SIXTH FORM Courses Guide for entry in 2023
CONTENTS
Introduction 4
IB or A-Level – Which for me? 6
Careers and Work Experience 8
Sixth Form Entrance Requirements and Curriculum Options 10
English Faculty
IB Language A: Literature 12
IB Language A: Language & Literature 15
IB Language B 19
A-Level English Literature 21
Languages Faculty
IB Modern Foreign Languages 24
A-Level Modern Foreign Languages 26
IB Latin 28
A-Level Latin 29 A-Level Classical Civilisation 30
Humanities Faculty
IB Economics 31 A-Level Economics 32 A-Level Business 34
IB Geography 36
A-Level Geography 38
IB History 41
A-Level History 43
A-Level Politics 45
IB Philosophy 48
A-Level Religious Studies 49
Sciences Faculty
IB Biology 50 A-Level Biology 52
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IB Chemistry 53
A-Level Chemistry 55
IB Physics 59
A-Level Physics 61
IB Design & Technology 63
IB Design & Technology 64 Mathematics and Computer Science Faculty
IB Mathematics 66
A-Level Mathematics 72
A-Level Further Mathematics 74 A-Level Computer Science 76 Arts Faculty
IB Visual Arts 78 A-Level Art & Design 81
IB Theatre 83
A-Level Drama & Theatre Studies 86
IB Music 86 A-Level Music 88 A-Level Music Technology 92
IB Core Theory of Knowledge 94
Extended Essay 95
Creativity, Activity & Service 96
Frequently Asked Questions about IB 97
Contact Details 101
Art History: an optional additional opportunity 102
Requirements for entry into German university 104
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Academic Advice and Support 100
INTRODUCTION
This booklet is designed to assist boys in selecting their Sixth Form courses. It includes an overview of the curriculum, an overview of the subjects that are available and detailed course descriptions for all subjects.
We encourage all boys to read this booklet carefully with their families and to seek advice from their Tutors, Housemasters, Heads of Faculty, subject teachers and the Director of IB (Mr Finch). Boys may also speak to the Head of UCAS and Careers (Mrs Lincoln) if they require advice about subjects needed for various careers. The Deputy Head (Academic) (Mr Baldock) is also always available to boys and parents who wish to discuss their options.
Additionally, all Fifth Form boys will attend an interview with a senior member of staff in the second half of the Autumn Term to consider their subject, university and career options in more detail. There are also individual career interviews with independent experts in the first half of the Fifth Form Autumn Term.
Route 1: The IB Curriculum
Requiring the study of three subjects at Higher Level and three at Standard Level, the IB allows boys to achieve depth of knowledge within their specialist areas of interest while preserving breadth; it also recognises the importance of continuing, at some level, the study of each boy's native language, a foreign language, Mathematics, a humanities subject and Science up to the end of formal secondary education.
In addition to this, all IB students follow a course in Theory of Knowledge, write an Extended Essay on a topic that holds particular interest for them and follow an extra-curricular programme of Creativity, Activity and Service (CAS).
Assessment in the IB Curriculum
Diploma candidates are required to study six subjects (one from each of the six subject groups), with at least three (and not more than four) of these taken at Higher Level (allowing for greater depth of study in those areas). The other subjects will be taken at Standard Level. Up to 7 points are awarded for each subject regardless of the level at which the subject is studied.
All subjects have a coursework component, which contributes towards the points score in each subject.
By arranging learning in this fashion, students are able to explore some subjects in depth and others more broadly over the two-year period; this is a deliberate compromise between the early specialisation preferred in some national systems and the breadth found in others.
In addition, three points are available for Theory of Knowledge and the Extended Essay. It is also a requirement for the award of the Diploma that pupils should satisfactorily complete the CAS programme.
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Route
2:
The A-Level Curriculum
In the Lower Sixth year most boys take four subjects and then, towards the end of that year, continue with three of these subjects to complete their A-Level courses. As such, the A-Level curriculum follows a more specialised route. Boys with a strong academic profile (and those taking Further Mathematics) may be advised to continue with four subjects to the end of the Upper Sixth. In addition, all A-Level boys undertake a skills programme, which includes an introduction to the skills necessary for university life and provides boys with an opportunity to work on the Bedford School Independent Project (BSIP), which can in turn be converted into an externally assessed EPQ (Extended Project Qualification). ALevel boys also attend a lecture programme in the Upper Sixth.
Assessment in the A-Level curriculum
All A-Level courses a two-year linear course with an internal assessment at the end of the Lower Sixth and an externally assessed A-Level exam at the end of the Upper Sixth. There are no externally assessed exams in the Lower Sixth or modular subjects.
Coursework is limited to a small number of subjects – please see the individual subject listings for guidance.
The Options Process
Boys are required to make a choice of their Sixth Form subjects by early February in the Spring Term of the Fifth Form. Options can be reviewed and amended subsequently, subject to availability. Whilst the school endeavours to ensure all boys’ options from the published block system are possible,timetable and staffing constraints may make it necessary for some boys to have to change options subsequently. In instances where the number of boys opting for certain subjects is not sufficient to make providing that subject viable, the school reserves the right to remove subjects from the options.
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IB or A-Level – Which for me?
What is not different?
It is worth first mentioning the things that are not different:
• Both systems will serve you well in securing a place at university;
• Both systems are academically demanding. It is a real challenge to achieve a 7 at Higher Level or an A* in A-Level;
• The number of taught periods you will attend will be very similar in both systems;
• Both systems give boys the opportunity to demonstrate academic extension beyond the curriculum, either via the Extended Essay in IB or via BSIP/EPQ in A-Level;
• The structure of the year, assemblies, tutor time, games, parents’ evenings, the UCAS application process, Citizenship mornings (to name but a few aspects of a school year in the Sixth Form) will all be the same regardless of your choice of Sixth Form curriculum.
What is different?
The key difference between the two systems is the educational philosophy.
If you subscribe to the IB Diploma programme you accept that breadth of education is an important part of Sixth Form education. Developing your skills in Mathematics and English, for example, is a core part of your education, regardless of your specification, the logic being that these are skills you are going to use later in life whatever job you end up doing. Learning an additional language is important in today’s global community; studying a science deepens appreciation of the nature of scientific debate; critical thinking developed through studying the Theory of Knowledge course is a useful academic tool.
The depth of study in your principal subjects, however, is likely to be very similar for IB Higher Level or A-Level – the conceptual challenges within subject courses are broadly the same across both systems.
If you subscribe to A-Level courses, you accept that focus on particular subject areas is important in Sixth Form education. The development of wider skills – the quality of your writing, your confidence with numbers and your analytical skills – may be developed through your A-Level subject options rather than through a broader educational programme and separate critical thinking course.
If you subscribe to A-Levels then you accept that you will not necessarily develop your skills across a broad range of subject areas, in exchange for more time in lessons devoted to your principal subjects. You can, of course, introduce some breadth in your curriculum by choosing a contrasting subject within your four A-Level choices.
It is worth noting that the differences between the same subjects at IB or A-Level can vary considerably, noticeably in the topics studied. Boys should consider carefully the differences between the content of your principal subjects before you make a final decision.
Finally - don’t worry about your choice of curriculum! Bedford has been delivering the IB Diploma programme for 20 years with tremendous success, and the staff at Bedford are equally experienced as IB and A-Level teachers and examiners. Regardless of your choice of curriculum you will be inspired, supported and challenged in equal measure.
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A Table of Comparison
The IB Diploma A-Level
Subjects
Students choose six subjects from the following groups: Students choose four subjects in the Lower Sixth, then continue with four or three subjects in the Upper Sixth.
• English
• A foreign language
• Humanities
• Sciences
• Maths
• Creative arts (optional – you can instead choose to study another subject from available choices, typically another Humantities or Sciences subject).
Three subjects are studied in depth as Higher Level (HL) subjects, and three at Standard Level (SL). Consequently, the IB route creates a broader curriculum, encompassing a wide range of skills.
Subject choices must fit the A-Level blocking structure (one subject per block).
Subjects follow a linear two-year course, with an externally assessed exam at the end of the Upper Sixth.
The Broader Curriculum
As well as studying 6 HL/SL subjects, students also:
• Write a 4000-word Extended Essay (EE) on a topic of their choice. The EE is often a superb topic of conversation at university interviews.
• Study Theory of Knowledge (ToK), a course which is designed to encourage students to reflect on the nature of knowledge and to think critically – again, a useful skill for university interviews
• Participate in CAS (Community, Activity and Service) on Wednesday afternoons in their first year; this not only enriches the curriculum and develops the individual student but also provideslots of useful material for UCASstatements and CVs.
All boys undertake a piece of independent research and writing known as the Bedford School Independent Project (BSIP) in the first term of the Lower Sixth.
Boys are also encouraged to use their BSIP work as the foundation for an additional A-Level qualification called the EPQ (Extended Project Qualification). Boys submit their work to the exam board in the Autumn Term of the Upper Sixth.
We expect all A-Level boys to partake in some form of community-based Service in the Sixth Form, with options available within curriculum time as well as lunchtimes and after school.
Assessment and Grading
Externally assessed exams are all taken in May of the second year. Coursework is completed from the second half of the Lower Sixth course. An internal assessment takes place at the end of the Lower Sixth, which provides evidence for UCAS predicted grades.
Each HL and SL subject is assessed out of a maximum of 7 points. 3 additional points are available for the EE and ToK essay/exhibition. The maximum mark for the Diploma is therefore 45 points.
Terminal externally-assessed exams in May/June of the Upper Sixth. All subjects have an internal assessment at the end of the Lower Sixth. This will determine the suitability of continuing with a fourth subject in the Upper Sixth and provide evidence for UCAS predicted grades.
Coursework is subject dependent.
Individual subjects graded A*, A, B, C, D, E and U
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Careers Advice
Careers advice at Bedford School regarding the important choices to be made as boys move from the Fifth Form to the Sixth Form is infused throughout the curricular and extra-curricular life of the School, enabling them to access exceptional, tailored, professional experience and advice. The School was recently awarded the Quality in Careers National Career Mark Gold Standard.
The source of this advice ranges from specific Citizenship Mornings to individual Tutor advice, Heads of Department meetings and Housemaster input. Following Morrisby Profiling in the Remove Form, one to one interviews in the autumn term of the Fifth Form with an independent Careers Adviser and subsequently with the Head Master and other members of Senior Staff ensure each boy makes the right decisions for himself.
Tracking the acquisition of key employability skills is completed online via Unifrog, an integrated Careers platform, which enables boys to fully explore their career interests, and pastoral and academic staff to maintain an overview of every boy’s involvement in school life.
Further careers information and links to key resources are also available via Firefly: https://bedfordschool.fireflycloud.net/uscareers
In addition, there is a dedicated Careers Service, to reinforce the information and choices available for boys, and to illustrate the range of career pathways and university and apprenticeship requirements.
In-house expertise at Bedford School involves a core team of staff, working in collaboration with the Head of Careers & UCAS, Mrs Mel Lincoln, and Careers and UCAS Coordinator, Mrs Emily FoxJohnson. Oxbridge applicants are supported for Oxbridge applications by Miss Emily Bassaly and Mr Alex Watson, Oxbridge Coordinators, and boys applying to international universities by Mr Adrian Finch, International Applications Coordinator. Appointments are made by email to careers@bedfordschool.org.uk.
Boys with a specific career path in mind MUST ensure they have spoken to the relevant academic staff to ensure their combination of Sixth Form subjects is appropriate for that vocation. Boys with less of a firm idea of what they want to do in the future, must choose subjects they feel they can excelin, that they enjoy and that crucially do not close any doors in the future.
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The Annual Old Bedfordian Careers Fair, coordinated and run by the OB Association, provides access to a selection of the vibrant community of 9,000 members Bedford School has worldwide.
The school engages with a number of key external organisations including MyFutureChoice, who assist with psychometric testing in the Lower Sixth, the Careers Development Institute (CDI), the National Citizen Service (NCS), for work experience and apprenticeships, and, of course, UCAS, the University and Colleges Admissions Service.
Each year, a high percentage of Bedford School boys who apply through UCAS go to Russell Group and/or Times Top 30 universities, and a number of boys are successful securing degree apprenticeship positions with leading employers.
A valuable source of information regarding University Options, along with information about Sixth Form subject requirements for certain University courses, can be found by following this link: https://www.informedchoices.ac.uk/
Work Experience
Universities and employers increasingly ask boys to demonstrate evidence of relevant work experience to support and enhance applications. Work experience can be organised at any point during a boy’s Fifth or Sixth Form career, but the time after a boy’s GCSE exams is an excellent opportunity for him to gain work experience in a career field of interest. We strongly encourage all our boys to take full advantage of this time to arrange some work experience, using either family or business contacts, or via companies’ advertised work experience programmes, including virtual programmes, many of which are advertised on Firefly: https://bedfordschool.fireflycloud.net/uscareers/work-experience
If, having tried these initial contacts, any boy is still finding it difficult to arrange their own work experience placement, they may find placements with the help of the Careers Department. Boys who undertake work experience placements will be asked to write up a report to help with university application Personal Statements in due course.
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Sixth Form Entrance Requirements (2023 Entry)
On entering the Sixth Form, boys embarking on the IB Diploma will study three subjects at Standard Level (SL) and three subjects at Higher Level (HL). Boys embarking on A-Level will study four subjects in the Lower Sixth Year, with many reducing to three A-Levels in the Upper Sixth Year.
1. For entry into the Sixth Form to take the IB Diploma, a pupil must: a) Gain a minimum of grade 6 at GCSE/IGCSE for their chosen Higher Level subjects, and a minimum grade profile at GCSE/IGCSE of grades 665 for their chosen Standard Level subjects. Some subjects have further requirements:
i. Boys wishing to study HL Physics, Chemistry and Biology are required to get a minimum grade 7 at GCSE (or 87 grade if studying Double Award Science)
ii. Those wishing to study Physics HL are additionally required to get at least a grade 7 in Maths.
iii. Those who wish to study Maths HL are required to get a grade 8 in Maths at GCSE.
iv. Those wishing to study Maths: Analysis and approaches SL are required to get a grade 7 in Maths.
b) Gain at least grade 5 in Maths and at least a grade 5 in either English Language or English Literature (ideally both)
2. For entry into the Sixth Form to take A-Levels, a pupil must: a) Gain a minimum of grade 6 at GCSE in their chosen four A-Level subjects. Some subjects have further requirements:
i. Boys wishing to study A-Level Physics, Chemistry and Biology are required to get a minimum grade 7 at GCSE (or 8-7 grade if studying Double Award Science)
ii. Those wishing to study Physics A-Level are additionally required to get at least a grade 7 in Maths.
iii. Those wishing to study Maths are required to get at least a grade 7 in Maths.
iv. Those wishing to study Further Maths at A-Level are required to get at least a grade 8 in GCSE Maths
v. Those wishing to study Computer Science are required to get grade 7 in GCSE ComputerScience and grade 7 in GCSE Maths.
b) Gain at least grade 5 in Maths and at least a grade 4 in either English Language or English Literature (ideally both).
3. Where a chosen A-Level or IB Level subject is not offered by the school at GCSE/IGCSE the following grades are required in defined and related subjects as described here:
For Economics = At least grade 6 in Mathematics and English
For Business
For Philosophy = = At least grade 6 in Mathematics and English At least grade 6 in Religious Studies (or following discussion with the Head of Religious Education and Philosophy)
For Politics = At least grade 6 in English and History or Geography
For Music Technology = At least grade 6 in Music (some exceptions may be made for boys who have not studied music GCSE after consultation with the Director of Music)
4. Pre-IB boys entering the school in the Fifth Form are expected to achieve this required standard, and the school will review a pre-IB boy’s case in respect of Sixth Form entry if he has not achieved this standard.
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5. For boys who have taken IGCSE English as a Second Language, a grade 6 is required for entry to the Sixth Form. Boys joining from outside the UK, who have not taken English Language or English Second Language, must demonstrate a B2 upper-intermediate level on their EAL admission test.
6. Boys whose first language is not English will usually be required to take additional EAL lessons to support them with academic English if the subject teacher judges this to be necessary for the student to cope with the requirements of his written work. The school can also provide tuition to students who wish to study for the IELTs (International English language Testing System) qualification, which is usually required for university entrance.
7.The Head Master and school reserve the right to make exceptions to these requirements in certain circumstances.
NB Please note that the school consider the new number grades to equate to the old letter grades as follows:
A* 8/9 A 7 B 6 C 5/4
The Curriculum Options
The provision of any subject is provisional depending on numbers opting for that subject.
The options available can change each academic year. The most up to date version will be published to boys and parents in the Spring Term of the Fifth Form prior to boys making their choices. After that point, the options available are likely to amended, and subsequent requests to change options may not always be possible. Choices which do not fit into this block structure will be considered, but we cannot guarantee to be able to accommodate them.
The forthcoming year's blocking system for IB can be found at: https://www.bedfordschool.org.uk/ upper- school/academic-excellence/international-baccalaureate/
The previous year's blocking system for A-Level can be found at: https://www.bedfordschool.org.uk/upper- school/academic-excellence/a-level/
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ENGLISH FACULTY
Head of Faculty: Mr N Hopton
IB LANGUAGE A: LITERATURE
Entry Requirement
An IB HL student should be able to demonstrate a strong competency in English before HL can be recommended. At least a 6 in IGCSE English Literature is required, although a 7 is preferable.
Introduction
The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.
Through the study of a wide range of literature, the Language A: Literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the Language A: Literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.
Language A: Literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into three areas of study:
• Readers, writers and tests
• Time and space
• Intertextuality
Within these, students will cover literary works comprising a range of different forms from different time periods and cultures, including a number of texts in translation.
The aims of Language A: Literature at SL and at HL are to:
• Introduce students to a range of texts from different periods, styles and genres
• Develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections
• Develop the students’ powers of expression, both in oral and written communication
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• Encourage students to recognize the importance of the contexts in which texts are written and received
• Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning
• Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts
• Promote in students an enjoyment of, and lifelong interest in, language and literature
Syllabus Content
Standard Level (SL)
Assessment Component Weighting
External assessment (3 hours) 70%
Paper 1: Guided literary analysis (1 hour 15 minutes)
The paper consists of two literary passages. Students choose one and write a guided literary analysis in response to two questions. (20 marks) 35%
Paper 2: Essay (1 hour 45 minutes)
The paper will require candidates to write a literary essay about two works in response to a question. Candidates must choose from one of four tasks, each of a general nature. They must compare and contrast two of the works they have studied in connection with one of these tasks. The works used to answer this paper could be works written by authors on the prescribed reading list or works freely chosen, and they could be either works studied in translation or written originally in the language studied. There will be a focus on genre so the texts used could be from any combination of literary forms. The only restriction is that no work used for a paper 2 response can have been used in the preparation of other components (25 marks) 35%.
Internal assessment
Individual Oral (30%)
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. It will consist of a 15- minute individual oral exploring two of the texts in relation to a global issue of the student’s choice. The first 10 minutes will consist of the student’s analysis of the extracts and the overall texts in connection with the chosen global issue. In the remaining 5 minutes, the teacher will ask questions of the student that will encourage further development, exploration or discussion. The prompt the students will respond to will be: Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied.
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Higher Level (HL)
Assessment Component Weighting
External assessment 80%
Paper 1: Literary commentary (2 hours 15 minutes)
The paper consists of two literary passages. Students write a literary commentary on each of the passages. (20 marks) 35%
Paper 2: Essay (1 hour 45 hours)
The paper will require candidates to write a literary essay about two works in response to a question. Candidates must choose from one of four tasks, each of a general nature. They must compare and contrast two of the works they have studied in connection with one of these tasks. The works used to answer this paper could be works written by authors on the prescribed reading list or works freely chosen, and they could be either works studied in translation or written originally in the language studied. There will be a focus on genre so the texts used could be from any combination of literary forms. The only restriction is that no work used for a paper 2 response can have been used in the preparation of other components (25 marks) 25%.
Higher Level Essay (20%)
The HL essay is a component that requires candidates to write a 1200–1500-word formal essay, following a line of inquiry of their own choice into one of the texts studied. HL Language A: language and literature candidates will have a choice between writing about a non- literary or literary text. Students can choose any of the texts studied during the course, with the exception of the texts they have used for their internal assessment or that they plan to use for their Paper 2. In order to guide students in their choice of topic, a recommendation will be made in the guide to use the seven central concepts in the course as a starting point for developing a line of inquiry.
Internal assessment
This component is internally assessed by the teacher and externally moderated by the IB at the end Individual Oral (20%).
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. It will consist of a 15- minute individual oral exploring two of the texts in relation to a global issue of the student’s choice. The first 10 minutes will consist of the student’s analysis of the extracts and the overall texts in connection with the chosen global issue. In the remaining 5 minutes, the teacher will ask questions of the student that will encourage further development, exploration or discussion. The prompt the students will respond to will be: Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied.
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The Learner Portfolio
This constitutes a collection and selection of a student’s work including all sorts of tasks students might develop in their interaction with the texts and in their preparation of all assessment components.It will consist not only of entries where students reflect on the texts studied, but also of all sorts of activities which students might engage in as they respond critically or creatively to the texts they read.It can be either an electronic portfolio or a paper one. Although it will not be formally assessed by theIB, the learner portfolio will be a central element of the new courses and will be instrumental in the preparation of all assessment components.
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LANGUAGE A: LANGUAGE & LITERATURE
Entry Requirement
An IB HL student should be able to demonstrate a strong competency in English before HL can be recommended. At least a 6 in IGCSE English Literature is required, although a 7 is preferable.
Introduction
Language A: Language and Literature comprises four parts two relate to the study of language and two to the study of literature.
The study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. A key aim of the Language A: Language and Literature course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course.
The Language A: Language and Literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The course is designed to be flexible - teachers have the opportunity to construct it in a way that reflects the interests and concerns that are relevant to their students while developing in students a range of transferable skills. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.
In view of the international nature of the IB and its commitment to intercultural understanding, the language A: Language and Literature course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important to IB Diploma Programme students because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity.
The aims of Language A: Language and Literature are to:
• introduce students to a range of texts from different periods, styles and genres
• develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections
• develop the students’ powers of expression, both in oral and written communication
• encourage students to recognize the importance of the contexts in which texts are written and received
• encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning
• encourage students to appreciate the formal, stylistic and aesthetic qualities of texts
• promote in students an enjoyment of, and lifelong interest in, language and literature
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• develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts
• encourage students to think critically about the different interactions between text, audience and purpose.
Syllabus Content
Standard Level (SL)
Assessment Component Weighting
External assessment (1 hour 15 minutes) 70%
Paper 1: Textual analysis (1 hour 30 minutes)
The paper consists of two unseen non-literary passages, each a different text type. Students write an analysis of one of these texts. (20 marks) 35%
Paper 2: Essay (1 hour 45 minutes)
The paper will require candidates to write a literary essay about two works in response to a question. Candidates must choose from one of four tasks, each of a general nature. They must compare and contrast two of the works they have studied in connection with one of these tasks. The works used to answer this paper could be works written by authors on the prescribed reading list or works freely chosen, and they could be either works studied in translation or written originally in the language studied. There will be a focus on genre so the texts used could be from any combination of literary forms. The only restriction is that no work used for a Paper 2 response can have been used in the preparation of other components (25 marks) 35%.
Internal Assessment
Individual Oral (30%)
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. It will consist of a 15-minute individual oral exploring two of the texts in relation to a global issue of the student’s choice. The first 10 minutes will consist of the student’s analysis of the extracts and the overall texts in connection with the chosen global issue. In the remaining 5 minutes, the teacher will ask questions of the student that will encourage further development, exploration or discussion. The prompt the students will respond to will be: Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied.
Higher Level (HL)
Assessment Component Weighting
External assessment 80%
Paper 1: Textual analysis (2 hours 15 minutes)
The paper consists of two unseen non-literary passages, each a different text type. Students write an analysis of each passage. (20 marks) 35%
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Paper 2: Essay (1 hour) 45 minutes
The paper will require candidates to write a literary essay about two works in response to a question. Candidates must choose from one of four tasks, each of a general nature. They must compare and contrast two of the works they have studied in connection with one of these tasks. The works used to answer this paper could be works written by authors on the prescribed reading list or works freely chosen, and they could be either works studied in translation or written originally in the language studied. There will be a focus on genre so the texts used could be from any combination of literary forms. The only restriction is that no work used for a paper 2 response can have been used in the preparation of other components (25 marks) 25%.
Higher Level Essay (20%)
The HL essay is a component that requires candidates to write a 1200–1500-word formal essay, following a line of inquiry of their own choice into one of the texts studied. HL Language A: Language and Literature candidates will have a choice between writing about a non-literary or literary text. Students can choose any of the texts studied during the course, with the exception of the texts they have used for their internal assessment or that they plan to use for their Paper 2. In order to guide students in their choice of topic, a recommendation will be made in the guide to use the seven central concepts in the course as a starting point for developing a line of inquiry.
Internal assessment
Individual
Oral (20%)
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. It will consist of a 15- minute individual oral exploring two of the texts in relation to a global issue of the student’s choice. The first 10 minutes will consist of the student’s analysis of the extracts and the overall texts in connection with the chosen global issue. In the remaining 5 minutes, the teacher will ask questions of the student that will encourage further development, exploration or discussion. The prompt the students will respond to will be: Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied.
The Learner Portfolio
This constitutes a collection and selection of a student’s work including all sorts of tasks students might develop in their interaction with the texts and in their preparation of all assessment components.It will consist not only of entries where students reflect on the texts studied, but also of all sorts of activities which students might engage in as they respond critically or creatively to the texts they read.It can be either an electronic portfolio or a paper one. Although it will not be formally assessed by theIB, the learner portfolio will be a central element of the new courses and will be instrumental in the preparation of all assessment components.
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Entry Requirement
An IB English B student should be able to demonstrate an upper-intermediate (B2) level of English, equivalent to an IGCSE English Second Language Grade 6 or above. A 7 or above would be preferable for HL, however. For boys joining from outside the UK, who have not taken GCSEs, a level of B2 must be achieved on the EAL admissions test.
Introduction
English is also available to our international students as a language B option at both Higher and Standard Level. Higher level is recommended for those wishing to go onto study at UK universities, however. The course aims to develop not only core language skills of reading, writing, listening, and speaking but also critical thinking skills and expression of ideas in English. Through our rich source material of articles, literature extracts, interviews, social interactions and more, you will develop your range of language, appreciation of different points of view and life experiences, intercultural awareness and global perspectives on our world.
A high grade in English B will meet the language entry requirements for the world’s top English medium universities and institutes of higher education. It will also equip you with the skills to engage successfully in academic writing and reading in English while also engaging in the discussion and debate that is crucial to developing our thinking and understanding. Beyond university, the status of English as a global language means those who can understand and express the nuances of the English language are highly sought after.
Syllabus Content
The course focuses on the five core IB themes with a particular focus on how they relate to language and being a global citizen:
• Identity – with the majority of our English B students coming from overseas, this makes for a highly engaging part of the course! We examine how factors such as nationality, race, religion, family background, education and, of course, language shape who we are.
• Experiences – this topic focuses on issues such as what drives migration (again, a highly relevant topic for our international students), and how our hobbies and interests, and cultural beliefs influence the major events in our life. We also consider how important experiences in turn influence our identity.
• Human ingenuity – we explore how creativity, art and technology define us and make informed prediction about the future of human existence
• Social organisation – this is a wide-ranging topic which examines how families and cultures are organised, how the hierarchical structure of school and work environments has evolved in modern history, and how minorities contribute to the societies they live in
• Sharing the planet – this topic is not only about climate change and protecting the future of our world, it is also about tackling issues that cause inequality such as poverty and distribution of power
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LANGUAGE B
Each topic includes a focus on language development to discuss the issues at hand, including analysis of how the very words we choose can reveal our opinions, beliefs and biases. This is supported by a wide range of reading material covering a number of genres such as news reports, opinion pieces, speech transcriptions, memoirs, short stories and even modern forms of text such as blogs and social media postings.
The HL programme also features a literature component, which involves the study of two set texts written in English. In recent years, this has included classic novels such as Lord of the Flies and Of Mice and Men as well as plays such as An Inspector Calls. All texts are approached with the dual goals of analysing and interpreting the text with links to the course themes as well as developing language skills.
The texts studied form the basis of the Internal Assessment component at Higher Level, which focusses on a presentation on a literature extract studied in class followed by a discussion on the issues raised. At Standard Level, students provide commentary on an image related to one of the course themes and then engage in the follow-up discussion. Beyond the assessment, discussion and debate form the core of our lessons and present a fantastic opportunity to put new language into use.
Listening, of course, goes hand in hand with speaking and also features prominently in the English B course. There is a strong focus on developing comprehension and interpretation of the source material. We incorporate recordings of interviews, speeches, lectures, and reports on relevant issues into the programme and students are encouraged to engage with further listening in their independent learning.
Finally, we focus on developing a range of writing skills for a variety of text types. Students will learn stylistic and linguistic conventions for both academic and more informal scenarios. They will develop the ability to adapt their writing to suit the purpose and audience of the text while incorporating higher level vocabulary and phrases. As the majority of their IB course is also delivered in English, these skills are vital not only for the English B assessment but also for the entire course.
Assessment
The assessment follows the same format as the Language B courses offered in French, German, Spanish and Chinese. Please refer to the IB Second Language Section for details
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A-LEVEL ENGLISH LITERATURE
Exam Board: Edexcel
Syllabus Code: 9ETO
Entry Requirement
Grade 6 in English Literature IGCSE and Grade 6 in English Language IGCSE in most circumstances.
Introduction
The aim of the A-Level specification is to encourage boys to develop their interest in and enjoyment of literature and literary studies as they:
• read independently set texts and others that they have selected for themselves
• engage critically and creatively with a substantial body of texts and ways of responding to them
• develop and effectively apply their knowledge of literary analysis and evaluation
• explore the contexts of the texts they are reading and others’ interpretations of them.
In addition, students will be required to show knowledge and understanding of:
• the functions and effects of structure, form and language in texts
• some of the ways in which individual texts are interpreted by different readers
• some of the ways in which texts relate to one another and the significance of cultural and contextual influences upon readers and writers.
Boys will be required to:
• read texts in a variety of ways and respond critically and creatively
• have a variety of strategies for reading, including for detail, overview and gist depending on the texts being studied and purposes for reading them
• explore comparisons and contrasts between texts, establishing links and relationships
• identify and consider how attitudes and values are expressed in texts
• draw on their understanding of different interpretations in responding to and evaluating texts
• communicate fluently, accurately and effectively their knowledge, understanding and judgement of texts
• use literary critical concepts and terminology with understanding and discrimination
• make accurate reference to quotations from texts and sources.
Syllabus Content
Component 1: Drama (external, 30% of qualification)
Students will study aspects of the form of drama via two plays. The central focus of the drama study is the literary text. Students will need to explore the use of literary and dramatic devices and shaping of meanings in their chosen plays. Students study a tragedy or comedy drama by Shakespeare and another tragedy or comedy drama.
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Teaching and wider reading should address the significance and influence of contextual factors and engage with different interpretations of the chosen Shakespeare play. Students’ study of Shakespeare should be enhanced by engagement with critical writing.
Outline of Assessment
• Written examination, lasting 2 hours.
• Open book – clean copies of the drama texts can be taken into the examination.
• Total of 70 marks available – 40 marks for Section A and 30 marks for Section B.
• Two sections: students answer one question from a choice of two on their studied text for both Section A and Section B.
• Section A – Shakespeare: one essay question, incorporating ideas from wider critical reading.
• Section B – Other drama: one essay question.
Texts Studied
Drama (Tragedy or Comedy) Tragedy
William Shakespeare: Antony and Cleopatra, Hamlet, King Lear, Othello Other drama texts drawn from the A-Level Text List
Comedy William Shakespeare: A Midsummer Night’s Dream, Measure for Measure, The Taming of the Shrew, Twelfth Night Other drama texts drawn from the A-Level Text List
Component 2: Prose (external, 20% of qualification)
Students will study aspects of prose via two thematically linked texts, at least one of which must be pre-1900. Literary study of both texts selected for this component should incorporate the links and connections between them, and the contexts in which they were written and received.
Overview of assessment
• Written examination, lasting 1 hour 15 minutes.
• Open book – clean copies of the prose texts can be taken into the examination.
• Total of 40 marks available.
• Students answer one comparative essay question from a choice of two on their studied texts.
Texts Studied
These are taken from the exam board’s themed list.
Component 3: Poetry (external, 30% of qualification)
Students will develop depth of knowledge about poetic style by studying the work of a single named poet, or a specified selection of poetry from within a literary period or movement. Literary study of the chosen set poems should be enhanced by study of the links and connections between them and the contexts in which they were written and received. For the unseen study, students will need to apply their knowledge of poetic form, content and meaning in their response to an unseen poem written
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within their lifetime. Classroom study should extend students’ understanding of the concerns and choices of modern-day poets.
Overview of assessment
• Written examination, lasting 2 hours.
• Open book – clean copies of the poetry texts can be taken into the examination.
• Total of 60 marks available – 20 marks for Section A and 40 marks for Section B.
• Two sections: students answer the question on the unseen poem and one question from a choice of two on their studied text.
• Section A – Unseen Poetry: one essay question on an unseen modern poem written post 2000 (AO1, AO2 assessed).
• Section B – Prescribed Poetry: one essay question (AO1, AO2, AO3, AO4 assessed).
Texts Studied
The options available are vast and wide-ranging – from the Early Medieval through to Larkin.
Coursework (internal, 20% of qualification)
Coursework will be assessed via two texts. There are no prescribed texts, but centres must select complete texts which may be drawn from poetry, drama, prose or literary non-fiction. Students must select different texts from those studied in Components 1, 2 and 3. The selected texts may be linked by theme, movement, author or period. Literary study of both texts should be enhanced by study of the links and connections between them, different interpretations and the contexts in which they were written and received.
Overview of assessment
Students produce one assignment.
• one extended comparative essay referring to two texts
• advisory total word count is 2500- 3000 words
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LANGUAGES FACULTY
Head of Faculty: Mr A Melvill (also Head of Classics)
Heads of Department: Mr F Graeff
Mrs P Wright Modern Languages Deputy Head of Modern Languages
Dr A Chen Mandarin
IB SECOND LANGUAGE: MODERN FOREIGN LANGUAGE
All students who opt for the IB study a modern foreign or classical language. Those who particularly enjoy languages may choose to study two. We offer French, German, Spanish and Chinese as Language B for which a GCSE Level (or equivalent level of prior learning) is required. We also offer Spanish and Mandarin at ab initio Level (i.e., for beginners).
German and Chinese as Language A are courses designed for native speakers. The course offered is Language A: Language and Literature, and it follows the same structure as the English A: Language and Literature course. The course develops essay skills and practises dealing with complex texts in German or Chinese. Please refer to the English section for more on the course structure. While German is available at both Standard and Higher Level, Chinese is offered at Standard Level only.
Entry Requirement
To study the language at Standard Level a GCSE grade 6 is required, but candidates with a grade 7 or above should consider Higher Level. For ab initio there should be no prior study of the subject.
The Standard Level course entails four periods per week; Higher Level students have six periods and undertake more advanced work. In addition, all students have a weekly conversation lesson with the native language assistant to boost their confidence in speaking.
IB Language B courses are very accessible and our IGCSE students cope well with their demands. For the Language A courses, a native speaker level of language competency is required.
Introduction
The Language part of the IB develops crucial elements in its learners. Beyond understanding and using the language in many different contexts, you will enhance your intercultural understanding and acquire a great set of transferable skills, such as learning to work with complex (linguistic) systems. Through the study of texts and social interaction, you will increase your awareness and appreciation of the different perspectives of people from other cultures. The skills you pick up will open doors to further study and work opportunities. Language skills are highly sought after both by universities and employers and are a great asset in fields ranging from Arts to Law, from Business to Science, from History to Engineering. After the course, you might find yourself using foreign language sources for your university essays, giving presentations to international business partners, or impressing friends with your intercultural knowledge and sensibility. Previous students have studied abroad, and some have gone on to take up language degrees or international law.
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Syllabus Content
The Language B course develops receptive and productive skills (i.e. understanding and producing language). Listening, Reading, Speaking and Writing exams each carry a weight of 25% towards the final mark. Much like in GCSE English, students will become familiar with a variety of different linguistic registers and text types. The language skills are practised within the context of themes and topics –such as Identities and Experiences, Human Ingenuity, Social Organisation and Sharing the Planet - which promote an awareness of the society in which the language is spoken and afford an insight into its culture. The Higher Level course includes a literary element, usually in the form of a play, short novel, prose extracts or poems. These works are studied for their themes, characters and contexts, not analysed for their literary devices. The course content is flexible, and we tailor it according to the students’ interests.
The overall assessment outline for the course are as follows (subject to change):
Language B SL Language B HL
Language ab initio Paper 1
Writing 1 hr 15 min Producing a text based on a choice of specific text types (e.g., article, speech, letter, flyer) of 250-400 words length
25% weighting
Paper 2
Receptive skills – listening and reading (separate sections)
Listening comp. – 45 min Reading comp. – 1 hr 50% weighting
Paper 1
Writing 1 hr 30 min
Producing a text based on a choice of specific text types (e.g., article, speech, letter, flyer) of 450-600 words length
25% weighting
Paper 2
Receptive skills – listening and reading (separate sections)
Listening comp. – 1 hr Reading comp. – 1 hr
50% weighting
Internal Assessment
Individual oral 12-15 min + 15 min of preparation 25% weighting
Internal Assessment
Individual oral 12-15 min + 20 min of preparation
For HL, this is based on an extract from the two literary works studied during the course
25% weighting
Paper 1
Writing 1 hr
Producing 2 texts based on a choice of specific text types (e.g. article, speech, etc.) of 70-150 words each 25% weighting
Paper 2
Receptive skills – listening and reading (separate sections)
Listening comp. – 45 min Reading comp. – 1 hr 50% weighting
Internal Assessment
Individual oral 7-10 min + 15 min of preparation
Picture-based presentation and discussion followed by general conversation 25% weighting
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A-LEVEL MODERN LANGUAGES
Exam Board: Pearson (Edexcel)
Syllabus Codes: French 9FR0 German 9GN0 Spanish 9SP0 Chinese 9CN0
Entry Requirement
To succeed at this level in a modern language, students should at least be of IGCSE grade 6 standard. The transition between IGCSE and Sixth Form will be smoother for those students who achieved a grade 7 and above.
Introduction
The course encourages maximum use of the foreign language. Lessons are normally conducted in the foreign tongue. The course is designed to enable you to develop and build on the skills acquired at IGCSE and to provide a much deeper insight into another culture and society. Choosing to study a language at this level, you will achieve a practical language skill in a variety of contexts and registers. At the same time, the course will offer an intellectual challenge: we develop the skills of analysing and expressing ideas and arguments coherently and accurately in essays and projects.
There is an expectation that students choosing to study a language will take part in a visit abroad during the course of their study. This will help you experience the culture, and life of the country, and practise the language in an authentic situation. These visits will either take the form of exchanges or cultural/study tours. In addition, all students have a weekly conversation lesson with the native language assistant to boost their confidence in speaking.
Studying a language at A-Level will provide our students with a sound basis for further study and enhance their employment prospects. Beyond the language competency, you acquire transferable skills such as autonomy, resourcefulness, creativity, critical thinking, and linguistic, cultural and cognitive flexibility. The skills you pick up will open doors to further study and work opportunities. Language skills are highly sought after both by universities and employers and are a great asset in fields ranging from Arts to Law, from Business to Science, from History to Engineering. After the course, you might find yourself using foreign language sources for your university essays, giving presentations to international business partners or impressing friends with your intercultural knowledge and language skills on your travels. Previous students have studied abroad or gone on to take up language studies, international law and business degrees.
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Syllabus Content
The stimulating and varied course covers many societal topics from an international perspective, ranging from contemporary social issues to technology, from political and historical aspects of the countries to its artistic output. The course also encourages boys to appreciate and analyse literary works and films and we are happy to take into account boys’ preferences when choosing these. Suitable works available on Edexcel’s website.
The skills boys develop will enable them to use the language spontaneously in a wide range of situations, to hold conversations and construct well-reasoned arguments in speaking and writing. The boys will carry out independent research into an interesting aspect of the language’s home countries. This is the mainstay of the oral exam. Translations from English into the language studied and from the language into English also feature in the exam.
Assessment
All assessment is exam-based:
• Listening, reading & translation (40%)
• Writing (30%)
• Oral (30%)
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IB LATIN
Entry Requirement
Latin is offered at both Standard and Higher Level to pupils who have achieved at least a grade 6 at GCSE.
Introduction
Latin is offered within the IB Diploma Course, where it may be studied as an alternative to a modern foreign language in Group 2, or as an elective subject in Group 6. The department offers Latin at both Standard and Higher Level to pupils who have achieved at least a Level 6 at GCSE. IB Latin involves gaining a deeper understanding and appreciation of Latin language and literature by reading a wide range of unabridged texts in the original language.
One week you might be studying a vehement law-court attack by Cicero upon a corrupt official or a bitter rival; the next week you might study a tender love-poem or a bitingly satirical epigram by Catullus, a playful and imaginative retelling of a well-known myth by Ovid, or the stirring and exciting account of the hero Aeneas’ epic journey to Italy. It’s the sheer variety which makes Roman literature so fresh and engaging.
Syllabus Content
There are 3 parts to the course, which are the same for both Higher and Standard Level:
Part One: Latin Language (35%)
Pupils are required to demonstrate their knowledge and understanding of Latin language, grammar and vocabulary by translating a passage of unseen Latin verse into English. Pupils will study Ovid’s greatest work; The Metamorphoses in order to develop language translation skills for the exam. Pupils will be required to translate a passage from Ovid, using a Latin dictionary for help!
Part Two: Latin Literature Genre Study (45%)
In this Unit, pupils develop the skills needed to show knowledge, understanding and appreciation of Latin texts within their literary, social and historical contexts. They will study two set texts and will have to show their detailed understanding of the texts by answering comprehension and translation questions. In addition, they will develop their understanding of Latin literary techniques, and will produce personal responses to the Latin texts. In recent years, pupils have studied Tacitus, Livy, Catullus and Virgil.
Part Three: Research Dossier (20%)
Pupils will also work over the two-year course on an annotated collection of source materials relating to a topic in classical history, literature, language, religion, mythology, art, archaeology of the pupil’s own choosing. The Research Dossier allows the pupil to specialize and study an aspect of the classical world that really interests them. The final dossier is internally assessed and externally moderated.
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A-LEVEL LATIN
Exam Board: OCR
Syllabus Code: H443
Entry Requirement
The Advanced Level course in Latin builds on the knowledge, understanding and skills specified for the GCSE Latin course; it is expected that only students with a prior qualification in Latin (at least a 6 grade) will continue their studies in the Sixth Form. All four modules are sat at the end of the two-year course.
Introduction
Boys will be expected to acquire a deeper understanding of the linguistic structures of Classical Latin; to read and make a personal response to a selection of Latin literature drawn from a wide range of literary genres; and to develop their skills of literary criticism and appreciation.
Syllabus Content
Unit 01: Prose/Verse Unseen Paper (33%)
Pupils are required to demonstrate their knowledge and understanding of Latin language, grammar and vocabulary by translating unseen passages of Latin prose and verse into English. Current set authors are Livy (prose) and Ovid (verse).
Unit 02: Prose Comprehension (17%) Pupils are required to demonstrate their knowledge and understanding of Latin language, grammar and vocabulary by answering comprehension questions on an unseen passage of Latin prose. The author set will not be the same author used in unit 01 (Livy) or unit 03 (Cicero).
Unit 03: Prose Literature (25%)
Pupils will develop the skills needed to show knowledge, understanding and appreciation of Latin prose texts within their literary, social and historical contexts. They will develop their understanding of Latin literary techniques and will produce personal responses to the texts. They will study the works of both Cicero and Tacitus and will have to show their understanding by answering comprehension and translation questions as well as writing an essay about the author’s work.
Unit 04: Verse Literature (25%)
Pupils will develop the skills needed to show knowledge, understanding and appreciation of Latin verse texts within their literary, social and historical contexts. They will develop their understanding of Latin literary techniques and will produce personal responses to the texts. They will study the works of Virgil and will have to show their understanding by answering comprehension and translation questions as well as writing an essay about the author’s work.
Assessment Assessment is exam-based.
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A-LEVEL CLASSICAL CIVILISATION
Exam Board: OCR
Syllabus Code: H408
Entry Requirement
The Advanced Level course in Classical Civilisation presupposes no previous knowledge of Classical languages or Civilisation. It is therefore open to any Sixth Form student, although a good GCSE grade in English, History, Latin or Ancient History will be an advantage. All literary sources are studied in translation.
Syllabus Content
Component 1: The World of the Hero (40% of A-Level)
Homer
With a focus on the religious, cultural and social values in the Heroic Age, pupils will undertake a critical study of Homer as one of the most important works of Western European literature and the foundation of Greek culture. Pupils will be required to analyse themes such as the heroic code; guestfriendship, and the nature of societies as portrayed by Homer.
Virgil
Boys will also read sections of Virgil’s epic poem the Aeneid, comparing it with Homer’s work. Drawing inspiration from Homer, Virgil explored what it meant to be a hero in the Roman world. Pupils will be required to analyse and appreciate the themes and significance of this influential poem: role of fate and the gods; relationships between mortals and immortals, men and women, fathers and sons.
Component 2: Culture and the Arts (30% of A-Level)
Greek Theatre
The drama produced in the ancient Greek theatre forms some of the most powerful literature of the ancient world. Pupils will undertake a critical study of two Greek tragic plays and one comic play within their religious, political and social context. Pupils will need to demonstrate their knowledge and understanding of the plot, characterisation, conventions of tragedy and comedy, and dramatic techniques.
Component 3: Beliefs and Ideas (30% of A-Level)
Democracy and the Athenians
Democracy was an essential part of ancient Greek identity. Studying the practicalities of everyday Athenian democracy and the role it played in shaping society will develop pupils’ sense of the central role that politics played in the life of everyday people. Pupils will analyse ancient political reform, how voting worked and whether Athens really was as democratic as it seems.
Assessment
All assessment is examination-based.
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HUMANITIES FACULTY
Head of Faculty: Mr T Rees (also Head of Geography)
Heads of Department: Mr C Bury Economics and Business
Ms E Null History
Mr M Graham Politics
Mr B Rowland Religious Studies
IB ECONOMICS
Higher Level Entry Requirement
Candidates would be expected to secure at least a grade 6 in GCSE Maths and English.
Introduction
The aims of the economics course at SL and HL are to enable students to:
• develop a critical understanding of a range of economic theories, models, ideas and tools in the areas of microeconomics, macroeconomics and the global economy
• apply economic theories, models, ideas and tools and analyse economic data to understand and engage with real-world economic issues and problems facing individuals and societies
• develop a conceptual understanding of individuals’ and societies’ economic choices, interactions, challenges and consequences of economic decision-making.
Syllabus Content
The IB course consists of four parts, Introduction to Economics, Microeconomics, Macroeconomics, and The Global Economy. The microeconomics section gives boys an understanding of the key microeconomics topics, such as supply and demand, elasticities, externalities and government intervention, market structures. The macroeconomics section focuses on the main macroeconomics model of aggregate demand and supply, the component parts of aggregate demand, factors affecting a country’s supply, measures of macroeconomic performance, government policy and macroeconomics objectives. The Global Economy unit focuses on the reasons for trade, comparative advantage, protectionism, exchange rate policy, economic integration, the factors affecting a country’s development, development goals, and development policy.
Assessment
The majority of the total grade in the subject is assessed through external examinations. For the Standard Leveltwo papers are taken, consisting of an essay style paper and a data response style paper (70%). The Higher Level students take three examination papers, again one essay style paper, one data response paper, but also a policy paper (80%).
Boys must complete a piece of Internal Assessment worth 20% (HL) or 30% (SL) of their overall grade. Students produce portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media.
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A-LEVEL ECONOMICS
Exam Board: Edexcel
Syllabus Code: 9EC0
Entry Requirement
GCSE grade 6 English Language and Grade 6 Maths GCSE.
Introduction
With the growing general interest in Economics in today’s society, there has never been a better time to study the subject. The A-Level Economics course give boys an excellent understanding of the key economic content that will help them to analyse and evaluate these issues independently.
The Department aims:
• To equip boys with a strong and intellectual understanding of core economics topics, themes and theories.
• To capture the boys’ interest in the subject of economics, making them aware of the subjects wide ranging application to the real world and their own lives.
• To develop the boys’ analytical, evaluative and mathematical skills when applying their economics knowledge to these real-world events.
Syllabus Content
The subject content is split into four themes Theme 1 is an introduction to markets and market failure, theme 2 relates to the UK economy and its performance and policies. Theme 3 revolves around Business behaviour and the labour market, with Them 4 offering a global perspective
Theme 1 focuses on microeconomic concepts. Students will develop an understanding of:
• nature of economics
• how markets work
• market failure
• government intervention
Theme 2 focuses on macroeconomic concepts. Students will develop an understanding of:
• Measures of economic performance
• Aggregate demand
• Aggregate supply
• National income
• Economic growth macroeconomic objectives and policy
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Theme 3 develops the microeconomic concepts introduced in Theme 1 and focuses on business economics. Students will develop an understanding of:
• Business growth
• Business objectives
• Revenues, costs and profits
• Market structures
• Labour market
• Government intervention
Theme 4 develops the macroeconomic concepts introduced in Theme 2 and applies these concepts in a global context. Students will develop an understanding of:
• International economics
• Poverty and inequality
• Emerging and developing economies
• The financial sector
• Role of the state in the macroeconomy
Assessment
Three papers of which Paper 1 (Themes 1 and 3) and Paper 2 (Themes 2 and 4) are 35% each of the qualification and Paper 3 (all Themes) which is 30%
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A-LEVEL BUSINESS
Exam Board: Edexcel
Syllabus Code: 9BS0
Entry Requirement
GCSE grade 6 English Language and Grade 6 Maths GCSE.
Introduction
A-Level Business helps students to develop a critical understanding of organisations, the markets they serve and the process of adding value. It makes boys aware that business behaviour can be studied from the perspectives of a range of stakeholders. Boys will acquire a range of skills throughout the course including decision-making and problem-solving skills.
The Department aims;
• To equip boys with a strong and intellectual understanding of the key areas of business studies.
• To understand how business studies relates to their lives and the lives of other stakeholders.
• To enable boys to critically analyse and evaluate the actions of businesses from start-up businesses to multinational corporations.
• To give boys a passion for the subject that is wider-ranging than the specification requirements.
•
Syllabus Content
Theme 1: Marketing and People Students will develop an understanding of:
• Meeting customer needs
• The market • Marketing mix and strategy • Managing people • Entrepreneurs and leaders
Theme 2: Managing business activities
Students will develop an understanding of: • Raising finance
• Financial planning • Managing finance • Resource management
Theme 3: Business decisions and strategy
This theme develops the concepts introduced in Theme 2. Students will develop an understanding of:
• Business objectives and strategy
• Business growth
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• Decision making techniques
• Influences on business decisions
• Assessing competitiveness
• Managing change
Them 4: Global Business
This theme develops the concepts introduced in Theme 1. Students will develop an understanding of:
• Globalisation
• Global markets and business expansion
• Global marketing
• Global industries and companies
Assessment
Three exam papers:
• Paper 1: Marketing, people and global business (35% - Data response and essay)
• Paper 2: Business activities, decisions and strategy (35% - Data response and essay)
• Paper 3: Investigating business in a competitive environment (30% - Based on pre released material)
Note
Whilst the school does permit boys to study both Economics and Business at A-Level, anyone considering this is advised that a minority of universities may not consider such a choice todemonstrate sufficient breadth of study (since the subjects are closely related). Boys thinking of making these subjects two of their choices should therefore check that any application to institutions they arelikely to apply to after school will not be affected by their choice.
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IB GEOGRAPHY
Entry Requirement
Candidates are expected to secure at least a grade 6 at GCSE or the equivalent.
Introduction
The International Baccalaureate Course considers both human and physical geography, examining the way people live and their interactions with the Physical Environment. The geography course examines key issues such as poverty, sustainability and climate change at a variety of scales. Such considerations are highly pertinent in the twenty first century where economic, social and environmental issues dominate the news; geography can use its position to examine such challenges in a holistic manner, drawing on ideas from a variety of disciplines.
The aims of IB Geography are stated as enabling students to:
1. Develop an understanding of the dynamic interrelationships between people, places, spaces andthe environment at different scales.
2. Develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues, including:
• acquiring an in-depth understanding of how geographic issues, or wicked problems, havebeen shaped by powerful human and physical processes
• synthesizing diverse geographic knowledge in order to form viewpoints about how theseissues could be resolved
3. Understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.
Standard Level (SL)
• Students study the Core theme, 2 Optional themes and complete the Internal Assessment.
• This is tested in 2 papers sat at the end of the 2-year course.
• Paper 1 (Geographical Themes) is 1 hr 30 mins and is worth 35% of your total grade.
• Paper 2 (Cores) is 1 hr 15 mins and is worth 40% of your total grade.
• The Internal Assessment is worth 25% of your total grade.
Higher Level (HL)
• Students study the Core theme, 3 Optional themes, HL Extension and complete the Internal Assessment.
• This is tested in 3 papers sat at the end of the 2 year course.
• Paper 1 (Geographical Themes) is 2 hrs 15 mins and is worth 35% of your total grade.
• Paper 2 (Core) is 1 hr 15 mins and is worth 25% of your total grade.
• Paper 3 (Core Extension) is 1 hr and is worth 20% of your total grade.
• The Internal Assessment is worth 20% of your total grade.
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Syllabus Content
Paper 1 – Geographical Themes (HL students study three of these whilst SL students study two)
1. Freshwater (SL & HL)
2. Food & Health (SL & HL)
3. Geophysical Hazards (HL Only)
Paper 2 – Core Themes (HL and SL Students)
• Changing Population
• Global Climate – Vulnerability & Resilience
• Global Resource Consumption & Security
Paper 3 – Geographic Perspectives – Global Interactions (HL Only)
1. Power, Places & Networks
2. Human Development & Diversity
3. Global Risks & Resilience
Internal Assessment
A report, written as a result of a fieldwork investigation taught over 20 hours to both HL and SL students. The study is taken from the core or option themes and involves the collection of primary information at a local scale. Fieldwork will be conducted on a 3 day residential trip, allowing boys the chance to plan, prepare, collect and analyse their data in a well-equipped, focussed environment (this is a chargeable trip).
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A-LEVEL GEOGRAPHY
Exam Board: AQA
Syllabus Code: 7037
Entry Requirement
Candidates are expected to secure at least a grade 6 at GCSE Geography or the equivalent.
Introduction
The course is taught on a linear program, being assessed at the end of two years. The A-Level looks to develop a core knowledge and understanding of certain Human, Physical and Environmental processes. It aims to give boys a sense of space, place, diversity and interaction and allows them to consider the crucial interaction between the Human and the Physical systems at a variety of scales.
The Geography A-Level will allow boys to answer structured, data response and extended answer questions in externally assessed written exams, this will be supported by a teacher-assessed independent investigation accounting for 20% of the final qualification. Boys are required to carry out four days of fieldwork over the two years, coupled with frequent investigative research; they do this by synthesizing information found in a range of sources both in printed text and increasingly online.
We believe this qualification encourages boys to reflect on the changing nature of the world in the twenty-first century and forces them to consider ways to influence the social, economic and environmental impacts of such changes.
Syllabus Content and Assessment
Physical Geography
This is assessed as a written exam, 2 hours 30 minutes in length and accounting for 40% of the final qualification, in which boys will be required to answer a selection of multiple choice, short answer and essay questions.
The Physical paper is made up of Core and Option topics:
• Water and Carbon Cycles (CORE) Focuses on the major stores of water and carbon at or near the Earth’s surface and the dynamic cyclical relationships associated with them. The topics are investigated through a systems approach, which invites boys to contemplate the magnitude and significance of the cycles at a variety of scales, their relevance to wider Geography and theircentral importance for human populations (30% of Paper 1).
• Coastal Systems and Landscapes Focuses on coastal zones, which are dynamic environments in which landscapes develop by the interaction of winds, waves, currents and terrestrial and marine sediments. The operation and outcomes of fundamental geomorphological processes and their association with distinctive landscapes are readily observable. The topics are investigated through a systems approach and student engagement fosters an informed appreciation of the beauty and diversity of coasts and their importance ashuman habitats (30% of Paper 1).
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• Hazards Focuses on the lithosphere and the atmosphere, which intermittently but regularly present natural hazards to human populations, often in dramatic and sometimes catastrophic fashion. By exploring the origin and nature of these hazards and the various ways in which people respond to them, boys are able to engage with many dimensions of the relationships between people and the environments they occupy (40% of Paper 1).
Human Geography
As with the Physical paper, this is a 2 hours 30 minutes exam accounting for 40% of the qualification, in which boys will be required to answer a selection of multiple choice, short answer and essay questions.
The Human paper is made up of Core and Option topics:
• Global Systems and Global Governance (CORE) Focuses on globalisation - the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades. Boys engage with important dimensions of increased interdependence and transformed relationships between peoples, states and environments; with particular emphasis on international trade and access to markets and the governance of the global commons (30% of Paper 2).
• Changing Places (CORE) Focuses on people's engagement with places, their experience of them and the qualities they ascribe to them, all of which are of fundamental importance in their lives. Boys acknowledge this importance and engage with how places are known and experienced, how their character is appreciated, the factors and processes which impact upon places and how they change and develop over time. Through developing this knowledge, boys will gain understanding of the way in which their own lives and those of others are affected by continuity and change in the nature of places which are of fundamental importance in their lives.(30% of Paper 2).
• Population and the Environment Explores the relationships between key aspects of physical geography and population numbers, population health and well-being, levels of economic development and the role and impact of the natural environment. Engaging with these themes at different scales fosters opportunities for boys to contemplate the reciprocating relationships between the physical environment and human populations and the relationships between people in their local, national and international communities (40% of Paper 2).
Geographical Investigation
The geographical investigation is a 3000-4000-word written report accounting for 20% of the qualification. It will relate to one of the topics studied within the Human and Physical papers and is to be undertaken independently with the guidance of a member of the Geography department teaching staff.
Boys will undertake four days of fieldwork in both Human and Physical Geography during the A-Level course, studying a variety of environments in the local area and further afield within the UK. Currently this includes a half day study within Bedford as part of the changing places topic, a half day trip to Ickwell nature reserve as part of the water and carbon cycle topic and a 4-day residential trip to
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Nettlecombe, Exmoor, Somerset, a Field Studies Council centre (this is a chargeable trip).
Fieldwork will form a significant element of the Geographical Investigation. Following group fieldwork, this requires students to work on their own on contextualising, analysing and reporting of their work to produce an independent investigation with an individual title that demonstrates the required fieldwork knowledge, skills and understanding. The investigation requires students to undertake primary and secondary research and the department is well equipped with computers and resources to allow this to happen.
Geographical Skills
Geographical skills will be integral to all aspects of the course, allowing students to develop their observational and geospatial mapping skills, together with data manipulation and statistical skills including those associated with and arising from fieldwork.
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IB HISTORY
Entry Requirement
A grade 6 in IGCSE/GCSE History or English is required.
Introduction
The IB History course is structured to give pupils an overview of the major European events of the late 19th and 20th Centuries and is unique in the way that papers interact with each other and require pupils to cross-refer and compare themes and countries. Pupils will emerge after two years with an understanding of the key historical events that have shaped the world in which they live. They will be able to compare and contrast the rise and rule of key historical figures of the 20th Century; they will have had the opportunity to study a topic of their choice in the Internal Assessment; and they will have an understanding of the ways in which world wars and civil and guerrilla wars start and are fought.
History is much respected by employers and in higher education and through IB pupils will develop not only subject-specific skills, but also be required to manage their time in such a way as to ideally prepare them for university life. The Department hopes that pupils will take IB History because they have a genuine interest in the subject and because they value the skills it develops. These skills are much in demand in today’s changing world and the choice of History is a gateway to a wide range of careers In recent years, many pupils have decided to study the subject at university or have used their IB to enter a law course, where the skills are interchangeable.
There is an emphasis on participation in debate, discussion and argument; pupils should be willing to accept differences of opinion, think for themselves and be able to defend their views. The Department also encourages individual research and excellent written and verbal skills. Pupils will be expected to read widely, research material independently and write with increasing accuracy and fluency. The ability to argue and critically evaluate written source material is also very important. The Department will, of course, aim to foster all these skills and has over recent years produced some extremely gifted historians and prize-winning essay writers. Pupils will acquire both breadth and depth of historical knowledge and develop their skills of communicating this knowledge in a clear and effective manner. They will further their understanding of historical explanations and develop the ability to reach substantiated judgements. In particular, they will continue to advance their skills of handling source material.
Internal Assessment
The independent study enables students to demonstrate the application of their skills and knowledge to a historical topic that interests them and need not be related to the syllabus. They identify and evaluate sources relating to their topic, investigate the issues related to that topic and reflect on what the process has taught them about the methods used by, and the challenges facing historians. In the past pupils have opted to study the Franco- Prussian War, Stalingrad, the French Revolution and we have even been able to facilitate the use of family archives to produce a study of Bismarck and the unification of Germany.
It is internally assessed by the teacher and externally moderated by IBO.
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Syllabus Content
Pupils can opt to take Higher or Standard Level. Higher Level consists of three papers, plus an internal assessment; Standard Level consists of two papers and an internal assessment (i.e., omitting Paper Three).
Paper 1 - Prescribed Subject Exam: 1 hour Content Skill Tested
The move to global war. Pupils will examine two case studies from the 20th century, Japanese expansion in East Asia from 19311941, and German and Italian expansion, 1933-1940. Theseoptions dovetail neatly with the Paper Two topics on single- party states.
This is a skills-based paper testing pupils’ ability to analyse and manipulate a variety of primaryand secondary source material.
Paper 2 - Century world history topics Exam: 1 hour 30 mins
Content Skill Tested
Topic one: Causes and effects of 20th Century Wars. This will include a study of the First WorldWar, Second World War and two key civil wars (China and Russia). Pupils will be encouraged to compare and contrast causes, effects, technological developments and the home fronts. Topic two: Origin and development of authoritarian and single party states. Pupils will study left and right-wing states such as Mussolini’s Italy and Castro’s Cuba. Pupils will be encouraged to compare and contrast the rise to power, social and economic policies, extent and success of opposition and totalitarian nature of these regimes.
Essay. Two extended response questions to be answered, each chosen from a different topic.
Each essay is marked out of 20. Total mark for the exam isout of 40.
% HL % SL
20% 30%
Internal Assessment Content Skill Tested
Pupils are given a choice of topic areas which they study independently with teacher guidance. They will produce a study of approximately 2,200words.
Syllabus Content Higher
This is a coursework topic. The final piece of work is marked out of25.
% HL % SL
25% 45%
HL% SL%
20% 20%
Paper 3 – Regional Option Exam: 2 hours 30 mins
Students
should study three sections of the HL European option Content Skill Tested
Topic: Russia 1855-C1990. Pupils study the last tsars of Russia, the Revolutions of 1905 and 1917, the civil war and rise of Stalin. They also look at the USSR after Stalin and the eventual collapse of communism. There is a great deal of overlap with the Paper Two topics in the final paper and they are encouraged to revise Paper Two topics to give them the widest possiblechoice of questions
The examination will consist of 24 questions. Two questions will be set on each syllabus section. Students must choose three questions to answer.
Each essay is marked out of 20, total marks for the paper 60.
HL%
35%
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A-LEVEL HISTORY
Exam Board: Pearson Edexcel
Syllabus Code: 9HI01
Entry Requirement
At least a grade 6 in IGCSE/GCSE History or English.
Introduction
There is no doubt that History is a demanding subject, but when well-taught by enthusiastic, knowledgeable and inspirational teachers, the rewards are tremendous. The skills build on those learned at IGCSE. Pupils will emerge after two years with an understanding of the key historical events that have shaped the world in which they live. A-Level History allows pupils to study themes in-depth, making it an ideal basis for university study, and it includes a coursework unit in the Upper Sixth year which enables pupils to engage with individual research methods.
Pupils will be expected to read widely, research material independently and be able to write with increasing accuracy and fluency. The ability of argue will also be an advantage. The Department will, of course, aim to foster all these skills and has over recent years produced some extremely gifted historians who have gone on to study the subject at university.
The Lower Sixth Year
In the Lower Sixth pupils will study two units which will be examined in the Upper Sixth Year.
The options are linked by the theme of communism, one of the most significant ideologies of the twentieth century. Communism directly affected the lives of millions of people who lived under communist rule, but it also had indirect effects on countless others around the world. Studying two different countries allows students to develop a greater understanding of the nature of communist rule and the similarities and contrasts between them.
Unit One is a breadth study with historical interpretations, Russia, 1917–91: from Lenin to Yeltsin. The topic areas include: how the Tsarist regime fell in February 1917; February to October 1917; holding onto and consolidating power, 1918-24; civil war; changing economic policies; creating the Soviet state; Russia under Stalin, the purges, collectivisation and industrialisation and the role of the cult of personality; why Russia survived the Second World War. Post Stalin, the paper will examine the social and economic developments which took place until the 1980s and then examine in depth the reasons behind the fall of communism in the USSR. Pupils will answer three questions in the examination, two essay and one interpretation question. The examination lasts two hours, 15 minutes.
Unit Two is a depth study, and students will study Mao’s China, 1949–76. Topic areas include: the establishment of communist rule in 1947; the social and economic changes which took place to the 1960s, including the Great Leap Forward; the Cultural Revolution and its impact upon China; social and cultural changes across the period, including the mass campaigns, women’s rights and thought reform; pupils will also look at the political developments to 1976. Pupils answer two questions in the examination, a source analysis question and one essay. The examination lasts one hour 30 minutes.
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The Upper Sixth Year
There are two further units in the Upper Sixth. One is a coursework unit (Unit Four). This will enable students to develop skills in the analysis and evaluation of interpretations of history as part of an independently researched assignment. The focus is on understanding the nature and purpose of the work of the historian. Students will be specifically required to analyse, explain and evaluate the interpretations of three historians based around a controversial historical issue. The coursework will be assessed using a centre-set assignment. The department will deliver a short introductory course on skills and then supervise students during the process of researching and writing their coursework. It is internally marked and externally moderated. Pupils are able to choose controversies from their three examination units.
The examination unit (Unit Three) will be on the topic of protest, agitation and parliamentary reform in Britain 1770-1928. The paper comprises Aspects in breadth which focus on long-term changes and contextualise the Aspects in depth, which focus in detail on key episodes in the period. The parliamentary reform topic will cover areas such as the background to the 1832 Reform Act, Chartism and the further reform acts of the 19th century, the struggle for female suffrage and the development of the trade union movement and the birth of the Labour Party. The examination lasts two hours 15 minutes and pupils answer three questions, one source question and two essays.
Why study the subject?
Pupils will acquire both breadth and depth of historical knowledge and develop their skills of communicating this knowledge in a clear and effective manner. They will further their understanding of historical explanations and develop the ability to reach substantiated judgements. In particular, they will continue to advance their skills of handling and evaluating source material. These skills are much in demand in today’s changing world and the choice of History is a gateway to a wide range of careers. In recent years many pupils have decided to study the subject at university or have used their A-Level in history to enter a law course, where the skills are interchangeable.
The Department
The Department is staffed with highly qualified, experienced and committed teachers who are devoted to their subject. The Department is well stocked with books (it has its own library), has all courses on Firefly, including revision materials and question guidance.
What pupils do next
Many go on to study History, International Relations, Politics, Social and Political Science, Political Philosophy and Economics or Law at university. History is excellent preparation for legal studies as many of the skills overlap. History is highly respected by employers and higher education. A history degree enables you to develop your critical thinking skills, your ability to argue, your ability to organise your thoughts and write essays and to research information and present it either verbally, through presentations or in written form.
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A-LEVEL POLITICS
Exam Board: Pearson Edexcel
Syllabus Code: 9PLO
Entry Requirement
Grade 6 at IGCSE/GCSE History or English.
Introduction
What is Politics? Is the UK political system in need of radical reform? How can a minority government survive? Is the American President a liar? Do the Republicans deserve to be called a political party and why are the Democrats so obsessed about identity politics? Do you trust the news? Can you be a ‘citizen of nowhere’? What does it mean to ‘take back control’ and are referendums a good idea? Will Britain survive as a unitary state? Are our judges really ‘enemies of the people’? Why is there a Women’s Equality Party and what is it likely to achieve? Is UKIP still relevant? Could a left-wing party win a general election? Should we pay MPs more? Does anyone really understand the British Constitution? What are British values? Has social media and the decline of deference made political leadership impossible? Why are there demagogues everywhere? Do you need a safe space? Should you pay for university education? Do you live in an echo chamber? Would Theresa May be more popular if she cried in public? Did Hillary Clinton lose in 2008 because she cried in public? Why are men and women watching The Handmaid’s Tale in separate rooms? Can feminists enjoy Wonder Woman? Where is Mar-a-Lago anyway?
Politics is everywhere and A-Level Politics is a dynamic course in which what happens today is directly relevant to the examination. Pupils are expected to read about political events and current affairs in Britain, Europe and the USA and to be prepared to debate and discuss them in the classroom. If politics exists because people disagree, studying politics must mean studying how, why and when people disagree and taking an interest in these disagreements. What is more, we study these things not as neutral observers but as active participants. The Department maintains that everyone should study politics in some form. A healthy society is a society in which many people participate in political activity and do so with insight and understanding.
Syllabus Content
The new A-Level Politics Specification reflects the demands of a truly modern and evolving political environment in the UK and around the world. This course is excellent preparation for anyone considering a degree course in the humanities or social sciences.
Component One: UK Politics
• UK Politics: Democracy and participation; Political parties; Electoral systems; Voting behaviour and the media
This section explores the nature of politics and how people engage in the political process in the UK.
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Students will investigate in detail how people and politics interact. They will explore the emergence and development of the UK’s democratic system and the similarities, differences, connections and parallels between direct and indirect democracy. They will focus on the role and scope of political parties that are so central to contemporary politics, including the significance of the manifestos they publish at election time and their relevance to the mandate of the resulting government. Students will also consider the individual in the political process and their relationship with the state and their fellow citizens. Students will examine how electoral systems in the UK operate and how individuals and groups are influenced in their voting behaviour and political actions. This component will further examine the role of the media, voting patterns and voting behaviour in contemporary politics.
• Core Political Ideas: Conservatism; Liberalism; Socialism
Students will learn about the core ideas and principles and how they apply in practice to human nature, the state, society and the economy, the divisions within each idea and their key thinkers.
Component Two: UK Government and Non-core Political Ideas
• UK Government: The constitution; Parliament; Prime Minister and executive; Relationships between the branches
Politics is about people, but most political decisions are made by a branch of government whose roles and powers are determined by a set of rules: the constitution. This component is fundamental to understanding the nature of UK government, since it enables students to understand where, how and by whom political decisions are made. The component also gives students a base of comparison to other political systems. The component introduces students to the set of rules governing politics in the UK, the UK constitution, which is different in nature from most of the rest of the world. It further introduces students to the specific roles and powers of the different major branches of the government – legislative, executive, and judiciary – as well as the relationships and balance of power between them and considers where sovereignty now lies within this system.
Component Three: Comparative Politics
The USA has been considered by some to be a ‘beacon of democracy’, although rather less so now in the era of President Trump. As a world power, understanding the nature of US democracy is crucial given the considerable impact that the USA has on UK, European and global politics. Students will explore the US Constitution and the arguments surrounding this foundational document. In learning about the key institutions of government in the USA and analysing the manner in which they achieve this power and exercise it over their citizens, students will judge ultimately whether ‘liberty and justice for all’ has been achieved. Students will be expected to highlight the debates on the nature of democracy in the USA and evaluate the extent to which it remains an issue. The impact of the US government on the world beyond its borders is increasingly a feature of international politics. Students will begin to engage with this interaction by comparing and contrasting politics and institutions in the US with those in the UK. This will develop a wider understanding of politics as a discipline, underpinned by the theory of comparative politics.
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There are six content areas:
• The US Constitution and federalism
• US Congress
• US presidency
• US Supreme Court and US civil rights
• US democracy and participation
• Comparative theories
Assessment
The course is assessed via three two-hour exams, each worth one third of the overall mark. Assessment takes place according to a number of mostly extended response or essay- style questions, some of which also have a source component. Politics is predominantly an essay-based subject, ideal for students who enjoy reading widely and writing in an extended form. It is vital that students also have a strong interest in current affairs, frequently reading newspapers and other sources of contemporary political comment and analysis.
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IB PHILOSOPHY
Entry Requirement
At least a 6 in GCSE Religious Studies. Boys may study IB Philosophy without having taken GCSE RS, subject to approval by the Head of Department.
Introduction
The emphasis of IB Philosophy is on ‘doing’ philosophy. It is an aim of the IB course that students begin as students of philosophy but become young philosophers. Students engage in their own reflection on central philosophical issues using a wide range of sources from philosophical texts to films and novels. A historical approach to philosophy is discouraged and the purpose is to encourage the student’s own thinking. Candidates are expected to express their ideas clearly and coherently, using the appropriate philosophical language. They will learn to develop and evaluate philosophical ideas and arguments and analyse a variety of texts and examples. IB Philosophy at both Higher and Standard Level is assessed by written papers and one piece of coursework. Students need no formal background in Religious Studies or Philosophy in order to take the course.
Syllabus Content and Assessment
Paper One – Philosophical Themes
Both Higher and Standard Level students study the Core Theme, ‘Being Human’ which covers issues such as freedom and determinism, the relationship between mind and body and whether animals or machines could be persons.
Higher and Standard Level students also study the additional Ethics Optional Theme; this looks at theories such as utilitarianism, deontological approaches and virtue ethics as well as biomedical issues, environmental issues and animal rights. Pupils taking IB Philosophy at Higher Level study the Philosophy of Religion Optional Theme; areas of study include arguments for the existence of God, the problem of evil, religious experience, science and religion and the post- modern view of faith.
Paper Two – Prescribed Text
All candidates study a prescribed text. The study of classical philosophical texts allows students to broaden their knowledge and understanding of philosophy and engage critically with the arguments presented. The current text for study is On Liberty by John Stuart Mill.
Paper Three – Unseen Text
This paper is for Higher Level candidates only and consists of an unseen text on the nature, function and meaning of philosophical activity to which students are required to write a response. The paper allows students to demonstrate their understanding of what philosophy means through a holistic application of knowledge, skills and ideas developed through the course.
Coursework
For both Higher and Standard Level candidates, the coursework consists of one 1600 - 2000 word critical philosophical analysis of a non- philosophical stimulus such as a film, novel, poem or work of art.
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A-LEVEL RELIGIOUS STUDIES
Exam Board: OCR Syllabus Code: H573
Entry Requirement
At least a 6 in GCSE RS. Boys may study A-Level RS without having taken the GCSE, subject to approval by the Head of Department.
Introduction
There are three parts to the OCR GCE Religious Studies course: Philosophy of Religion, Religion and Ethics and Developments in Religious Thought. Throughout the course students are encouraged to adopt an enquiring, critical and reflective approach and reflect on and develop their own values, opinions and attitudes. Students do not need to have taken a GCSE in Religious Studies in order to take the subject at A-Level, but they should be interested in philosophical ideas and writing evaluative essays.
Syllabus Content
The Philosophy of Religion paper covers the following topics: ancient philosophical influences; the nature of the soul; mind and body; arguments about the existence or non- existence of God; the nature and impact of religious experience; the challenge for religious belief of the problem of evil; ideasabout the nature of God; issues in religious language.
The Religion and Ethics paper cover the following topics: normative ethical theories; the application of ethical theory to two contemporary issues of importance; ethical language and thought; debates surrounding the significant idea of conscience; sexual ethics and the influence on ethical thought of developments in religious beliefs.
The Developments in Religious Thought paper covers the following topics in the context of Christianity: religious beliefs, values and teachings, their interconnections and how they vary historically and in the contemporary world; sources of religious wisdom and authority; practices which shape and express religious identity, and how these vary within a tradition; significant social and historical developments in theology and religious thought; key themes related to the relationship between religion and society.
Assessment
External assessment is at the end of the Upper Sixth in three two-hour papers, each with equal weighting.
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SCIENCES FACULTY
Head of Faculty: Mr M Beale (also Head of Biology)
Heads of Department: Mr S Knight Chemistry
Dr E Palmer Physics
Mr I Armstrong Design & Technology
IB BIOLOGY
Entry Requirements
Boys wishing to study Higher Level Biology are required to get a minimum of a grade 7 at IGCSE/GCSE Biology (or 87 if studying Double Award Science). At least a grade 6 is required for Standard Level.
Introduction
Students follow a linear Biology course which is assessed terminally. The subject is examined by three separate theory papers plus internally assessed coursework. The HL course offers a great deal more depth thanSL Biology, with two more modules studied, so there is also greater breadth than SL. HL Biology is an excellent preparation for Biology related degree courses (including Medicine). The Field Trip is compulsory for all IB student and is a chargeable trip
Syllabus Content
Some of the areas explored include:
Standard (SL)
Higher (HL)
Core Core Molecular Biology Molecular Biology Cell biology Cell biology Molecular Biology Molecular Biology Genetics Genetics Ecology Ecology Evolution & Biodiversity Evolution & Biodiversity Human physiology Human physiology
Option Option
Option D: Human Physiology
Option D: Human Physiology Individual Investigation Individual Investigation
Completed during the Biology Field Trip
Additional Higher Level
Nucleic Acids
Metabolism, respiration & photosynthesis Plant Biology Genetics & Evolution Animal Physiology
Completed during the Biology Field Trip
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What does success at IB Biology require?
Boys are strongly encouraged to use their resources and scheme of work to read ahead, as this ensures lessons serve to reinforce and clarify and allows boys to build their confidence and competence at the pace needed for success. Sound analytical, practical and communication skills are essential for success, although we hope these will develop during the course. The Individual Investigation will require students to complete a research project and all students are expected to attend the Biology Field Trip to Dorset where the bulk of the data collection and analysis will be completed.
For those embarking on a biology-related career, HL Chemistry and SL (or HL) Mathematics should be taken in tandem with HL Biology. Most universities expect Medical and Veterinary Science applicants to have studied HL Biology with HL Chemistry. Typically, successful applicants for Medicine have more than six GCSE/IGCSEs at grade 8/9 (for students educated in the UK) with the remainder at grade 7 or higher.
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A-LEVEL BIOLOGY
Exam Board: AQA
Syllabus Code: 7402
Entry Requirement
Boys wishing to study A-Level Biology should have achieved at least a grade 7 in IGCSE Biology or grades 87 in IGCSE Science (Double Award).
Introduction
The A-Level Paper 1 assesses the content from Modules 1-4, Paper 2 assesses the content from Modules 5-8 and Paper 3 assesses the content from Modules 1 to 8 and includes a 25 mark essay. All three papers assess relevant practical skills. There is no coursework; practical skills are assessed via the Endorsed Practicals, which are pass / fail and contribute no marks to the exam total. The Field Trip at the start of year 2 is compulsory for all U6 A-Level students.
Ideally, A-Level Chemistry should be taken in tandem with Biology for those embarking on a biology related career. Physics, Mathematics, Further Mathematics and Geography also make excellent additional subjects. Most universities expect Medical and Veterinary Science students to have studied Biology and Chemistry with Mathematics and / or Physics. Typically, successful applicants for Medicine have more than six GCSE/IGCSEs at grade 8/9 (for students educated in the UK) with the remainder at grade 7 or higher.
Syllabus Content
Module 1: Biological molecules Module 5: Energy transfers in and between organisms
Module 2: Cells
Module 3: Organisms exchange substances with their environment
Module 4: Genetic information, variation and relationships between organisms
Module 6: Organisms respond to changes in their internal and external environments
Module 7: Genetics, populations, evolution and ecosystems
Module 8: The control of gene expression
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IB CHEMISTRY
Entry Requirements
Boys wishing to study Higher Level Chemistry are required to get a minimum of a grade 7 at IGCSE/GCSE Chemistry (or 87 if studying Double Award Science). At least a grade 6 is required for Standard Level.
Introduction
The IB Chemistry courses are linear courses, with written exams in the May of the second year of study. At both Standard and Higher Levels, 20% of the final mark is set aside for internal assessment, which takes a minimum of 40 (SL) or 60 (HL) hours, and therefore represents a large commitment.
Syllabus content
Students study the following core subjects:
Standard (SL)
Higher (HL)
Atomic structure Atomic structure Periodicity
Quantitative chemistry
Periodicity Bonding Bonding Energetics Energetics Kinetics Kinetics Equilibrium Equilibrium Acids and bases Acids and bases
Oxidation and reduction
Oxidation and reduction Organic chemistry Organic chemistry Measurement and analysis Measurement and data processing
Plus, one option topics from:
Standard (SL) & Higher (HL)
Materials
Biochemistry
Energy Medicinal chemistry
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Internal Assessment
Assessed coursework is fully integrated within the practical work of each topic in the programme of study. Here the students will have the opportunity to develop a detailed and extensive Practical Investigation portfolio. HL students are expected to carry out 60 hours of practical work throughout the course; SL students are expected to carry out 40 hours. Assessed work is marked on the following criteria: Personal engagement, Exploration, Analysis, Evaluation, Communication.
IB students are required to complete a “Group 4” project, during which they collaborate with other scientists from the full range of subjects. Throughout the programme, their personal skills, ability to work independently and awareness of wider ethical aspects of the subject are assessed.
External Assessment
The assessment structure is almost identical for SL and HL and is broken down as follows:
20% from Internal Assessment of practical work (externally moderated)
80% from three written examinations: Paper 1: multiple choice questions (20%)
Paper 2: Structured and extended response questions on core. (HL - 36%, SL – 40%)
Paper 3: Structured and extended response questions on core and option topic (HL - 24%, SL – 20%)
These scores are aggregated to give a total mark.
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A-LEVEL CHEMISTRY
Exam Board: OCR
Syllabus Code: H432
Entry Requirement
Boys who wish to study A-Level Chemistry should have achieved at least a grade 7 in IGCSE Chemistry or grades 87 in IGCSE Science (Double Award).
Introduction
The specification is divided into chemical topics, each containing different key concepts of Chemistry. Key features of a topic are developed, and everyday applications are considered. Chemistry is a very practical subject, and these skills are taught in an integrated approach to highlight the theoretical topics. The course has been developed with the Royal Society of Chemistry and is up to date with recent developments in this field of science and its impact on the wider society.
Syllabus Content
Module 1 – Development of Practical Skills in Chemistry
Practical skills assessed in a written examination (1.1): Practical skills are embedded throughout all modules in this specification. Learners will be required to develop a range of practical skills throughoutthe course in preparation for the written examinations.
Module 2 – Foundations in Chemistry
Atoms and reactions (2.1): This section builds directly from GCSE Science, starting with basic atomic structure and isotopes. Important basic chemical skills are developed: writing chemical formulae, constructing equations and calculating chemical quantities using the concept of amount of substance. The role of acids, bases and salts in Chemistry is developed in the context of neutralisation reactions. Finally, redox reactions are studied within the context of oxidation number and electron transfer.
Electrons, bonding and structure (2.2): This section introduces the concept of atomic orbitals and develops a deeper understanding of electron configurations linked to the periodic table. The central role of electrons in ionic and covalent bonding is then studied. The important role of molecules is studied, including an explanation of polarity and intermolecular forces. Finally, this section looks at how bonding and structure contribute to properties of substances.
Module 3 – Periodic Table and Energy
The Periodic Table (3.1): Periodic trends are first studied to extend the understanding of structure and bonding. Group properties are then studied using Group 2 and the halogens as typical metal and nonmetal groups respectively, allowing an understanding of redox reactions to be developed further. Finally, this section looks at how unknown ionic compounds can be analysed and identified using simple test-tube tests.
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Physical Chemistry (3.2): This section introduces Physical Chemistry within the general theme of energy. Learners first study the importance of enthalpy changes, their uses and determination from experimental results including enthalpy cycles. This section then investigates the ways in which a change in conditions can affect the rate of a chemical reaction, in terms of activation energy, the Boltzmann distribution and catalysis. Reversible reactions are then studied, including the dynamic nature of chemical equilibrium and the influence of conditions upon the position of equilibrium. Finally, the integrated roles of enthalpy changes, rates, catalysts and equilibria are considered as a way of increasing yield and reducing energy demand, improving the sustainability of industrial processes.
Module 4 – Core Organic Chemistry
Basic Concepts and Hydrocarbons (4.1): This section is fundamental to the study of Organic Chemistry. This section introduces the various types of structures used routinely in Organic Chemistry, nomenclature, and the important concepts of homologous series, functional groups, isomerism and reaction mechanisms using curly arrows. The initial ideas are then developed within the context of the hydrocarbons: alkanes and alkenes.
Alcohols, haloalkanes and analysis (4.2): This section introduces two further functional groups: alcohols and haloalkanes and considers the importance of polarity and bond enthalpy to organic reactions. Throughout this section, there are many opportunities for developing organic practical skills, including preparation and purification of organic liquids. Finally, the important techniques of infrared spectroscopy and mass spectrometry are used to illustrate instrumental analysis as a valuable tool for identifying organic compounds.
Module 5 – Physical Chemistry and Transition Elements
Rates, equilibrium and pH (5.1): The largely qualitative treatment of reaction rates and equilibria encountered in Module 3 is developed within a quantitative and graphical context. This section also allows learners to develop practical quantitative techniques involved in the determination of reaction rates and pH. There are many opportunities for developing mathematical skills, including use of logarithms and exponents, when studying the content of this section and when carrying out quantitative practical work.
Energy (5.2): Born–Haber cycles are used as a theoretical model to illustrate the energy changes associated with ionic bonding. Entropy and free energy are then introduced as concepts used to predict quantitatively the feasibility of chemical change. Redox chemistry permeates chemistry and the introductory work in Module 2 is developed further within this section, including use of volumetric analysis for redox titrations and an introduction of electrochemistry in the context of electrode potentials.
Transition elements (5.3): This section provides learners with a deeper knowledge and understanding of the periodic table within the context of the transition elements. This section includes the role of ligands in complex ions, stereochemistry, precipitation, ligand substitution and redox reactions. The colour changes and observations in these reactions increase the toolkit of qualitative inorganic tests for identifying unknown ionic compounds.
Module 6 – Organic Chemistry and Analysis
Aromatic compounds, carbonyls and acids (6.1): This section extends the range of functional groups encountered in Module 4. Aromatic compounds are first introduced, including the central role of
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delocalisation within the chemistry of arenes and phenols. Directing groups are also introduced, including their importance to organic synthesis. The important carbonyl compounds, aldehydes and ketones, are then studied. Finally, carboxylic acids and their related functional groups, acyl chlorides and esters, are studied. The importance of acyl chlorides in organic synthesis is emphasised.
Nitrogen compounds, polymers and synthesis (6.2): This section focuses on organic nitrogen compounds, including amines, amides and amino acids. Chirality and optical isomerism is also introduced. Condensation polymerisation is also introduced and compared with addition polymerisation. The importance of carbon– carbon bond formation in organic synthesis is stressed. Learners are also able to consider multi-stage synthetic routes towards an organic product. This module allows learners many opportunities to further develop their organic practical skills, especially in preparing and purifying organic solids, including recrystallisation and determination of melting points.
Analysis (6.3): This section develops and complements the spectroscopic areas of organic chemistry previously encountered (see Module 4: Core organic chemistry; 4.2.4 Analytical techniques). This section demonstrates how analytical techniques introduced in Module 4 (infrared spectroscopy, mass spectrometry and elemental analysis) may be used in combination with NMR spectroscopy to provide evidence of structural features in molecules. The instrumentation methods of analysis studied during the A-Level course provide learners with an important base of knowledge, understanding and awareness for further study in Higher Education and in many areas of employment in the broad scientific field. This section also looks at how unknown organic functional groups can be analysed and identified using simple test-tube tests.
Assessment
The A-Level assessment is as follows:
Periodic table, elements and Physical Chemistry (Component 01)
This component is worth 100 marks and is split into two sections and assesses content from teaching modules 1, 2, 3 and 5. Learners answer all questions.
Section A contains multiple choice questions. This section of the paper is worth 15 marks.
Section B includes short answer question styles (structured questions, problem solving, calculations, practical) and extended response questions. This section of the paper is worth 85 marks.
Synthesis and Analytical Techniques
(Component 02)
This component is worth 100 marks and is split into two sections and assesses content from teaching modules 1, 2, 4 and 6. Learners answer all questions.
Section A contains multiple choice questions. This section of the paper is worth 15 marks.
Section B includes short answer question styles (structured questions, problem solving, calculations, practical) and extended response questions. This section of the paper is worth 85 marks.
Unified Chemistry (Component 03)
This component assesses content from across all teaching modules 1 to 6. Learners answer all questions. This component is worth 70 marks.
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Question styles include short answer (structured questions, problem solving, calculations, practical) and extended response questions.
Practical endorsement in Chemistry (Component 04)
Performance in this component is reported separately to the performance in the A-Level as measured through externally assessed components 01 to 03. This non exam assessment component rewards the development of practical competency for chemistry and is teacher assessed. Learners complete a minimum of 12 assessed practical activities covering the technical skills (together with the use of apparatus and practical techniques). Teachers who award a pass to their learners need to be confident that the learner consistently and routinely exhibits the competencies before completion of the A-Level course.
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IB PHYSICS
Entry Requirements
Boys wishing to study Higher Level Physics must attain a minimum of a grade 7 at IGCSE/GCSE in both Maths and Physics (or 87 if studying Double Award Science) and given the mathematical demands of this course it would be advantageous (but not compulsory) to also study HL Maths. Boys wishing to study Standard Level Physics are required to get a minimum of a grade 6 at IGCSE/GCSE Physics (or 66 if studying Double Award Science).
Introduction
Physics is viewed as the fundamental science which attempts to explain all observations of the natural and physical world in terms of laws related to matter and energy. Students are made aware of the connections between the domains of physical laws, experimental skills and social and historical aspects of physics.
The course has a highly mathematical emphasis, where derivations are expected and a high degreeof mathematical problem solving required in examination questions.
Syllabus content
SL and HL students study the following core subjects:
Core material
Measurements and Uncertainties
Mechanics
Thermal physics
Waves
Electricity and magnetism
Circular motion and gravitation
Atomic, nuclear and particle physics
Energy production
HL students will cover the following additional material:
AHL material
Wave phenomena
Fields
Electromagnetic induction
Quantum and nuclear physics
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SL and HL students will then study one option topic from:
Options
(HL options contain extra material) Relativity
Engineering physics Imaging Astrophysics
External Assessment
The assessment structure is almost identical for SL and HL and is broken down as follows:
20% from Internal Assessment (externally moderated)
80% from three written examinations:
• Paper 1: Multiple choice questions (20%)
• Paper 2: Short answer and extended response questions on Core (HL - 36%, SL – 40%)
• Paper 3: Short answer and data analysis questions on compulsory experiments plus short answer and extended response questions on the Option material (HL - 24%, SL - 20%).
All IB students are required to complete a “Group 4” project, during which they collaborate with other IB science students. Throughout the programme, their personal skills, ability to work independently and awareness of wider ethical aspects of the subject are assessed.
Internal Assessment
SL and HL students will have assessed coursework based on a single 10-hour individual investigation, which will result in a formal submitted report and is worth 20% of final grade. Students are required to research, plan and carry out an investigation which is assessed internally on the following criteria: Personal engagement, Exploration, Analysis, Evaluation, Communication.
In addition, HL students are expected to carry out 60 hours of practical work throughout the course, SL students are expected to carry out 40 hours. This includes a list of set experiments related to the programme of study which students must perform and may also be questioned on in examinations.
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A-LEVEL PHYSICS
Exam Board: OCR
Syllabus Code: H556
Entry Requirement
Students who wish to study A-Level Physics are required to achieve at least a grade 7 in GCSE Maths. It is also necessary for students to have at least a grade 7 in IGCSE Physics or grades 87 in IGCSE Science (Double Award).
Introduction
The course is designed to be a rigorous and demanding look at the fundamental areas of Physical science and as such a high level of mathematical proficiency is necessary. The course also requires students to develop good problem-solving skills, to learn how to communicate science effectively and to grasp how to carry out safe, accurate, reproducible experiments to validate theory.
Students who do well in A-Level Physics tend to have a genuine curiosity about how the world works andto enjoy stretching their understanding.
Assessment
The course is assessed over three written examination papers:
Paper 1 (37% of total A Level): Practical skills, Foundations of Physics, Forces and Motion, Newtonian world and astrophysics
Paper 2 (37% of total A Level): Practical skills, Foundations of Physics, Electrons, waves and photons, Particles and medical Physics
Paper 3 (26% of total A Level): Synoptic paper assessing content from all modules.
Science Practical Endorsement
A-Level Physics students will also be assessed on a stand-alone practical qualification called the Science Practical Endorsement (SPE).
The SPE requires students to meet a list of core practical competencies, which should be demonstrated through the satisfactory completion of 12 core practicals spread over the two-year A-Level Physics course.
The practical skills gained are also assessed in the written examinations.
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Syllabus Content
A-Level Physics is a linear course which consists of the following topics:
Lower Sixth Course
• Foundations of Physics