Students to carry out extended research on the following:

• Accounting Apprenticeships and career pathways;
• AAT Apprenticeships;
• Prospects Apprenticeships;
• Social and Environmental Accounting. Is it a fad?  Discuss.
• Creative Accounting or Fraud.  What are the key differences?
• Accounting news;
• The Independent - Accounting news.

• Biology Olympiad (Intermediate and British level) - support sessions run for preparation;
• Students are encouraged to apply for Nuffield research bursaries - an opportunity to work in a research lab over the middle summer holiday of their time at the College;
• Other work experience opportunities are regularly emailed out to the whole cohort;
• Biology/Medical/Vet Society;
• Bespoke practice interviews for competitive universities and courses (such as Oxbridge and Medicine);
• Topical news stories that relate directly to Biology are regularly added to our Study Directory pages and a range of books are recommended on our Study Directory pages to encourage students to read beyond the specification;
• 'Beyond College Evening' - provides students with the opportunity to talk to people (including ex students of The Sixth Form College Farnborough) who are now in a variety of jobs that Biology A level could lead to.

• Use of Business News to develop students’ curiosity and awareness of current affairs in business, politics and the economy: students are set research tasks & questioned on their findings;
• Students are encouraged to sign up and read the Business Review magazine;
• The Business A level site includes ‘Stretch and Challenge’ resources where students can learn more/in more depth about a specific subject e.g. BBC Radio 4 podcasts: The Bottom Line, Tutor2U presentation clips, Taking the Biz clips, etc.
• The course handbook recommends and suggests ‘Stretch and Challenge’ resources;
• The Year One and Year Two packs include ‘Stretch and Challenge’ activities.

• The Study Directory holds all the resources and assignments for students to move ahead at their own pace allowing the most independent learners to attempt the distinction tasks;
• External speakers visiting the College to extend experience and knowledge across a number of complex industries such as life sciences and aviation;
• Extended research and use of a variety of sources to support evaluations and recommendations are part of the assignment and actively encouraged;
• Team building days and meaningful employer engagement for double award students develops their leaderships skills that they go on to evaluate.

• A programme of super-curricular support for challenging competitions beyond the syllabus, including:
  • Chemistry Olympiad (second year students);
  • Cambridge Chemistry Challenge (first year students);
  • RSC Analysts Challenge;
• Support for BMAT and student support for Chemistry component of SAT;
• Chemistry Society (run by students)

• Enrichment clubs (plus access to previous year's extra curricular materials e.g. Polyglot Programmers);
• Raspberry Pi and Arduino projects;
• Retro systems and gaming club (hacking old hardware, a fun challenge);
• Hacker rank, code wars, CodingBat and many other coding challenge websites - we hold regular competitions;
• Our departmental library of programming books;
• Extension tasks in private study extend students beyond curriculum;
• Free choice in the non-examined component of the course offers a huge opportunity for stretch and challenge.

• Meaningful extension work set in all lessons;
  
• Lots of research tasks set for homework;
  
• Extra Reading [of Criminology-related novels, biographies, and academic books] - list will be on the Study Directory;
  
• Extra Viewing [of Criminology-related films] - list will be on the Study Directory;
• Trips - Criminology conference in Disneyland, Paris; Behind Bars conference; Poland/Auschwitz conference;
  
• Additional opportunities to visit University Criminology departments (e.g. Portsmouth’s ‘Forensic House’);
  
• Independent trips to prisons (no longer in use but set up as museums);
• Independent trips to local courts and the Old Bailey;
• Summer homework task.

• Students are regularly encouraged and supported with extra theatre visits that enable them to better contextualise their understanding of theatre and the work of practitioners thus influencing and inspiring their own work;
• Extra rehearsals further develop and fine-tune performance skills becoming a self selective process whereby peer exemplars and the work of recognised professionals are used to raise aspirations and the belief in students as to what can be achieved in a practical sense;
• Enrichment opportunities such as the selective, year two, Prospect Theatre Company, provide additional experiences that aim to continue the practical developments of the course and help stretch the understanding of the way theatre can be created, shaped and delivered;
• Residential experiences such as the Danish/Norwegian Cultural Exchange and the West End provide additional creative opportunities of theatre making and assimilating best practice through the observation of the work of recognised professionals.

• Opportunity to engage in TFN Business Game, Business simulation event;
• Recommended texts/additional reading suggestions on Google Sites;
• Weekly additional viewing and reading suggestions given to students in the second year;
• Students have been advised to enrol on online course (MOOC).

• Short story writing competition on the theme of dystopia;
• National Linguistics Olympiad participation;
• Free Rice Challenge;
• Haiku competition at the start of the year;
• Other national creative writing competitions are advertised to students via posters and emails;
• Poetry translation workshop (student poems are entered in the under 18s category of the Stephen Spender Trust contest);
• Wider reading pages on the Study Directory with articles from E-Magazine, Babel etc.
• Use of Masolit videos to provide online lectures relevant to English Literature;
• Trips: ‘Poems of the Decade’ conference, ‘The Importance of Being Earnest’ theatre trip, trip to UCL English department for seminars relevant to the topics we study and talks about admissions;
• Visits from professors from Royal Holloway and UCL;
• Timetabled workshops in some areas have been put in place; otherwise individual support is offered where required;
• Workshops and one to one sessions about applying to do English at university, including further reading suggestions and sessions preparing for the ELAT test;
• New library space for research and wider reading;
• English Society and Poetry Society run by students for students;
• Lectures from visiting academics (Rob Drummond, David Crystal, John Mullan);
• English language students completed a set of resources on grammar for use with Year 6 students as a way of consolidating their own knowledge and for use with Primary School students;
• Creative writing workshops run by authors (for example, Ananda Devi);
• Careers talks from professionals working in publishing, marketing, TV production etc.;
• Creative translation workshop run by 'Shadow Heroes', an education initiative that supports young people in embracing all sides of their linguistic and literary heritages.

• New Designers trip - to enhance employability skills and see how work can be made presented to suit the design industry;
• Promoting exhibitions - leading fashion exhibitions are shared;
• Promoting observation site visits;
• New book resources;
• Textile View - design industry publication with trend predictions for high street, offer an industry eye for how to predict trends; 
• Additional workshops available for students to come in and work - these are aimed at all students across ability levels and offer the opportunity for more 1-2-1 contact time to develop ideas;
• 1-2-1 conversations often lead to further ideas and other avenues to creatively explore;
• Notebooks are used regularly to take note of how students can improve each step of their work.

• Stretch & challenge opportunities are routinely flagged in lessons and on teacher's Classroom pages to draw students’ attention to additional reading, viewing and activities which will help them augment their knowledge and understanding;
• The Technet newsletter, podcast, and YouTube videos are published regularly by the department technicians and feature a mixture of practical work advice, reviews, inspirational industry professionals to follow on social media, competitions to enter, as well as in-house activities to get involved with;
• Further/Extended reading tasks and videos to watch;
• Preliminary reading tasks for theory;
• Visits from industry practitioners to develop portfolio eg. Q&A sessions on how to make it in the industry;
• In-house production company F6 (for second year students) led by the Senior Technician;
• Interdepartmental Creative Kickstart festival which sees industry professionals give guest lectures across the creative subjects.

• Students are encouraged to follow the Bank of England monetary policy committee's decisions every month, regarding base rate setting;
• The Student Investor Challenge organised by The London Institute of Banking and Finance is available to those studying this subject;
• You should develop your curiosity and awareness of current affairs in Finance, Business, Politics and the Economy: students are set research tasks & questioned on their findings;
• Sign up & read the Financial Review magazine;
• The course handbook recommends & suggests Stretch & Challenge resources;
• The Year 1 course pack includes Stretch & Challenge activities;
• The Financial Studies website includes Stretch & Challenge resources where students can learn more and in more depth about a specific subject e.g. BBC Radio 4 podcasts: The Bottom Line;
• All students have access to MyLIBF course site that includes Stretch & Challenge activities for each topic.

• Regular competitions highlighted for students, for example the Royal Academy Summer A level online exhibition - these can vary from year to year depending on what is available;
• Extension tasks are set, especially in the first year to challenge those who are more able;
• There is a least one trip per year to a leading gallery;
• Opportunities for workshops from external visitors are explored - examples of these have been a visit from the Royal Academy to run life drawing, and currently working with UCA to explore workshops for this year;
• Ex students visiting to talk about their experiences - these have varied from discussion around foundation courses, Fine Art and architecture degrees;
• Additional workshop times are available for students to come in and work - whilst this tends to be enforced for less able students, it is also encouraged for all learners, and for high achievers is time for extra contact;
• Around final piece time students are offered the opportunity to stay late until 7pm with staff to make most of facilities;
• On the Fine Art Study Directory page, there area number of extension opportunities including a reading list, many links to galleries and websites that can increase students knowledge;
• New book resources for students to access;
• On Google Classroom there are example projects for students to visit in their own time to review and compare against their own work;
• The Fine Art Rep role is a chance to extend knowledge of art as much as representing the course, and is advertised to students as such;
• Following one to one reviews specific targets are set, and for those aiming for A/A* additional targets are offered.

• University speakers throughout the year;
• Former students talking about their university choices and experiences;
• Core and challenge homeworks across both year groups;
• Conversation classes for heritage speakers;
• First years can attend second year classes;
• Differentiated tasks in lessons;
• Heritage speakers have more demanding listening activities;
• University of Sheffield translation competition;
• Additional grammar practice for students aiming for A*.

We also offer weekly lunchtime sessions for students applying to study French at Oxford and Cambridge, where students explore ways of approaching extracts of prose, film and poetry.  Students are encouraged to engage with and respond to both the forms of language and the key ideas that are raised in the fragments. We also look at approaches to translating unseen materials.

• Opportunity to take part in the Young Geographer of the Year Award;
• MEE - students in year 12 have been taught by and engaged with the Chichester Harbour Conservancy;
• Podcasts recommended as extra research from the RGS;
• Book/reading list provided with the course prep work and articles are linked from the Study Directory;
• Back copies of Geographical and Geography Review available in classrooms;
• Climate emergency question time - opportunities to ask questions about the climate emergency to a panel comprised of a representative from local government (Steve Williams, Green Party), an “activist” with Extinction Rebellion Youth (Cecily Bedner, now in her third year at UCA Farnham), and one or more scientists studying the issues raised by planetary warming;
• The NEA encourages students to stretch themselves and pursue a research project of their own choice;
• Lunchtime revision sessions and regular workshops on exam technique (pushing for the high grades and some specifically for A*);
• Three day trips for all students to extend their understanding and develop their field work techniques (Farnborough, West Wittering and Bognor Regis).

• 1-2-1s with CM on demand (for translation skills and essay writing);
• Workshops for grammar;
• Exchange trip to Germany, Oberursel;
• Annual National Debating Competitions through the Goethe Institute;
• Online tandem exchange with Schiller Gymnasium in Frankfurt - students discuss cross-cultural topics;
• Second year students mentoring first year students;
• Student-run German society.

• Additional tasks are promoted each week to students to extend their coursework further and achieve higher grades;
• Competitions are promoted from both internal and external briefs regularly;
• Course leaders from graphic design degree courses are invited in to talk to students and deliver workshops;
• Industry specialists and practitioners are invited in to deliver talks and workshops;
• Ex students who have progressed onto relevant design courses, apprenticeships and careers are invited in to deliver talks and workshops;
• Once a month staff post five recommendations for students to engage with, including something to watch, something to read, someone to follow on social media, somewhere to go and a wildcard;
• Staff run additional workshops and tutorials outside of lesson time;
• Students' work is celebrated both on social media and at the end of year exhibition.