Open Evening

Key Dates for Joining the Sixth Form

Choosing your Sixth Form pathway

Getting your post-16 subject choices right is an important first step towards your chosen future pathway. Entry to the best universities and apprenticeships can be highly competitive and whilst academic performance is very important, they will also want to select students who are clearly well-motivated and passionate about their subject. In some cases, they may even ask you to gain some work experience in a relevant field.

Sixth Form students at Bournemouth School are required to study either 4 full A Levels (we do not offer AS Levels) or 3 full A Levels and complete a plus option during Year 12 (known as 3+).

The advantages of studying 4 A Levels are:

It demonstrates your ability to manage the challenge and volume of a demanding academic curriculum.
It potentially offers a wider range of degree options.

The advantages of a 3+ option:

The plus option can be used to facilitate your full A Levels / University application.
In Year 13 you would only have to focus upon 3 subjects rather than 4, allowing greater time for consolidation of learning and exam preparation.

Reasons to select a subject:

The subject is required for your choice of degree or career. For instance, to study Architecture at many universities you need Maths and Physics. (See Informed Choices website for guidance and also the UCAS website.)
You are good at the subject and you enjoy it.
It facilitates your other subject choices.
It is a new subject that you have not studied but it interests you and you think it will suit your strengths.

Further considerations:

Have you got/are you likely to get the necessary subject entry requirements?
Have you looked at the syllabus to know what the course involves and also how the subject is examined?
Have you spoken to a subject teacher/Head of Department and viewed the Sixth Form courses page?
Some subject combinations are compulsory, e.g. you cannot do Physics without Mathematics A Level.
Further Mathematics can only be taken as a fourth A Level choice, and must be studied alongside Mathematics A Level.
If you wish to study Computing at university it would be advisable to have Mathematics A Level.

Some degrees will be open to you whatever subjects you choose to study for your A Level qualifications and there are many other popular degrees which are normally open to you without any specific subject background. These include: Accountancy; Anthropology; Archaeology; Business Studies; History of Art; Law; Management Studies; Media Studies; Philosophy; Politics; Psychology; Religious Studies; Sociology; Surveying.

Many courses at university level build on knowledge which you will gain while still at school. For this reason, some university courses may require you to have studied a specific subject prior to entry, others may not.

Another factor to consider if you are aiming for incredibly competitive courses at university, such as Medicine, is that you may require a very high performance in your GCSEs. Does your performance to date match your ambition? (Think about your mock examination outcomes).

Subject Specific Requirements

To meet our Sixth Form entry requirements, applicants must have attained at least a grade 5 in both English Language and Mathematics, and have a “Best 8” GCSE points score of at least 50 points with at least a grade 6 in the subjects chosen or in a related discipline.

Applicants should ensure their GCSE qualifications are listed by the DfE as being eligible for inclusion in the Performance Tables for the year of entry (this includes the English and mathematics qualifications). The School does not accept other qualifications in lieu of those listed. (Click here for Key Stage 4 qualifications and discount codes.)

Subject specific entry requirements

A Level Subject	GCSE Entry Requirement
Art and Design	Grade 6 in Art and Design
Biology	Grade 6 in Biology or Grade 7/7 in Combined Sciences PLUS Grade 6 in Mathematics
Business Studies	Grade 6 in Business Studies or Grade 6 in English (Language or Literature) and Grade 6 in Mathematics
Chemistry	Grade 7 in Chemistry or Grade 7/7 in Combined Sciences PLUS Grade 7 in Mathematics
Computer Science	Grade 6 in Computer Science
Core Mathematics	No additional requirements to those published
Design and Technology: Product Design	Grade 6 in Design and Technology
Economics	Grade 6 in Mathematics and English (Language or Literature)
English Literature	Grade 6 in English (Language or Literature)
Extended Project Qualification (EPQ)	No additional requirements to those published
French	Grade 6 in French
Geography	Grade 6 in Geography
Graphic Communication	Grade 6 in Art and Design or Graphic Design
History	Grade 6 in History
Mathematics (AS Level)	Grade 6 in Mathematics (note: this is a two-year course)
Mathematics	Grade 7 in Mathematics
Further Mathematics	Grade 8 in Mathematics
Music	Grade 6 in GCSE Music or Grade 6 practical and Grade 5 theory (ABRSM or equivalent)
Physical Education	Grade 6 in Physical Education
Physics	Grade 6 in Physics or Grade 7/7 in Combined Sciences PLUS Grade 7 in Mathematics
Politics	Grade 6 in History, Geography or Religious Studies
Psychology	Grade 6 in English (Language or Literature), Mathematics and Biology
Religious Studies	Grade 6 in Religious Studies, Geography or History (or other Humanity)
Spanish	Grade 6 in Spanish

Appeals

Parents whose application for their child to be considered for admission to the school is unsuccessful have a right of appeal to an independent Admissions Appeals Panel.

In the first instance, please either email [email protected] or telephone the school on 01202 512609 and ask for admissions to discuss the matter. We will then be able to provide you with further information about the appeals process, including how to lodge an appeal.

Traditionally, very few appeals are upheld and those that are tend to have significant professional supporting evidence.

Click here to read the summary of admissions arrangements for September 2026.

Sixth Form places - Year 12 (September 2027)

Offers of places (following receipt of GCSE results)	21 August 2026 (5.00pm)
Deadline for lodging an on time admission appeal	30 September 2026
Appeal hearing date range	21 September - 20 November 2026

Appeals lodged after these dates will be heard within 40 school days of the appeal deadline or 30 school days of being lodged, whichever is the later date.
You will receive at least 10 school days’ notice of your appeal hearing date. School days do not include school holidays, inset days, bank holidays or weekends.
Appeals are heard during the daytime on weekdays and are not normally heard during school holidays. Where there are multiple appeals for places at the same school, the hearings may go over a number of days.
The school’s case will be made available to parents and Panel members at least 5 school days before the start of the appeal hearing.
Additional evidence may be submitted up to 5 working days before the hearing.
Any additional evidence received after this date might not be considered at the appeal hearing. The Appeal Panel must decide whether it should be considered taking into account its significance and the effect of a possible need to adjourn the hearing.
Following the hearing, decision letters will be sent, where possible, within 5 school days of the end of the hearing. During busy periods, such as main entry, full decision letters may take longer than this, so the Clerk will send a brief decision summary email in the interim.
Appeal hearings for in-year places will be heard within 30 school days of the appeal being lodged.

Sixth Form Open Evening for Year 12	19 November 2026
Expression of Interest Form available	19 November 2026 (17:00)
Closing date for Expression of Interest	31 January 2027 (23:59)
Year 12 Experience Day	24 June 2027
Students receive GCSE results	19 August 2027
Year 12 Application Form available online	19 August 2027 (08:00)
Closing date for Year 12 Application Form (evidencing GCSE results)	20 August 2027 (10:00)
Confirmation of a place in Year 12	20 August 2027 (17:00)
Parents/Carers must complete online enrolment process	31 August 2027
Year 12 Induction Day	3 September 2027

Meeting	Exceeding
You should explain what the Big Bang and Evolution are and give examples to show how they work. You should also describe philosophical arguments for God’s existence (the First Cause and Teleological (Design) arguments) and include some detail in each. You should explain how these arguments for or against God’s existence affect religious beliefs and society today. You should define key words like Big Bang, evolution, natural selection, telos, teleological argument, anthropic principle, analogy, and order, and give examples. You should name Darwin’s book On the Origin of Species and refer to the Bible and at least one other religious text to back up your points. You should identify whether scientific evidence or philosophical beliefs are stronger or weaker when thinking about the Big Question of the Year and explain why. You should give your own opinion and conclusions about the Big Question, using reasons and examples to support what you think.	You could explain what the Big Bang and evolution are and explain the First Cause and Design arguments using examples to show your understanding. You could also include other ideas you’ve learned to help explain these concepts. You could explain how different arguments for and against the existence of God affect religious beliefs and society, using real examples. You could define key terms like Big Bang, evolution, natural selection, telos, analogy, and order, and give examples. You could name and use Darwin’s book On the Origin of Species and use quotes from the Bible and other religious texts to support your ideas. You could identify which arguments are the strongest and weakest when thinking about the Big Question, using more than one example to explain your view. You could also give your own opinion and conclusion about where we come from, using what you’ve learned from science, religion, and philosophy.
Assessment Methods
Do now tasks Exit Tickets Knowledge Check

Meeting	Exceeding
You should explain what two different religions teach about human rights and how this links to the Big Question of the year. You should describe how the Big Question might affect people or communities, giving an example. You should define words like absolute and relative morality, human rights, and consequences, and explain them with examples. You should name where ideas come from—like someone’s conscience, a religion, or a holy book—and use them to support your answer. You should identify which arguments are strongest or weakest about the Big Question and explain why with examples. You should also give your own opinion and the opposite view, using examples to show you understand both sides.	You could explain what more than two different religions teach about human rights and link these ideas to the Big Question of the year, including examples from other topics or things you’ve learned outside of lessons. You could give several examples of how the Big Question might affect people or communities. You could define absolute and relative morality, human rights, and consequences, and give several examples to show your understanding. You could use more than one source—like someone’s conscience, religion, or a holy book—to support your answers. You could explain which arguments are strongest and weakest in relation to the Big Question, using more than one example to back up your points. You could also give your own view and the opposite view, with examples or reasons from both sides, and link your ideas to other topics such as science.
Assessment Methods
Do now tasks Exit Tickets End of Year

Meeting	Exceeding
You should explain two examples of where people get their ideas of right and wrong from, including examples from world religions or Humanism. You should describe how the Big Question might affect people or communities, giving at least one example. You should define these key words and give examples to show your understanding: good, bad, right, wrong, morals, nature, nurture, morality, and ethics. You should name sources of moral guidance (like your conscience, religion, or a holy book) and use them to support your answers. You should identify which view or argument is strongest or weakest when thinking about the Big Question, and explain why with an example. You should give your own view on the Big Question and explain the opposite view, using examples and reasons for both sides.	You could explain two or more places where people get their ideas of right and wrong from, including examples from different religions and Humanism. You might also include extra examples you’ve learned beyond the lesson. You could give several examples of how the Big Question might affect people or communities in real life. You could clearly define and give several examples for the words: good, bad, right, wrong, morals, nature, nurture, morality, and ethics. You could name and use more than one source of moral guidance (like conscience, religion, or a holy book) to support your points. You could explain which arguments are strongest and which are weakest when thinking about the Big Question, giving more than one example to back up your thinking. You could give your own view and the opposite view on the Big Question, using examples and reasons for both sides, and also link your ideas to other parts of this year’s learning or even things studied last year.
Assessment Methods
Do now tasks Exit Tickets Knowledge check

Meeting	Exceeding
You should explain more than two beliefs about an imperfect world and the next life (like stewardship, dominion, rebirth and reincarnation) and show how they connect to the Big Question of the year. You should describe how the Big Question might affect people’s lives or the way different communities live, giving an example. You should explain what the words imperfect, stewardship, dominion, Khalifah, rebirth and reincarnation mean and give examples to show your understanding. You should name where these beliefs come from (like the Bible, Qur’an, or Rig Veda) and use these to support what you are saying. You should identify which idea or view is the strongest or weakest when thinking about the Big Question and explain why with an example. You should share your own opinion about the Big Question and explain the opposite side, using examples to show both views clearly.	You could explain more than two beliefs about an imperfect world and the next life (like stewardship, dominion, rebirth and reincarnation) linking them to the Big Question. You might also include extra examples you’ve learned from outside the lesson. You could give several examples of how the Big Question, and the topics covered might affect people or communities today. You could clearly explain what these words mean – imperfect, stewardship, dominion, Khalifah, reincarnation and rebirth – and give more than one example for each to show a strong understanding. You could name and use more than one holy book or religious source (like the Bible, Qur’an or Rig Veda) to support your points. You could identify which ideas are strongest and which are weakest when thinking about the Big Question, using more than one example to explain your reasons. You could give your own view on the Big Question and explain the opposite side, using examples and reasons for both, and link in other learning like science or other topics from this year.
Assessment Methods
Do now tasks Exit Tickets End of year

Meeting	Exceeding
You use all KO content You can aurally identify families of instruments and most orchestral instruments within each family	You use all KO content and additional information You can aurally identify all families and almost all orchestral instruments within each family with only minor errors
Assessment Methods
Listening assessment on Britten’s Young Person’s Guide to the Orchestra Do Now tasks Teacher questioning

Meeting	Exceeding
You use all KO content You can aurally identify families of instruments and most orchestral instruments within each family	You use all KO content and additional information You can aurally identify all families and almost all orchestral instruments within each family with only minor errors
Assessment Methods
Listening assessment on Britten’s Young Person’s Guide to the Orchestra Do Now tasks Teacher questioning

Meeting	Exceeding
Football (January to Easter) You demonstrate good ball control under pressure and consistently make accurate passes in dynamic game situations. You understand and apply team tactics, contributing to both attacking and defensive play. Health and Fitness (January – Easter) You demonstrate proper form in a variety of exercises, showing understanding of different fitness components (strength, endurance, flexibility). You set realistic fitness goals and work towards them consistently. Basketball (January – Easter) You demonstrate improved dribbling, passing, and shooting skills with greater consistency, applying them in dynamic game situations. You demonstrate an understanding of team tactics and contribute effectively on both ends of the court.	Exceeds: You have all of the criteria for ‘meets’* and at least some of the following:* Football (January – Easter) You showcase exceptional technical skills, including advanced dribbling, passing, and shooting, under high pressure. You demonstrate a deep understanding of game tactics, leading the team in both defensive and attacking situations. Health and Fitness (January – Easter) You designed and followed a comprehensive fitness plan that targets multiple fitness components, showing excellent progress. You demonstrate a high level of fitness and self-motivation, regularly exceeding personal goals. Basketball (January – Easter) You execute advanced basketball techniques, such as complex dribbling manoeuvres and fast-break plays, with confidence. You lead the team with excellent decision-making, defensive play, and communication.
Assessment Methods
Do now tasks Exit Tickets Knowledge Check Assessment

Meeting	Exceeding
Football (January to Easter) You demonstrate good control of the ball and pass accurately to teammates. You apply basic defensive and offensive tactics with consistency. Health and Fitness (January to Easter) You follow the basic principles of a warm-up, workout, and cool-down while demonstrating proper technique throughout. You participate with effort and enthusiasm. Basketball (January to Easter) You demonstrate basic dribbling, shooting, and passing skills, applying them in game situations. You understand the key rules of basketball and can execute basic strategies and tactics.	Football (January to Easter) You show advanced ball control and decision-making under pressure, contributing strategically to both attack and defence. You display a high level of skill and leadership on the field. Health and Fitness (January to Easter) You created a specialized warm up, workout, and cool down. Your technique during all exercises was excellent. You display exceptional consistency and effort, showing improved fitness levels over time. Basketball (January to Easter) You show excellent court awareness, quick decision-making, and the ability to execute advanced skills under pressure. You contribute to both offence and defence with a high level of skill and leadership.
Assessment Methods
Formative assessment in lessons – warm-ups, drills, cool-downs Summative assessment in lessons – competitive context

Joining our Sixth Form

Open Evening

Key Dates for Joining the Sixth Form

Choosing your Sixth Form pathway

Subject Specific Requirements

Appeals

Sixth Form places - Year 12 (September 2027)