The Skinners’ Kent Academy

Sixth Form

Sixth Form Routes

The Skinners’ Kent Academy Sixth Form Programme is designed to be flexible and supports students in any of the onward pathways:

What is the IBCP?

The IB Career-related Programme is a coherent blend of IB academic courses with a Career-related study (CRS). The CRS is provided by another awarding body (BTEC)

The curriculum is founded on the tenets of the IB Learner Profile. It is aligned to a skills based core with the formal qualifications provided by the Diploma Programme (DP) courses and the CRS. Students study a minimum of two DP Courses (which can be Standard Level or Higher Level), the Career-related study and the Core, which consists of:

• Personal and Professional Skills
• Language development
• Reflective Project (Year 13)
• Service Learning

Each of these Core components is developed within the context of the students’ chosen career pathway. Although the Core is compulsory, only the Reflective Project is externally assessed and graded on an A to E scale. The Reflective Project requires the student to explore an ethical dimension associated with their chosen career pathway.

Students receive CP certification if they achieve a minimum of grade 3 in at least two DP Courses and a minimum of a grade D in the Reflective Project. The whole qualification is Ofqual accredited and UCAS tariff points are allocated based on the individual components.

Where can the IB take me?

Degrees studied:

Physics, Imperial College London

Law with Business, University of Exeter

Forensic Science, Bournemouth University

English, University of Lincoln

Accountancy & Finance, University of Reading

Companies where students have undertaken Apprenticeships:

Police

Boeing

Maslins Accountancy Firm

UK Power Networks

Companies where students have gone into Employment:

RAF

Spire Hospital

Sainsbury’s

Marlowe’s

2023 University Destinations

The IBCP offer at The Skinners’ Kent Academy September 2024

IB UCAS Course Tariffs

For students who are considering University it is important to consider the tariff points available. Bearing in mind the right blend of Higher Level and Standard Level for your particular destination is a feature of the IBCP to be exploited.

Under the guidance of staff. students can choose to study either Higher or Standard Level. Higher Level is the equivalent of an A Level. Standard Level is equivalent to the old AS Levels and is worth half the UCAS points.

IB Diploma Entry Requirements

Career-related studies Entry Requirements

IBCP Core

The IBCP core bridges the IB academic courses and the career-related study and provides students with a combination of academic and practical skills. Four interrelated components form the core.

Biology

Biologists investigate the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many discoveries remain to be made and great progress is expected in the 21st Century.

Through studying a science subject, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis is on a practical approach. In addition, through the overarching theme of the “Nature of Science”, knowledge and skills will be put into the context of the way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour.

Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.

Business Management

The course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organisations from all sectors, as well as the socio-cultural and economic contexts in which those organisations operate.

Through the exploration of four interdisciplinary concepts: creativity, change, ethics and sustainability, this course empowers students to explore these concepts from a business perspective. Business management focuses on business functions, management processes and decision-making in contemporary contexts of strategic uncertainty.

The aims of the DP Business Management course are to enable students to:

• Develop as confident, creative and compassionate business leaders, entrepreneurs, social entrepreneurs and as change agents
  
• Foster an informed understanding of ethical and sustainable business practices
  
• Explore the connections between individuals, businesses and society
  
• Engage with decision-making as a process and a skill.
  

Candidates are required to study five topics:

1. Business organisation and environment
   
2. Operations management
   
3. Human resource management
   
4. Finance and accounts
   
5. Marketing
   

Chemistry

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science.

All students undertake both theory and practical elements as they complement one another naturally, both in the Academy and in the wider scientific community. The DP Chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century.

By studying Chemistry, students should become aware of how scientists work and communicate with each other. This course emphasizes a practical approach to the scientific method through experimental work. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings

Digital Society

Digital society is designed for students interested in exploring the impact and importance of digital systems and technologies in the world.

Digital society is intended for students interested in IT, social studies, media, and related subject areas.

At its heart, digital society invites students to develop as ethical, empathetic, and creative young people who address the changing world around them with understanding, imagination and action.

Activities and assessment

Students will engage with the course content in a variety of ways including in-depth research, group work and weekly discussions focused on essential questions. They will also work on the examining and exploring of real-world examples.

Students are assessed on a variety of formats that range from simple statements to in-depth and complex essay writing. Assessment is fully in line with the IB criteria.

Benefits to students

Taking Digital Society will enable students to:

• develop in-depth understanding of the trends of digital systems
• learn to write analytically with a global perspective in mind
• become experienced in a wide range of technical and social tools
• develop 21st century skills like time management, communication and digital literacy which are much in demand by employers
  

English: Language and Literature

The Language and Literature course aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices, encouraging students to question the meaning generated by language and texts.

Helping students to focus closely on the language of studied texts and to become aware of the role of wider context in shaping meaning is central to the course. The study of literature in translation from other cultures is especially important as it contributes to a global perspective. Texts are chosen from a variety of sources, genres and media.

Candidates are required to study literary works and non-literary texts through the study of three areas of exploration:

• Readers, writers and texts: This study includes the investigation of how texts themselves operate as well as the contexts and complexities of production and reception. Focus is on the development of personal and critical responses to the particulars of communication.

• Time and space: This study focuses on the contexts of language use and the variety of ways literary and non-literary texts might both reflect and shape society at large. The focus is on the consideration of personal and cultural perspectives, the development of broader perspectives, and an awareness of the ways in which context is tied to meaning.

• Intertextuality - Connecting texts: This study focuses on intertextual relationships with possibilities to explore various topics, thematic concerns, generic conventions, modes or literary traditions that have been introduced throughout the course. The focus is on the development of critical response grounded in an understanding of the complex relationships among texts.

Film Studies

Film is a powerful and stimulating art form and practice.

The DP Film course aims to develop students as proficient interpreters and makers of film texts. Through the study and analysis of film texts, and through practical exercises in film production, the film course develops students’ critical abilities and their appreciation of artistic, cultural, historical and global perspectives in film. Students examine film concepts, theories, practices and ideas from multiple perspectives, challenging their own viewpoints and biases in order to understand and value those of others.

Film students experiment with film and multimedia technology, acquiring the skills and creative competencies required to successfully communicate through the language of the medium. They develop an artistic voice and learn how to express personal perspectives through film.

The Film course emphasises the importance of working collaboratively. It focuses on the international and intercultural dynamic that triggers and sustains contemporary film, while fostering in students an appreciation of the development of film across time, space and culture. Film students are challenged to understand alternative views, to respect and appreciate the diverse cultures that exist within film, and to have open and critical minds.

The aims of the Film course are to enable students to:

• explore the various contexts of film and make links to, and between, films, filmmakers and filmmaking techniques
  
• acquire and apply skills as discerning interpreters of film and as creators of film, working both individually and collaboratively
  
• develop evaluative and critical perspectives on their own film work and the work of others.
  

French

“A different language is a different vision of life.”

If you have a talent for learning French, then you might want to consider studying the French IB course. With our world becoming more globalised by the day, the ability to speak French at a higher level can open up many doors in your career and academic life.

The IB French course gives you the opportunity to reach a high degree of competence, to develop the

ability to communicate in the target language, to explore the French culture and to facilitate

international mindedness.

The main focus of the course is on the development of language skills. These language skills are developed through the study and use of a range of authentic written and spoken material. In doing so, you will develop conceptual understandings of how language works.

Studying the IB French gives you the edge in the job market and enhances many skills that employers look for: an analytical mind; good thought process; amazing memory capacity; fantastic cultural and

intercultural awareness; good communication; great team player.

Also, the IB French combines well with virtually any subject for further study.

Geography

History

The course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility.

The course emphasises the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer, and use of primary sources.

There are six key concepts that have particular prominence throughout the DP history course:

• Change
• Continuity
• Causation
• Consequence
• Significance
• Perspectives
  

Mathematics: Applications and Interpretation

This course is designed for students who enjoy describing the real world and solving practical mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical models and who enjoy the more practical side of mathematics. As such, this is an excellent course for students who want to further their understanding and love of mathematics in preparation for University and the world of work, as they will develop valuable knowledge and problem solving skills important for both pathways.

The course is offered at Higher level and Standard level becomes an option in year 13 if a student is identified as struggling and interventions are unsuccessful. In Higher level, students will draw on their knowledge from GCSE on topics such as geometry but will go onto discover the wonders of calculus and the power of the Graphics display calculator. The course is thorough and challenging but support is offered from a very experienced department. This course will further develop mathematical knowledge and problem solving skills that will serve students well if they wish to study Mathematics at a higher level or any other course with a high level of mathematical content

Physics

Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations.

Through studying a science subject students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis is on a practical approach. In addition, through the overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of the way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour.

The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.

Psychology

At the core of the DP psychology course is an introduction to three different approaches to understanding behaviour: the biological, cognitive and sociocultural approaches. Students study and critically evaluate the knowledge, concepts, theories and research that have developed the understanding in these fields.

The interaction of these approaches to studying psychology forms the basis of a holistic and integrated approach to understanding mental processes and behaviour as a complex, dynamic phenomenon, allowing students to appreciate the diversity as well as the commonality between their own behaviour and that of others.

The contribution and the interaction of the three approaches is understood through the four options in the course, focusing on areas of applied psychology: abnormal psychology, developmental psychology, health psychology, and the psychology of relationships. The options provide an opportunity to take what is learned from the study of the approaches to psychology and apply it to specific lines of inquiry.

Psychologists employ a range of research methods, both qualitative and quantitative, to test their observations and hypotheses. DP psychology promotes an understanding of the various approaches to research and how they are used to critically reflect on the evidence as well as assist in the design, implementation, analysis and evaluation of the students’ own investigations. Surrounding the approaches and the options are the overarching themes of research and ethics. A consideration of both is paramount to the nature of the subject.

Social and Cultural Anthropology

The DP Social and Cultural Anthropology course offers an opportunity for students to become acquainted with anthropological perspectives and ways of thinking, and to develop critical, reflective knowledge.

Social and Cultural Anthropology has a distinctive approach to intercultural awareness and understanding, which embodies the essence of an IB education. Anthropology fosters the development of citizens who are globally aware and ethically sensitive.

The Social and Cultural Anthropology course, for both SL and HL students, aims to:

• explore principles of social and cultural life and characteristics of societies and cultures
  
• develop an awareness of historical, scientific and social contexts within which social and cultural anthropology has developed
  
• develop in the student a capacity to recognise preconceptions and assumptions of their own social and cultural environments
  
• develop an awareness of relationships between local, regional and global processes and issues.
  

Theatre

Theatre is a practical subject that encourages discovery through experimentation, risk taking and

presenting ideas to others.

The IB Diploma Programme theatre course is a multifaceted theatre-making course where students have the opportunity to make theatre as designers, directors and performers. It emphasises the importance of working both individually and collaboratively as part of an ensemble.

Students learn to apply research and theory to inform and add context to their work. The theatre course encourages students to appreciate the processes of researching, creating, preparing, presenting and critically reflecting on theatre— as participants and audience members—they gain a richer understanding of themselves, their community and the world.

Students become aware of their own personal and cultural perspectives, developing an appreciation of

the diversity of theatre practices, their processes and their modes of presentation. It enables students to discover and engage with different forms of theatre across time, place and culture and promotes

international-mindedness.

Read more with a breakdown of the curriculum model here:

Visual Arts

The course is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

The course encourages students to actively explore the visual arts within and across a variety of local, regional, national, international, and intercultural contexts. Through inquiry, investigation, reflection and creative application, Visual Arts students develop an appreciation for the expressive and aesthetic diversity in the world around them, becoming critically informed makers and consumers of visual culture. The course is delivered through the key art forms of Ceramics, Textiles and Photography

BTEC Level 3 National Extended Certificate in Applied Psychology

The Pearson BTEC Level 3 National Extended Certificate in Applied Psychology, is an Applied General qualification for post-16 learners wanting to continue their education through applied learning, and who aim to progress to higher education and ultimately to employment, possibly in the applied psychology sector. The qualification is equivalent in size to one A Level and it has been designed as one third of a typical study programme, normally alongside other applied general qualifications at Level 3. No prior study of the sector is needed but you should normally have a range of achievement in GCSEs, including a GCSE in science.

The qualification provides the knowledge, understanding and skills that will prepare students for further study or training. Everyone taking this qualification will study three mandatory units, covering the following content areas:

• applications of psychological approaches
  
• conducting psychological research
  
• health psychology.
  

The mandatory content allows development of knowledge and understanding of psychology, as well as the application of skills that are important in psychology, over an extended period.

Students choose one optional unit, which has been designed to support progression to more specialist applied psychology courses in higher education and to link with relevant occupational areas, such as:

• criminal and forensic psychology
  
• principles of children’s psychological development
  
• psychopathology and treatment
  
• applied sport psychology.
  

BTEC Level 3 National Extended Certificate in Art and Design

BTECs embody a fundamentally learner-centred approach to the curriculum, with a flexible, unit-based structure and knowledge applied in project-based assessments. They focus on the holistic development of the practical, interpersonal and thinking skills required to be able to succeed in employment and Higher Education. BTEC Art and Design Level 3 will consist of three mandatory theoretical and practical components, namely: Visual Recording and Communication; Critical and Contextual Studies in Art and Design and the Creative Process. The BTEC will follow the Fine Art option, which includes the study of 2D Art Forms (Painting, Drawing and Printmaking), 3D Art Forms (Sculpture and Maquettes) and Digital Media, which includes digital art-making processes.

The qualification gives a coherent introduction to the study of art and design, where students develop art and design projects and gain an understanding of the creative process. The qualification is designed for post-16 learners who aim to progress to higher education and ultimately to employment, possibly in the creative industries.

BTEC Level 3 National Extended Certificate in Business

The BTEC Level 3 National Extended Certificate in Business is designed for students who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment in the business sector. Students are not required to have studied Business at GCSE level prior to this course, however, it would be advantageous.

The course consists of three mandatory units (Exploring Business, Developing a Marketing Campaign and Personal and Business Finance) as well as one additional unit of their choice. These optional units have been designed to support choices in progression to business courses in higher education and to link with relevant occupational areas:

• Human Resources
• Accounting
• Marketing
• Law

There are opportunities during the teaching and learning phase to give learners practice in developing employability skills in the following three main categories:

• cognitive and problem-solving skills: use critical thinking, approach non-routine problems applying expert and creative solutions, use systems and technology
• interpersonal skills: communicating, working collaboratively, negotiating and influencing
• intrapersonal skills: self-management

There is significant cross over between the Business IB course and the BTEC National Extended Certificate in Business. It is therefore not permitted for students to study both courses.

BTEC Level 3 National Extended Certificate in Engineering

The Engineering course provides an excellent first step into the vast Engineering careers world and is ideally suited to students who have an enthusiasm for Design, Technology, Mathematics and Physics. Students who choose BTEC Engineering may go into careers such as Aeronautical, Chemical, Naval and Civil Engineering; Architecture, Product Design; and Software Development.

Our chosen course, BTEC Engineering, Level 3 National Extended Certificate in Engineering (Pearson) is equivalent in size to one A Level/DP. The course consists of four units - Engineering Principles; Delivery of Engineering Processes Safely as a Team; Engineering Product Design and Manufacture – two of which are externally assessed with the latter assessed internally; and Computer Aided Design in Engineering, which is also assessed internally. Students will undertake a range of both theory and practical based tasks

This qualification provides a broad basis of study for the engineering sector. It has been designed to support progression to higher education when taken as part of a programme of study that includes other appropriate BTEC Nationals or A Levels. For learners wishing to study an aspect of engineering in higher education, opportunities include:

• BSc (Hons) in Electrical Engineering, if taken alongside Maths and a Science subject (i.e. Physics)

• BSc (Hons) in Architectural Engineering, if taken alongside Maths or Art

• BSc (Hons) in Computer Science, if taken alongside Computing and Maths

BTEC Level 3 National Extended Certificate in Health & Social Care

The Pearson BTEC Level 3 National Extended Certificate in Health and Social Care aims to provide an introduction to the sector. It is for learners who are interested in the health and social care sector as part of a balanced study programme. The content of the qualification is based on the person-centred approach and values needed to work in the health and social care sector.

Mandatory unit focus:

How are students assessed?

Year 12

• Human Lifespan Development. External Assessment in an exam at the end of Year 12
  
• Supporting individuals with Additional Needs. Non External Assessment, in form of written assignment to be completed by the end of Year 12
  

Year 13

• Working in Health and Social Care. External Assessment in an exam at the end of Year 13
  
• Meeting Individual Care and Support Needs. Non External Assessment, in form of written assignment
  

External Assessments make up 60% of your overall grade, whilst Internal assessments make up 40%

BTEC Level 3 National Extended Certificate in Music Performance

The Pearson BTEC Level 3 National Extended Certificate in Music Performance is for post-16 learners who want to continue their musical education through applied learning and who aim to progress to higher education and ultimately to employment, possibly in the music sector or the creative sector as a whole.

The course we have chosen at Level 3 for music is qualification is equivalent in size to one A Level and aims to provide a coherent course of study covering both performance and the music industry. No prior study of the sector is needed, but learners should normally have a range of achievement at level 2, in GCSEs or equivalent qualifications or musicianship skills high enough to access the course. Students will study ensemble performance, solo performance, music industry and harmony and theory.

This qualification gives learners transferable and higher-order skills valued by higher education providers and employers, for example performance techniques, communication skills, team working. It also gives learners an opportunity to focus on their personal vocal/instrumental technique.

This course could lead to music-based course but also be for learners who wish to study a broader aspect of music in higher education, opportunities include:

• BA (Hons) in Performing Arts, if taken alongside English Literature or Performing Arts

• BA (Hons) in Music Industry Management, if taken alongside Business

• BA (Hons) in Music Business and Arts Management, if taken alongside Business and Art.

• BA (Hones) In Music Performance

• BA (Hons) in Music Production"

BTEC Level 3 National Extended Certificate in Sport

The Pearson BTEC National Extended Certificate in Sport is an Applied General qualification for post-16 learners who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment in the sport sector.

Study of sport particularly encourages the development of skills and behaviours such as teamwork, leadership, performance analysis, resilience, evaluation, analysis and synthesising concepts. These skills are developed through the variety of approaches to teaching and learning enabled by the specification.

Mandatory unit focus:

How are students assessed?

Year 12

• Anatomy & Physiology. Assessed in an exam at the end of Year 12 (33% of BTEC award)
  
• Fitness Training and Programming for Health, Sport and Well-being. Assessed in an exam at the end of Year 12 (33% of BTEC award)
  

Year 13

• Professional Development in Sports Industry. Assessed by submitting a written Assignment
  
• (16% of BTEC award)
  
• Application of Fitness Testing. Assessed by submitting a written Assignment (16% of BTEC
  
• award)
  

Students are required to take part in both theory based and practical sessions as part of the assessment process.