texts and most importantly gain a range of essential skills.

Importance of Literature
To qualify for the Arts stream, Literature is considered as one of the humanities subjects. Advertising, public relations and mass/communications require good grades in language and humanities subjects. Hence it is a booster subject.
Teacher to contact: Mrs. Agingu
Exam Board: CAIE
Year 12 AS: 9595 Year 13 A Level: 9695
Where can I get more information?
Website.https://www.cambridgeinternational.org/

Importance of Literature
To qualify for the Arts stream, Literature is considered as one of the humanities subjects. Advertising, public relations and mass /communications require good grades in language and humanities subjects. Hence it is a booster subject.
Students will learn essential skills, including:
 Critical and independent reading, analysis and appreciating literary texts
 Effective communication of personal and critical Responses
 Developing confidence and ability to express their thoughts and ideas
 Critical thinking
 Extensive reading and appreciating varied literary Genres
Cambridge International AS Level Literature in English requires candidates to answer two compulsory papers:
candidates are required to study three set texts and prepare for one unseen text
Paper 1 Drama and Poetry
Leaners studying two set texts, one question from section A and one question from section B Candidates answer one question from section A (Drama) and one question from section B(Poetry)

Marks: 50

Duration: 2 hours

Weighting: 50% at the AS 25% at the A level
Paper 2
Prose and Unseen
Learners study one set text from section A and for section B, leaners prepare to respond to an unseen text that may be poetry, prose or drama. Candidates answer two questions, one from each section.
Marks: 50
Duration: 2 hours
Weighting: 50% at the AS level: 25% at A level
Candidates develop a lifelong understanding and enjoyment of literary texts
and most importantly gain a range of essential skills.
Importance of Literature
To qualify for the Arts stream, Literature is considered as one of the humanities subjects. Advertising, public relations and mass/communications require good grades in language and humanities subjects. Hence it is a booster subject.
Teacher to contact: Mrs. Agingu
Exam Board: CAIE
Year 12 AS: 9595 Year 13 A Level: 9695
Where can I get more information?
Website.https://www.cambridgeinternational.org/

Cambridge International A Level Literature in English requires candidates to study four set texts answer two compulsory papers.
Paper 3
Shakespeare and Drama
Candidates answer two questions: one question from Section A Shakespeare and one question from Section B Drama. Externally assessed.
Marks: 50
Duration: 2 hours
Weighting: 25% at A level
Paper 4
Pre-and Post-1900 Poetry and Prose
Candidates answer two questions: one question from section A on Pre-1900 poetry and prose, and one question from section B post- Poetry and Prose. Externally assessed.
Marks: 50
Duration: 2 hours
Weighting: 25% at A level
SUBJECTS THAT COMPLIMENT ENGLISH AND LITERATURE

Arts stream (Literature can be a compliment for language/humanities)
 Advertising
 Mass communications
 Sports science
 Physiotherapy
 Recreation and leisure studies
 Hospitality Industry
 Public relations
 History, Music, Media, Sociology, Psychology, Law

Geography helps us understand how people and societies relate to changes in the natural environment. Are you interested in: The physical world around you,
Challenges to the environment, Bridging the arts and sciences, Understanding other cultures, Active research and Learning how to become good decision making.
Teachers to contact: Mr. K. Otieno, Mr. E. Chiti
Exam Board: CAIE
Yr. 12 AS: 9696 Yr. 13 A Level: 9696
This exciting course offers you a balance between Physical and Human Geography

What further studies can I undertake in this subject?

 Higher academic pursuance of Literature.
 Depending on local university entrance requirements, it may permit or assist progression directly to
 university courses in English, Humanities or some other subjects like Law.
 Literature will therefore be an added advantage.

Year 12
Paper 1 Core Physical Geography
(Taken end of Year 12)
This paper will focus on Physical Geography and will be divided into three main topic areas:
• Hydrology and fluvial geomorphology
• Atmosphere and weathering
• Rocks and weathering
Exam – 1 hour 30 mins (60 marks) 

In section A, candidates answer three data response questions and in section B,
candidates answer one structured question Paper 2 Core Human Geography (Taken end of Year 12)
This paper will focus on Human Geography and will also be divided into three main subject areas:
• Population
• Migration
• Settlement dynamics

Exam – 1 hour 30 mins (60 marks) In section A, candidates answer three data- response questions and in section B, candidates answer one structured question from a total of three questions.
Year 13
Paper 3 Advanced Physical Geography options. This paper will test students on Physical Geography. Two options are taught from the following 4 options:
 Tropical Environments
 Coastal Environments
 Hazardous environments
 Hot arid and semi-arid environments
Exam – 1 hour 30 mins (60 marks)
This time A2 style questions will be answered so will therefore be more challenging – Candidates answer questions on two topics. Each topic consists of one structured question (10 marks) and a choice of essay questions (20 marks), for a total of 60 marks.

Paper 4 Advanced Human Geography options. This paper will test students on Human Geography. Two options are taught from the following 4 options:
 Production, location and change
 Environmental management
 Global Interdependence
 Economic transition

Exam – 1 hour 30 mins (60 marks)
This time A2 style questions will be answered so will therefore be more challenging – Candidates answer questions on two topics. Each topic consists of one structured question (10 marks) and a choice of essay questions (20 marks), for a total of 60 marks.

The AS Course can be a stand-alone course or your exam marks in your year 12 year will count towards 50% of your final A2 grade (the other 50%)

Advice:
You must commit hard work to the Geography course right from the start. All the work taught in year 12 and 13 will go towards your final A Level grade. Prep and many past questions throughout the year will prepare you for your exams so must be completed.

Fieldwork:
An important part of any Geography course is fieldwork. If you select this course
you will take part in two 4 days of fieldwork – both of the trips will be a residential trip. In year 12 there will be a trip to Saganna and this year the year 13‟s went to Watamu and stayed in Turtle Bay where we focused on learning more about Coastal Environments (Physical topic) as well as elements of tourism for the Global Interdependence unit (Human topic). Both of the fieldtrips aim to show you Geography outside of the classroom but the year 13 trip also focuses on preparing you for the year 13 A Level exams.

Skills:
Geography develops your critical thinking, problem-solving and your ability to describe and explain. You will further develop your ICT skills through Internet- based research. Career Higher Education/Your future: Geography is a flexible subject that compliments many other courses. It suits students with an interest in topical issues that affect our daily lives. It will equip you with many transferable skills which makes this course both attractive to universities and employers alike.

Teacher to Contact: Mr. Lusasi
For further information: Please visit; es-and qualifications/cambridgeinternationalas-and-a-level-history9489/

Candidates will study all of the following topics:
YEAR 12
 International option: International history, 1870– 1945
 Empire and the emergence of world powers,1870–1919
 The League of Nations and international relations in the 1920s
 The League of Nations and international relations in the 1930s
 China and Japan, 1912–45
 Contemporary reactions to the Holocaust

Skills that successful candidates will gain are:
• Assessing different interpretations of an argument
• Formulating their own ideas about a subject presenting clear and logical arguments evaluating historical evidence
• Developing an understanding of historical concepts such as cause and effect, similarity and difference and continuity and change.
What further studies can I undertake in this subject?
 Cambridge AICE Diploma.
Possible careers related to this subject:
 Law
 History teacher/professor
 Broadcasting
 Political science
 Business related careers
 Museum curator
 Archaeology
 Researcher Advice: You must commit hard work to the History course right from the start.
 All the work taught in year 12 and 13 will go towards your final A Level grade.
 Prep and many past questions throughout the year will prepare you for your exams so must be completed.
Other subjects that complement History: Literature

CANDIDATES WILL STUDY THE FOLLOWING TOPICS:

The origins and development of the Cold War Europe of the Dictators, 1918–1941 Mussolini’s Italy, 1920-41
This topic covers the following events and developments in the evolution of the Cold War in Europe, 1941–50
• Tensions in the wartime alliance against the Axis powers
• Peace-making at the end of the Second World War
• Increasing tensions in a divided Europe
• The Truman Doctrine and the Marshall Plan
• The Berlin Blockade and Airlift Europe of the Dictators, 1918–1941 Mussolini’s Italy,1920-41
• Why did Mussolini gain power in 1922?
• What were Mussolini’s domestic aims up to 1941?
• How far did Mussolini achieve his domestic aims up to 1941?
• How far was Mussolini a totalitarian ruler? Hitler’s Germany, 1929-41
• Why did Hitler gain power in 1933?
• What were Hitler’s domestic aims up to 1941?
•How far did Hitler achieve his domestic aims to 1941?
• How far was Hitler a totalitarian ruler?

ASSESSMENT YEAR 12
Component 1: Document question- The Search for International Peace and
Security, 1919–1945
Duration: 1 Hour
Weighing: 20%
Total marks: 40 marks
Candidates answer both parts of one source-based question. It is externally assessed.
Component 2: Outline study- International Relations, 1871–1945 Duration: 1 Hour 30 Minutes
Weighing: 30%
Total: 60 marks
Candidates answer both parts of two questions of the topics studied.
Externally assessed.
ASSESSMENT YEAR 13
Component 3: Interpretations question Duration: 1 Hour
Weighing: 20%
Total: 40 marks
Candidates answer one question from the chosen topic. Externally assessed.
Weighing: 30%
Total: 60 marks
Component 4: Europe of the Dictators, 1918–1941
Duration: 1 Hour 30 Minutes
Candidates answer any two questions in the chosen depth study. Externally
assessed.

This course aims at developing abilities to reason logically and recognise incorrect reasoning to extend students’ range of mathematical skills and techniques and use them in more difficult unstructured problems.

The students will recognise how a situation may be represented mathematically and understand the relationship between, realworld‟ problems and standard and other mathematical models and how these can be refined and improved.
Teachers to Contact: Mr. Shivonje and Mr. Lameka
Specification:at ions/edexcel-international-advancedlevels/mathematics 2018.html Exam Board: Pearson Edexcel
International Advanced Level in Mathematics.

Course Content
Qualification aims and objectives
The aims and objectives of this qualification are to enable students to:
 Develop their understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment
 Develop abilities to reason logically and recognize incorrect reasoning, to generalize and to construct mathematical proofs.
 Develop an understanding of coherence and progression in mathematics and of how different areas of mathematics can be connected.
 Use mathematics as an effective means of communication to read and comprehend mathematical arguments and articles concerning applications of mathematics
 Acquire the skills needed to use technology such as calculators and computers effectively, recognise when such use may be inappropriate and be aware of limitations
 Develop an awareness of the relevance of mathematics to other fields of study, to the world of work and to society in general
 Take increasing responsibility for their own learning and the evaluation of their own mathematical development.
STUDYING A- LEVEL MATHEMATICS:
This will provide students with opportunities to pursue a wide range of courses in University. This will make the students competitive and versatile in the job market.
Other subjects that complement Maths: Biology, Chemistry, Physics, Business, Economics, ICT
What further study can I undertake in this subject?
 Students can progress from this qualification to:
 A range of different, relevant academics or vocational higher education qualifications. Further Mathematics.
 Employment in a relevant sector Further training.
Possible careers related to this subject:
 Medicine, Engineering, Finance Business
 Architecture, Real Estate, Quantity Survey, Project Planning
 Procurement and Logistics, Actuarial Science Accounting

MATHEMATICS ASSESSMENT
UNITS
Year 12:
Pure Mathematics 1, 2 and Statistics 1.Each paper 1 hour 30 Minutes Long
Year 13:
Pure Mathematics 3, 4 and Mechanics 1. Each paper 1 hour 30 Minutes Long
An opportunity to do the exam in May/June and January/February Exam Period.

Breakdown of Units
Pure Mathematics units
P1: Pure Mathematics 1
Algebra and functions; coordinate geometry in the (x, y); trigonometry; differentiation; integration.
P2: Pure Mathematics 2
Proof; algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; exponentials and logarithms; trigonometry; differentiation; integration.
P3: Pure Mathematics 3
Algebra and functions; trigonometry; exponentials and logarithms; differentiation; integration; numerical methods.
P4: Pure Mathematics 4
Proof; algebra and functions; coordinate geometry in the (x, y) plane; binomial expansion; differentiation; integration; vectors.
FP1:Further Pure Mathematics 1
Complex numbers; roots of quadratic equations; numerical solution of equations; coordinate systems; matrix algebra; transformations using matrices; series; proof.
FP2:Further Pure Mathematics 2
Inequalities; series; further complex numbers; first order differential
equations; second order differential equations; Maclaurin and Taylor series;
Polar coordinates.
FP3:Further Pure Mathematics 3
Hyperbolic functions; further coordinate systems; differentiation; integration; vectors; further matrix algebra.

Applications units

M1:Mechanics 1
Mathematical models in mechanics; vectors in mechanics; kinematics of a particle moving in a straight line; dynamics of a particle moving in a straight line or plane; statics of a particle; moments.
M2:Mechanics 2
Kinematics of a particle moving in a straight line or plane; centres of mass; work and energy; collisions; statics of rigid bodies.
M3: Mechanics 3
Further kinematics; elastic strings and springs; further dynamics; motion in
a circle; statics of rigid bodies.
S1:Statistics 1
Mathematical models in probability and statistics; representation and summary of data; probability; correlation and regression; discrete random variables; discrete distributions; the Normal distribution.
S2:Statistics 2
The Binomial and Poisson distributions; continuous random variables; continuous distributions; samples; hypothesis tests.
S3:Statistics 3
Combinations of random variables; sampling; estimation, confidence intervals
and tests; goodness of fit and contingency tables; regression and correlation.
D1: DecisionMathematics 1
Algorithms; algorithms on graphs; algorithms on graphs II; critical path.Pearson Edexcel International Advanced Subsidiary.The International Advanced Subsidiary in Mathematics, Further Mathematics and Pure Mathematics qualifications each consist of three externally examined units: Qualification Compulsory units Optional units. International Advanced Subsidiary in Mathematics.
P1, P2 M1, S1, D1
International Advanced Subsidiary in Further Mathematics
FP1 FP2, FP3, M1, M2, M3,S1,S2, S3, D1
International Advanced Subsidiary in Pure Mathematics
P1, P2, FP1
Pearson Edexcel International Advanced Level.The International Advanced Level in Mathematics, Further Mathematics and Pure Mathematics qualifications each consist of six externally examined units: Qualification Compulsory units Optional units. International Advanced Level in Mathematics
P1, P2, P3, P4 M1 and S1 or M1 and D1 or M1 and M2 or S1 and D1orS1 and S2
International Advanced Level in Further Mathematics FP1 and either FP2 orFP3 FP2, FP3, M1, M2, M3,S1, S2, S3, D1 .International Advanced Level in Pure
Mathematics P1, P2, P3, P4, FP1 FP2 or FP3

‘The important thing is not to stop questioning. Curiosity has its own reason for existence.’Einstein

Physics deals with such big questions as what is the universe made from? How did it begin? How will it end? What is the nature of time and space? It provides us with the tools and knowledge to bring engineering and technology into our lives. It also develops in the student a raft of transferable skills that are highly valued in a wide range of industries including research, engineering, banking and finance. Physics students will learn how to be creative, how to conceptualise abstract ideas, how to solve complex problems, how to manipulate equations and formulae, how to analyse and evaluate the validity of data and how to clearly communicate arguments by reasoned explanation, justification and evaluation.
Teachers Contact: Mr Ombori and Mr Amoshe
Exam Board: Edexcel InternationalA Level Exam Code: AS Xph11 A2

AS – Year 12 A LEVEL – Year 13
Candidates will study all of the following topics:
YEAR 12
Unit 1:
Mechanics and Materials – Motion, Energy, Momentum, Fluids and Solid Material
Unit 2:
Waves and Electricity – Wave and Particle Nature of Light, Quantum Physics, Electric Circuits
Unit 3:
Practical Skills in Physics I – core practicals completed and skills assessed Candidates will study all of the following
topics:
YEAR 13
Unit 4:
Further Mechanics, Fields and Particles – Circular Motion, Electric and Magnetic Fields, Subatomic Particles and Particle Accelerators.
Unit 5:
Thermodynamics, Radiation, Oscillations and Cosmology – Thermal Energy, Nuclear Decay, Simple Harmonic Motion, Star Dynamics and Hubble’s Law

Unit 6:
Practical Skills in Physics II – core practicals assessed and skills assessed by examination

ASSESSMENT
AS Level
Unit 1 – Written examination – 1 hr. 30
Unit 2 – Written examination – 1 hr
A Level
Unit 4 – Written examination – 1 hr. 45
Unit 5 – Written examination – 1 hr.
Core Practicals are undertaken and internally assessed against a set of core skills.

What further studies can I undertake in this subject?
Undergraduate degrees in Physics, Mathematics, Business, Economics, Engineering, Politics.
Other subjects that complement Physics: Mathematics and Chemistry.

Psychology provides an opportunity for our students to systematically explore
the complexity of human behavior.

Are you interested in: Psychological concepts and theories, why people think and act the way they do, How to cope effectively with life and Finding out about the nature of a range of mental health disorders. Leading to a career in: Sport psychology, Forensic Psychology, Education Psychology, Clinical Psychology and many others…
Teacher to contact: Mrs. Muraguri
Exam Board: CAIE
AS Psychology – 9990 exam code 12, 22
A level Psychology – 9990 exam code 32, 42

AS – YEAR 12
Paper 1 Approaches, issues and debates (Taken end of Year 12) 60 marks This paper consists of short answer, multiple choice and extended response questions and is assessed by a 1 hour 30-minute examination. This paper has no sections. The paper examines candidates’ knowledge of the core studies.Candidates are asked questions based on the four approaches
and the AS Level issues and debates. The final question examines the candidates’ ability to make evaluative points about a study.

Paper 2 Research methods (Taken end of Year 12) 60 marks. This paper consists of short answer and extended response questions and is assessed by a 1-hour 30-minute examination. The examination paper has three sections: Section A: Short answer questions, some based on the core studies (22 marks). Section B: Scenario-based questions (24 marks). Section C: A design-based question divided into two parts (14 marks). The paper examines how well candidates can use and apply their knowledge on research methods and how research methods relate to the core studies.
A Level – Year 13
Paper 3 Specialist options: Theory 60 marks. This paper contains four specialist choice options. Two options are taught from the following options.
• Abnormality.
• Consumer behaviour.
• Health.
• Organisations
Examination
This paper consists of short answers and structured essay questions and is assessed by a 1 hour 30-minute examination. There are two questions for each specialist choice option.

Paper 4 Specialist options: Applications 60 marks. This paper contains four specialist choice options and candidates are required to answer questions from the two options they have studied.
Examination
This paper consists of short answer, design-based and essay questions and is assessed by 1 hour 30-minute examination. The examination paper has three sections:
Section A: Two questions based on stimulus material
Section B: One design-based question from a choice of four
Section C: candidates answer one essay question from a
choice of four, based on either of the two specialist options they have studied.

FOR CAMBRIDGE INTERNATIONAL AS AND A LEVEL PSYCHOLOGY, CANDIDATES:
Take Papers 1 and 2 only (for the Cambridge International AS Level qualification)
Or
Follow a staged assessment route by taking Papers 1 and 2 (for Cambridge International AS Level qualification) in one examination series, then Papers 3 and 4 (for the Cambridge International A Level qualification) in a later examination series
Or
Take Papers 1, 2, 3 and 4 in the same examination series, leading to the full Cambridge International A Level All components are externally assessed
PROJECT WORK
In Greensteds, all Psychology students are expected to take part in the planning and running of the Annual Mental health awareness week. This plays an important role in creating awareness about mental health and challenging the stigma and myths surrounding mental health. Most importantly, learners get to apply the knowledge learned in class to the wider community; a prerequisite for the Year 13 examination.

Year 12-13 BTEC International Level 3 Subsidiary Diploma in Art and Design (Runs for 2 years to get certification). The course consists of two mandatory units:
Unit A1-Skills Development and Unit 2: Responding to a brief. It addresses 5 mandatory areas in Art and Design that also inform the five assessment criteria as follows:
 Informing Ideas
 Problem Solving
 Technical skills
 Professional practice
 Communication skills
STRUCTURE OF BTEC ART
Assessment Assessed through a series of assignments together with the coursework briefs. Learners will complete them throughout their course and will produce evidence for each assessment criterion Collecting Assessment evidence. Evidence for assessment may be generated through a range of activities including workplace assessment, role play and presentation. Learners are encouraged to take responsibility for their own learning and achievement,
considering industry standards for behavior and performance. Evidence submitted needs to adhere to Pearson Assessment Criteria and grading standards. Every assessment should give learners the opportunity to target all
appropriate criteria. The grades P1, M1 and D1 are all linked to one another and learners have the opportunity to meet them all by completing the assignments given. In order to achieve a Merit, learners need to achieve the Pass and Merit grades for that unit. For a Distinction, learners need to achieve all the criteria.

Teachers to contact: Ms. Kalumu

Exam board: Pearson
Further info: https://qualifications.pearson.com/en/qualifications/btec   nationals/art-and design- 2010.html
Careers related to this subject: Fine Arts, Industrial Design, Product Design, Creative Direction, Spatial Design
(Architecture, Interior Design, and Landscaping), Fashion Design, Graphic Design, Web Design, Animation, Photography, Multi-Media Design, Illustration, Museum and Gallery Curator, Art Historian, Art Valuation and
Sales, Culinary Arts, Cake Arts, Wardrobe Consultancy, Movie and Set Design, Cinematography, Packaging Design, Publication Design, Branding and Advertising, Art History, Art Education, Events Planning among many
others.

The BTEC Level 3 Subsidiary Diploma offers greater flexibility and a choice of emphasis through the optional
units. It is broadly equivalent to one GCE A Level. The BTEC Level 3 Subsidiary Diploma offers an engaging
programme for those who are clear about the area of employment that they wish to enter. Content in BTEC
Music Production covers:
• Development of music or music production skills
• Management of projects
• Self-analysis and reflection
• Understanding of musical elements
• Appreciation of the music industry and their future role in it
• The ability to present themselves and their achievements effectively
Pearson BTEC Level 3 Subsidiary Diploma in Music Production
The Pearson BTEC Level 3 Subsidiary Diploma in Music Production consists of 360 guided learning hours. It
includes two learning modules which are divided into three units. One unit is mandatory and the other
two are optional. Learners must complete the mandatory assessment unit and achieve a Pass grade or
above in at least two assessment units.
ASSESSMENT
All units are internally assessed in the BTEC qualifications in this specification. All assessment for the BTEC
qualifications in this specification is criterion referenced, based on the achievement of specific learning
outcomes. Each unit within the qualification has specified assessment and grading criteria which are to be
used for grading purposes. A summative unit grade can be awarded at pass, merit or distinction:
 To achieve a ‘pass’ a learner must have satisfied all the pass assessment criteria
 To achieve a ‘merit’ a learner must additionally have satisfied all the merit grading criteria.
 To achieve a ‘distinction’ a learner must additionally have satisfied all the distinction grading
criteria.
 Learners who complete the unit but who do not meet all the pass criteria are graded ‘unclassified’

What further study can I undertake in this subject?
These BTEC qualifications are designed to provide much of the underpinning knowledge and
understanding for the National Occupational Standards (NOS), as well as developing practical skills in
preparation for work and possible achievement of NVQs. NOS form the basis of National Vocational
Qualifications (NVQs).
The Pearson BTEC Level 3 Nationals in Music and Music Technology relate to the following NOS: Cultural
Venue Operations Live Events and Promotion Music Business (Record Labels)
Other subjects that complement Music:
Media, Drama, Literature, Sports.

BTEC Sports provides an introduction to learners who want to build a career in sports. Possible paths
could include exercise and fitness, coaching and leadership, sports development and the outdoors. The
specification offered is BTEC International Sports Level 3 Subsidiary Diploma

The BTEC International Level 3 in Sport developed in partnership with Liverpool Football Club includes
a range of pathways and qualifications.
International Sport Business and Management pathway
International Sport Fitness Instructing and Personal Training pathway
International Sport pathway
International Sports coaching and development pathway
International Sports facilities operations and management pathway
TEACHER TO CONTACT:
Mr. Eleazar Ombima and Ms. Zoyler Simuyu
MORE INFORMATION: https://qualifications.pearson.com/en/qualifications/btec-international-level3/sport.coursematerials.html#filterQuery=Pearson-UK:Category%2FInternal-assessments
BTEC SPORTS
BTEC Sports provides an introduction to learners who want to build a career in sports. Possible paths
could include exercise and fitness, coaching and leadership, sports development and the outdoors. The
specification offered is BTEC International Sports Level 3 Subsidiary Diploma
ASSESSMENT
Assessed by a series of assignments that is set. Learners will complete them through their course
either individually or in groups and will produce evidence for each assessment criterion.
Collecting Assessment Evidence
Evidence for assessment may be generated through a range of activities including workplace
assessment, role play and presentation. Learners should be encouraged to take responsibility for
their own learning and achievement, considering industry standards for behaviour and
performance. Evidence submitted needs to adhere to internal and Edexcel Grading.
Every assessment should give learners the opportunity to target all appropriate criteria e.g. P1, M1
and D1 are all linked to one another and learners should be the opportunity to meet them all by
completing the assignments given. In order to achieve a Merit, learners need to achieve all the Pass
and Merit for that unit. For Distinction learners need to achieve all the criteria.
Subjects that compliment BTEC Sports are: BTEC IT, BTEC Business and
Enterprise, BTEC Media, Geography and Biology

Are you interested in?
1. Performing
2. Directing
3. Writing
4. Creating your production
5. Working with professional theatre practitioners and industry professionals

Do you excel in?
1. Team work?
2. Leading a team?
3. Working creatively?
4. Public speaking / presenting?
5. Working independently?
6. Motivating yourself and others?
Then a performing arts BTEC qualification could be for you!

Some of the things to look forward to:
 Working with theatre practitioners
 Visits to a variety of Theatre shows
 Visits to any theatre or arts festival (dependent on availability)
 Possible collaboration with other students from overseas schools.
 Visit overseas
1. Ready to push and challenge yourself?
2. Build self-confidence?
3. Challenge and nurture your creative side?

Course Layout and assessment
All units are internally assessed with Pass, Merit and Distinction levels awarded. The Four grading domains include:
 Application of knowledge and understanding.
 Development of practical and technical skills
 Personal development for occupational roles
 Application of skills
 Mixture of practical and coursework-based assessment.
COURSE OVERVIEW
Level 3 certificate – 30 credits = 1 AS level 180 guided learning hours. One mandatory unit plus optional units.
Level 3 Subsidiary Diploma -60 credits = 1 A-level. 360 guided learning hours. One mandatory unit.
Level 3 Diploma – 120 credits = 2 A-levels. 720 guided learning hours. Three / four mandatory units plus optional.
The range of optional units means that students have the freedom to explore sections of the course that appeal to their talents and interests and therefore engage and motivate individuals to succeed. We are also able to offer: Musical theatre / physical theatre/dance pathways to accommodate each students’
particular talents.

CAREER PROSPECTS
A performing arts qualification will of course set you up for work in the creative arts and performance industry. Many students go on to University or Drama school to further study Drama and Performance courses such as the ones below:
 Drama
 Drama and Applied Theatre
 Theatre Arts
 Musical Theatre
 Stage management and directing
 Drama and Dance
 Drama and English and many more
Teacher to Contact: Ms. C. Imalingat
As part of the introduction of the BTEC Performing Arts course at Greensteds International School – we are planning a KS5 trip, in collaboration with art, music and media. This trip will allow us to work with industry professionals in
the aforementioned fields and gain a deeper understanding of international theatre and arts. This qualification can also stand you in good stead for a University application/career in a variety of different sectors as the skills you
learn and self-confidence you build are universal in the world of work and many employers will be impressed. Some industries/degrees that require dynamic, confident and creative individuals who are able to work well under pressure and have impeccable teamwork and public speaking skills are: Law Business/business studies English literature International development. Teaching Public relations Social work Nursing and many more. The range of
optional units mean that students have the freedom to explore sections of the course that appeal to their talents and interests and therefore engage and motivate individuals to succeed. We are also able to offer Musical theatre /
physical theatre/dance pathways to accommodate each students’ particular talents. The mandatory units will vary depending on the year/ strand of Performing Arts you are taking. Some of the mandatory units you may take include: Performing to an audience, Principles of acting, Developing physical
theatre, Performance workshop, Performing arts business, Historical context of performance and Rehearsing for performance.

OPTIONAL UNITS:

Each student is required to complete a range of optional units in order to make up the total of credits needed to pass the course. The student and teacher will work together to decide on which units are best suited to individual students in a capacity that allows them to achieve and succeed. Some units will have a requirement of a minimum number of students; therefore, units are not guaranteed until consultations with all students have taken place. Some of the optional units offered on this course include (but are not limited to)Devising plays, Theatre in education, Theatre for children, Classical theatre performance, Contemporary theatre performance, Musical theatre performance, Contemporary theatre performance, Performing with masks, Developing voice for actor, Auditions for actors, Principles of acting, Applying acting styles, Drama improvisation, The practice of Directing for theatre, Script writing, Storytelling as performance, Stand-up comic technique, Developing styles in clowning, Developing physical theatre, Applying physical theatre, Dance performance, Choreographing dance, Site-specific performance, Voice and the
actor, Special subject investigation, Marketing for the performing arts, Arts in the community.

POSSIBLE CAREERS STEMMING FROM BTEC IT
Software Engineer/Developer, Web/Content Developer, Mobile Apps Developer, Computer games
developer, Programer, Computer Networks and Systems Administrator, IT Systems Support, Cyber Security.
Teachers to contact: Mr. Gitonga
Exam board: Pearson Further info: Pearson /Edexcel website
Other subjects that complement IT: BTEC in Business Studies,
Media complements very well with BTEC in IT

BTEC IT teaches the following:
 Knowledge and skills needed in the industry
 Understanding the online word and the impact it has on business, moviemaking, gaming,
animation, social networking, mobile applications, and web design and cyber security.
 Developing technical skills by learning about hardware, software, networking and data and the
relationship between them all
 Independent and team work skills.
Unit Name Status Guided Learning Hours (GLH) Level
Unit 1: Information
Technology Systems – Strategy,
Management and Infrastructure
Mandatory 120 3
Unit 6: Website Development
Mandatory 60
3
Unit 4: Programming
Optional 60
3
Unit 17: Digital
Animation and Effects
Optional 60 3
Unit 1: Information Technology Systems – Strategy, Management and Infrastructure
On completion of this unit a learner should:
a) Explore how IT infrastructure meets the needs of organisations and their stakeholders
b) Understand how organisations make use of data and information
Develop policies for the use of IT within an organization

Unit 6: Website Development
On completion of this unit a learner should:
a) Understand the principles of website development
b) Design a website to meet client requirements
c) Develop a website to meet client requirements.
Unit 4: Programming
On completion of this unit a learner should:
a) Examine the computational thinking skills and principles of computer programming
b) Design a software solution to meet client requirements
c) Develop a software solution to meet client requirements.
Unit 12: Technical Support and Management
On completion of this unit a learner should;
a) Examine the IT system support and management needs and characteristics of different
organisations, which are essential to their operation
b) Carry out routine support and management activities on IT systems
c) Develop a plan to support and manage a new IT system using industry standards and methods.
Unit 17: Digital Animation and Effects
On completion of this unit a learner should:
a) Investigate the purpose and characteristics of digital animations and effects that are an important
part of communication
b) Design a digital animation and effects product to meet a client brief
c) Develop a digital animation and effects product to meet a client brief.
ASSESSMENT
All units are internally assessed in the BTEC qualifications in this specification.
A summative unit grade can be awarded at pass, merit or distinction:
● To achieve a ‘pass’ a learner must have satisfied all the pass assessment criteria
● To achieve a ‘merit’ a learner must additionally have satisfied all the merit grading criteria
● To achieve a ‘distinction’ a learner must additionally have satisfied all the distinction grading criteria.
Learners who complete the unit but who do not meet all the pass criteria are graded ‘unclassified’
What further study can I undertake in this subject?
 Bachelor of Business Information Technology
 Bachelor of Computer Information Technology
 Bachelor of Arts (BA) in Computer Science
 Bachelor of Applied Science (B.A.Sc.) in Computer Science
 Bachelor of Computer Security in Computer Science
 Bachelor of Computing in Computer Science Bachelor of Engineering (BEng) in Computer Science
 Bachelor of Science in Engineering (Computer Science) – BSE (CS)
 Bachelor of Science (BSc or BS) in Computer Science (BSc CS or BSCS or BSc (Comp))
 Bachelor of Science in Information Technology

BTEC International Level 3 Creative Media
Creative Media spans a broad range of specialisms and purposes, but all practitioners in the creative industries work to enrich or improve the world around us. Before entering the industry, creative practitioners need to explore
and refine different interrelated creative media practices in order to develop technical and communication skills and build confidence for producing outcomes to meet a need or fulfil a purpose.
AS – Year 12
Selected work must be clearly recorded and organised and prepared for assessment. It should be presented in the most appropriate format to reflect the qualities of the work in either a physical or digital/online portfolio. Portfolios of work and outcomes may also be presented in a final exhibition.
Types of evidence could include:
 physical work/artefacts (physical outcomes should be presented where relevant, especially where they are large-scale, three-dimensional and/or require interaction)
 scans and photographs
 written annotation/commentary
 presentations
 audio recordings
 video files/clips
 planning and research documents/files and links.
For A1: Skills Development, you will explore key fundamentals of media practice, learning how skills are integrated and connect to generate developed outcomes. For A2: Responding to a brief, Pearson will set a Pearson Set Assignment that will have a vocational scenario and allow you to demonstrate the skills you have developed.
A2 – Year 13
A2: Responding to a Brief Overview
In the media industry, creative practitioners respond to briefs from clients to produce creative work. Understanding client needs requires an ability to work within specific constraints to create work that meets their needs and the needs of an audience. By developing these skills, learners will appreciate how work is
created for a purpose and how working within the constraints of briefs can pose challenges, but also opportunities. Learners will have 90 hours to complete the Pearson Set Assignment. Timings are suggested:
 60 hours for investigation and development (which can include time in class and self-directed study)
 15 hours for the personal response(s)
 15 hours for the portfolio.

ASSESSMENT
Assessment unit Assessment objectives
Year 12 – AS Level A1: Skills Development
270 GLH
1. A1.1 Explore and develop
investigation skills for informing ideas
2. A1.2 Explore and develop problem-solving skills
3. A1.3 Explore and develop creative technical skills
4. A1.4 Explore and develop professional skills and behaviours
5. A1.5 Explore and develop communication skills
Year 13 – A2 Level A2: Responding to a Brief
90 GLH
1. A2.1 Inform ideas to develop  response to a brief
2. A2.2 Use problem-solving to develop a response to a brief
3. A2.3 Use technical skills to develop a repose to a brief
4. A2.4 Use professional skills to develop a repose to a brief
5. A2.5 Use communication skills to develop a repose to a brief
What further study can I undertake in this subject?
The Pearson BTEC International Level 3 Nationals in Creative Media Production relates to the Skillset National Occupational Standards for: Animation, Broadcast Journalism, Camera operation, Design for the Moving Image, Stage directing, Editing, Interactive Media and Computer Games, Lighting for Film and Television, Multimedia and Print Journalism, Photo Imaging, Production Design, Production (Film and Television), Publishing, Radio Content Creation and Sound engineering.
Other subjects that complement Media: English Language, Drama, Literature, BTEC Music, BTEC IT, BTEC Art & Design and BTEC Business.
Possible careers related to this subject: Journalism, Public Relations, Marketing, Communications, Advertising, Media Studies, Film Studies, International Relations, Graphics & Design, TV Production, Radio Production,
Animations and other related fields of study.
Teachers to contact:
Mr. Omotto, Mr. Okang’a and Ms. Ashioya
Exam board: Pearson
Further info: https://qualifications.pearson.com/en/qualifications/btec-international-level-3/creative-media.html