• Visiting speakers with specialist knowledge in the sector from local health, social care and early years providers;
• Additional Speakers for Schools and UCAS webinars suggested to students focussing around careers in Nursing and Midwifery;
• Links to news articles and TV documentaries, TED talks, national and international webinars, podcasts and related conferences such as The Tes SEN Show and The Mental Health and Wellbeing Show;
• Broadcasts from universities relating to health, social care and early years career related courses;
• Links to the Medical Mavericks Academy which is an online platform showcasing a wide range of careers available in the NHS;
• Students are signposted to MOOCS related to health, social care and early years;
• A one week meaningful work experience placement applying theory to practice in the first year of the course at health, social care and early years settings;
• Extension material on Study Directory going beyond the OCR framework of the course;
• Screencasts provided of blended learning lessons for consolidation;
• Students are encouraged to create their own innovative active learning environments using multi-sensory and multi-modal techniques;
• Encourage students to help in the local community with the Rushmoor Voluntary Services' supported volunteering project 'Blooming Marvellous'.

• Oxbridge activities coordinated By Dave Brown;
• Lessons from Auschwitz Project gives two students chance to engage in high level project on the Holocaust;
• Italian Studies Extension project - supported by Royal Holloway and the University of Catania, around 20 students every year sign up for this two year extension project.  Over the two years students on the program have to complete 3 projects: curating a one day show at Tate Modern; completing the chosen area of study with our sister school students who are visiting from Sicily; and, in the second year, undertake a four day study exchange in Ragusa, Sicily;
• Visiting lecturers from university professors every year - last year Professor Giuliana Pieri from Royal Holloway talked to the students about the Cult of Mussolini and Professor Glen O’Hara from Oxford Brookes talked to second year students about the History of the British Navy.

• Online resource KnowITAllNinja provides presentations, videos and quizzes for the whole specification;
• Creative consolidation tasks;
• Topical news stories are gathered and shared by students to keep up to date with the ever changing world of IT;
• Elaborate and Extend activities at the end of each topic to encourage deeper understanding;
• Subject Representative project to provide more extension materials easily accessible on the Study Directory.

• Pathways to Law two year scheme: this provides invaluable opportunities, for example; to attend law lectures at universities, participate in debates and mock trials with undergraduates, meet with judges, barristers and solicitors and legal work experience is guaranteed (Pathways normally look for students with a high GCSE profile);
• LNAT workshops for students applying to certain Russell Group Universities;
• National Bar Mock Trial competition: this offers a wonderful opportunity for students to prepare and present cases before a real judge in a real courtroom and although it is challenging in time, effort and content, students find it very rewarding;
• Students are encouraged to apply to the local courts to shadow a judge or judge’s clerk;
• Students have attended Law events at Oxford University, Cambridge University, Queen Mary University and University of Law;
• Students are given the opportunity of joining the Hampshire Community Court.  This means that some of our students now sit as ‘judges’ and deal with real life cases which involve children from ages of 10 to 14 who have committed a criminal offence.  The students undergo significant training which enables them to decide what ‘punishment’ the offenders should receive;
• Students are given the opportunity of entering a competition whereby they are able to skype the Justices of the Supreme Court and discuss legal points;
• Students are encouraged to attend local court hearings and report back to the class with their observations;
• Students are encouraged to prepare a report of any relevant work experience and present to the class;
• Students are invited to enter essay competitions at certain universities throughout the year;
• Students are able to attend a workshop provided by a legal department in a global firm, learning the varied roles of a company lawyer and what it is like to work for a large corporation;
• Students are encouraged to attend Police Service Open Days;
• Students are encouraged to carry out voluntary work for quasi legal organisations such as the CAB and Victim Support Scheme;
• Students are encouraged to join the College Law Society where they will participate in debates, moots, discuss complex points of law and attend lectures by visiting speakers;
• Extension tasks at the end of each topic in booklets - for example, researching other similar cases to illustrate the legal principle and preparing an engaging presentation for the rest of class;
• Students are asked to create their own problem scenarios and mark schemes for the rest of the class to answer;
• Students are referred to certain legal websites for wider reading on topics of particular interest;
• BTEC students are directed to textbooks and websites with lots of interesting information which goes beyond what is required in their coursework and the more able students are able to understand this material and put it into their own words to bolster their grade;
• BTEC assignments are structured in such a way to enable students to achieve pass, merit or distinction - the more able students will be pushed to achieve distinctions, while less able students still feel supported and satisfied by achieving pass and merit criteria.

• Further mathematics can be studied as a fourth course, either as an AS level in the first year or full A level.  We are proud to have one of the largest cohorts of further mathematicians anywhere in the country;
• Maths Inspiration Trip - a trip to the Maths Inspiration Lectures which is a national programme of interactive maths lecture shows for teenagers (open to all first and second year maths students);
• Senior Maths Challenge - the UKMT Individual Maths Challenges are lively, intriguing multiple choice question papers, which are designed to stimulate interest in maths in large numbers of pupils (open to all first and second year maths students, compulsory for further maths students);
• External speakers from education and industry regularly come in to speak to students about the use of maths beyond A level (open to all maths students);
• Reading Maths - recreational mathematics books are read by classes who present what they have learned in class (for further maths students);
• STEP and Admission test preparation lessons - once per week in year 12, twice per week in year 13 (for more information click here;
• Support for BMAT candidates;
• Weekly stretch and challenge problems set as part of homework.

• Stretch & challenge opportunities are routinely flagged in lessons and on the Study Directory 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;
• Creative consolidation tasks;
• Visits from industry practitioners to develop portfolio eg. Q&A sessions on how to make it in the industry;
• Guest speakers to develop case study knowledge such as newspaper journalists discussing case study content;
• Working to real client briefs (eg. the production of advertising campaigns for local organisations, film festivals, music video production, Happiful documentaries);
• In-house production company F6 (for second years students) led by the senior technician;
• Interdepartmental Creative Kickstart festival which sees industry professionals give guest lectures across the creative subjects.

• Visiting speakers from NHS and local scientific establishments;
• Curiosity sheets with links to updated news articles, books, TED talks, radio, YouTube and links for each organ system studied;
• Broadcasts from universities, health careers and medically related sources;
• University of Southampton trip to Audiology lab to look at new research in the area;
• Links with Medical Mavericks where professionals demonstrate equipment used in the medical fields;
• Students are directed towards relevant MOOCS in the medical area;
• Answers to questions modelled by teachers on screencasts;
• Screencasts of lessons for consolidation;
• Extension questions on Study Directory going beyond the scope of the course;
• Sites to watch on the bus - links to videos which extend knowledge in the area;
• MedSoc.

Students have access to numerous academic and performance opportunities that go beyond the requirements of the course.

• Academically, high ability students have access to original source readings, advanced harmonic exercises and comparative aural tasks that go beyond the expectations of the course, and engage in undergraduate modes of thinking. These can be found on the Study Directory, as well as students being encouraged to share materials between each other too. The majority of regular tasks are differentiated in ways to allow for exploration and engagement beyond the confines of the specification. Bach Chorale harmony lessons are also offered to especially strong students, which are useful preparation for undergraduate-style harmonic classes especially those applying to Oxbridge and/or Conservatoires;
• Students have access to over 30 performance opportunities throughout the year that engage them beyond the practical confines of the course, many with professional musicians. These include weekly lunchtime recitals with opportunities for feedback, large scale choral and instrumental ensemble concerts, external solo and chamber music concerts, and masterclasses with internationally renowned musicians; recently with the saxophone phenomenon Jess Gillam. All students engage with this music-making, allowing for musical growth and development, giving them access to venues such as Guildford Cathedral, Westminster Abbey and The Royal Memorial Chapel in Sandhurst;
• Students have the opportunity to engage in local community volunteer and work experience activities, including for local festivals in Aldershot and Fleet and music therapy with the InHarmony group;
• Students have access to a number of tours involving performing, recording and educational workshops in a variety of internationally renowned festivals and venues; previously to France, Poland and Russia.

• The high achievers in the second year are invited to become subject mentors - they are encouraged to run 1-2-1 workshops with students who are struggling with any aspect of the course (this is normally mainly for 1st years but also any 2nd year students who may need some extra contact time);
• Students are encouraged to attend trips organised by the department such as Abbey Road Studios;
• There are opportunities for music technology students to perform in and around the College, with regular live lunches and events in the Prospect Theatre;
• Coursework is designed to stretch the students within assignments;
• SixFest is an event which is organised by students, auditioning and choosing the bands to perform on the night as well as deciding on the price for the tickets and promoting the event;
• Although it is not a requirement of the course, students are encouraged to use musictheory.net to develop their understanding of music theory - particularly those students who wish to take a university music course;
• Special focus groups, designed to analyse exam briefs and share good practice.

• The high achievers in the second year are invited to become subject mentors - they are encouraged to run 1-2-1 workshops with students who are struggling with any aspect of the course (this is normally mainly for 1st years but also any 2nd year students who may need some extra contact time);
• On the BTEC course, this can also involve joining in with band sessions and being an extra support in the band as well as running extra tutorials on the written side of the course (including the use of Logic Pro X);
• Students are encouraged to attend trips organised by the department such as Abbey Road Studios and BBC Introducing Live;
• BBC Introducing Live will give all BTEC Music students an insight into every aspect of the Music Industry from performing in a band to working for PRS;
• There are opportunities for BTEC students to perform in and around the College, with regular live lunches and events in the Prospect Theatre;
• Coursework is designed to stretch the students within assignments - for example in BTEC Music Performance, students are encouraged to perform tracks that are one or two grades above their usual grade;
• SixFest is an event which is organised by students, auditioning and choosing the bands to perform on the night as well as deciding on the price for the tickets and promoting the event;
• Although it is not a requirement of the course, students are encouraged to use musictheory.net to develop their understanding of music theory - particularly those students who wish to take a university music course;
• Special focus groups, designed to analyse exam briefs and share good practice.

• Students have access to numerous performance opportunities, practical workshops and professional performances both in and out of College that go beyond the requirements of the course;
• Further reading and tasks are set beyond assessment criteria to allow breadth of knowledge and skills;
• Choreographic and devising units are lead by students in order for them to use their extended knowledge and skills for best practice;
• Progression advice knowledge and skills are embedded into the delivery of the course;
• Advertise local opportunities to get involved in performance work;
• Creative work in groups are differentiated by skill level so high achievers can fully explore their range of skills;
• Regular teacher feedback helps stretch the ideas and skill level.

• For all topics we teach, students have access to extension readings and optional extras (students can use time in lessons to look at these if they finish other tasks earlier);
• There is an 'extension' page on the Philosophy Study Directory where students can find links to relevant websites, videos, online encyclopedias, extra reading opportunities etc;
• We help students to prepare for degrees including or relating to philosophy (including Oxbridge support);
• We advertise and encourage entry to essay-writing competitions (this year three students entered the John Locke Institute Essay Competition, two were short-listed).

• Promoting competitions;
• Inviting photography degree course leaders to talk to our students;
• Inviting industry specialists to talk to students;
• Promoting exhibitions;
• Student Trip to exhibition;
• Staff run additional workshops track students progress;
• Celebrating students work by private view and exhibition of their work;
• Work experience with external companies.

Students are working on their personal projects that they have decided on the theme.  Driven by finding their own research artists and one to one tutorials with the subject tutor, technical and conceptual challenges are part of the progression and developmental process of their projects.  This can range from using professional studio lighting equipment to exploring traditional film processing and printing to challenging scenarios in managing exposures with the camera.

• Every student has an account for EverLearner, which has hundreds of tutorial videos for each topic and checkpoint tasks and practice questions;
• The Study Directory holds a range of resources, articles and information;
• PE Review magazine, articles stored in the library are copied and uploaded to Google Sites for extended/additional reading;
• 'Careers in Sport' Exhibition is held in house and involves a variety of speakers from different sporting industries;
• Trips and visits to universities and industry events;
• Many different enrichment activities of a high standard as well as the opportunity to represent the College at national and international level;
• Exam question booklets are produced for each unit for students to practise in their own time;
• Consolidation examples and support is given;
• Exam technique workshops.

• Engineering Society, Physics Society and Physics Olympiad Society - run by students for students but supported by the Physics department;
• Inspiration section of the Physics site - with information such as recommended reading, viewing, visits and more;
• Extension questions provided for private study every lesson;
• PAT students - organised time slot to work on questions together;
• BMAT preparation support;
• Additional harder questions provided in labs;
• External events publicised by the department via the 'Physics External Event List' 

• Academic departmental lending library;
• Trips to Parliament;
• Student led Politics society;
• Extended reading assignments;
• 1-2-1s for students to work on areas of interest;
• Recommended podcasts on Brexit, UK politics and international relations (including Cambridge Politics Society);
• Comprehensive and extended video archive;
• Departmental Massolit achieve;
• MP speaking events allow the students to quiz our elected representatives;
• Academics visiting the College to talk about their recent work;
• Students are directed towards relevant MOOCS;
• 1-2-1 meetings with students applying to Oxbridge;
• Work with the LRC to build a range of extra-curricular resources.

• Extra reading – there is a document on the Study Directory with suggestions for relevant Psychology-related novels, biographies, and academic books;
• Extra viewing – there is a document on the Study Directory of recommended Psychology-related films to watch;
• Extra listening – there is a document on the Study Directory including suggestions for Psychology-related podcasts to listen to;
• Extra studying – we encourage students to undertake additional study through free online courses laid on by Universities (i.e. MOOCs);
• Trips laid on by us – we lay on trips to hear lectures from psychologists, trips to the theatre (e.g. to see The Curious Incident of the Dog in the Night-time; Rain Man; Twelve Angry Men), visits to Crown Courts, visits to the Freud Museum in Hampstead, and there is also our annual Behind Bars conference. In previous years, we have even taken students to Auschwitz so they can see for themselves the historical background to much research within social psychology;
• Trips that students can organise independently – on the Study Directory, we provide suggestions for Psychology-related visits that students could do themselves;
• Part-time paid work and voluntary work – on our Study Directory, there is a document outlining suggestions for Psychology-related work that students can do (e.g. to enhance their Personal Statements if applying to study Psychology at University). We also have a Careers and Employability Google classroom that students are invited to join, and  through this we inform them about fresh opportunities as and when they arise;
• We always respond positively to local Universities when they ask if we have students who would be interested in taking part in research (and in the last few years students at the College have participated in research being conducted at Royal Holloway, Surrey, Sussex, Reading and Oxford Universities).

• Sociology Review - College Shop subscriptions promoted and in Student Workroom - Activities embedded within booklets, students encouraged to utilise articles within essays;
  
• Sociology E-mentor/Mentor programme - 2nd Year students who are working above target grade supporting 1st year students via email and in workshops;
  
• A range of workshops and revision sessions - focusing on pushing to work above T25 grade;
  
• Meaningful extension work set in all lessons - current focus for department Learner Walks;
  
• Summer Homework Competition - students creating additional work (poster, painting, written work, book review, letter to author etc) - Prizes for ‘Academic Excellence’, ‘Innovation Award’ and ‘Endeavor Award’ which can be added to UCAS statements;
  
• Peer marking activities - students engaging with higher level analysis and evaluation skills;
  
• Sociology Film club at lunchtimes - run by student reps and to preview films that relate to topics being covered in lessons;
  
• Differentiated group work within lessons - focusing on essay/exam practice;
  
• Research tasks - additional research about current affairs that contextualise topics being covered within lessons;
  
• Hosting a range of external speakers (additional work set to complement this) - this year we are interested in holding a ‘Crime Day’ whilst teaching crime and deviance;
  
• All Sociology trips have worksheets/books with higher level reading/articles e.g. New York workbook has articles about issues surrounding Islamophobia after 9/11 and The Power of Advertising following visit to Times Square, competition for completed booklets and students encouraged to write an essay with their experiences from the trip;
  
• Additional booklet being created - exam questions and plans to complete;
  
• Consolidation/revision posters on topics and sociological studies covered - again prizes/commendations for most informative accounts etc.

• Students are encouraged, with commendations, to complete extracurricular activities from their individual 'Independent Study Log' in G-classroom, where they have nine options linked to the skills and course content. For Year 12 it is compulsory to complete two/three per half term.  Many of the activities are based around newspaper coverage of socio-political development in the Spanish speaking world.
• A Spanish workshop will be open from September until May on Fridays period 1 to discuss essay-writing and help students with aspects of grammar.
• Students receive a reading and film list in Year 1 and 2 as part of the extra curricular activities. The titles and authors provide an extension to the course content, political, literary and social.
• All the themed booklets contain a section with linked extra work to be completed during lessons by the more able and students who complete work early.
• All texts in the themed booklets used to develop translation skills into Spanish and English are longer than required, to provide a challenge to the most academic linguists while still allowing other students to work at different pace, and still covering the board requirements.

• The Study Directory holds a range of resources, articles and information;
• 'Careers in Sport' Exhibition is held in house and involves a variety of speakers from different sporting industries;
• Trips and visits to universities and industry events;
• Exam question booklets are produced for each unit for students to practise in their own time;
• Consolidation examples and support is given;
• Higher sports leaders, for students who wish to pursue a career in sport coaching / teaching;
• Strong links with local coaching companies who provide work experience for many of our students.