We offer some 14 subjects at AS level most of which can be studied in the Upper Sixth to A2 (A-level). Course content is prescribed by the Examination Boards and the options blocks are set to accommodate as many pupils’ subject choices as possible
On entry to the Sixth Form students are allocated a personal tutor, who has a major responsibility for their academic progress, behaviour and personal well-being.
Typically on offer:
English Literature, Mathematics, Further Mathematics, Music, Drama, Physics, Chemistry, Biology, Sports Studies, French, German, History, Geography., Economics/Business Studies
Tuition in other languages can be arranged, currently Latin, Spanish and Cantonese for native speakers.
- Entry to the Sixth Form is open to those who have the desire to further their education and who have good GCSE passes. We routinely ask for at least a grade C at GCSE in the subject, but this is not absolute and there are exceptions.
- Most of our students study four subjects at AS but, depending on the abilities or career plans of the individual student, three or five subjects might be more appropriate.
- The previous study of a subject is not always essential to be admitted into the AS course.
- AS courses are normally completed at the end of Year 12 and students are then ready to finalise choices for Year 13 A2 (A level) courses.
- Students with good AS passes are encouraged to study A2 level in 3 subjects, though individual students may elect to study more subjects or fewer.
- The timetable is constructed after students finalise their options to accommodate the preferences of as many as possible.
- Specialist support with University applications is provided. Most upper Sixth Formers gain places at their first choice universities.
- Careers guidance, again, is available from the school Careers Officer.
UCAS Update 2020 –
Information for University Admissions Tutors
By the 20th March, and in line with the majority of schools in England, Fyling Hall went into ‘lockdown’ and remained open only for ‘key workers’ and our remaining boarding pupils, who unable to return home, had become their own ‘bubble’. Lessons through the medium of ‘Teams’ were quickly established, and although successful for the majority of students, the situation was far from ideal. Although pupils had regular contact with staff through Teams the type of contact was significantly different. The teaching timetable had to significantly change with teaching time being reduced from 7, 40-minute periods per week, to 2 sessions of 2hrs. However, virtual face-to-face content was further reduced to approximately 20 minutes per session. Hence, in real terms, actual face-to-face contact with their teacher was reduced from 280 minutes per week to 40 minutes. Students were unable to access the usually available after-school study groups which have a significant role in providing students with key exam techniques and practice. Practical subjects such as art, drama and music were clearly at a disadvantage away from the specialised learning environment of a music studio, or stage. The practical components of the science courses were also restricted with pupils unable to complete the required practical elements of their courses. With a return to school these gaps are being filled.
Alongside the loss of academic contact with staff, pupils also had limited access to the guidance traditionally available to students in applying to university through UCAS. Built into the student’s timetables is a dedicated time slot each week in which they received help and guidance on completing a university application for. This included:
- One to one guidance on completing the UCAS application form
- Guest speakers offering an insight into university life and the UCAS application procedure.
- Careers advice and choosing the correct course at university
- Advice and guidance on completing the ‘personal statement’
- The opportunity to visit university fairs and open days.
- Guidance on gaining work experience during the summer term / summer holiday.
Although we were able to continue the guidance process through Teams, many students found themselves with limited ability to gain the extra experience both in work placements and personal development that is so important in the personal statement. With school closed the student leadership team did not have the opportunity to develop their roles. These roles range from chairing school and food councils, through to organising the final end of term parties. Final expeditions for the Duke of Edinburgh awards were also put on hold.
With public and internal exams cancelled due to the lockdown, pupils did not have the opportunity to consolidate their knowledge or show the extent to which their understanding had developed over the year. Traditionally, we enter our Year 12 students for the AS exams to give them the opportunity to gauge their level of understanding, and also to include on their UCAS.