Sixth Form Courses Guide for Entry in 2024 by Bedford-School

SIXTH FORM Courses Guide for entry in 2024

CONTENTS Introduction

IB or A-Level – Which pathway for me?

Careers Advice

Sixth Form Entrance Requirements and Curriculum Options

English Faculty IB Language A: Literature

IB Language A: Language & Literature

IB Language B

A-Level English Literature

A-Level Media Studies

Languages Faculty IB Modern Foreign Languages

A-Level Modern Foreign Languages

IB Latin

A-Level Latin

A-Level Classical Civilisation

Humanities Faculty IB Economics

A-Level Economics

A-Level Business

BTEC Enterprise and Entrepreneurship

IB Geography

A-Level Geography

IB History

A-Level History

A-Level Politics

IB Philosophy

A-Level Religious Studies

Sciences Faculty IB Biology

A-Level Biology

BTEC Sport and Exercise Science

IB Chemistry

A-Level Chemistry

67 2

IB Physics

A-Level Physics

IB Design & Technology

Mathematics and Computer Science Faculty IB Mathematics

A-Level Mathematics

A-Level Further Mathematics

IB Computer Science

A-Level Computer Science

Arts Faculty IB Visual Arts

A-Level Art & Design

IB Theatre

A-Level Drama & Theatre Studies

100

IB Music

103

A-Level Music

105

A-Level Music Technology

107

IB Core Theory of Knowledge

109

Extended Essay

110

Creativity, Activity & Service

111

Frequently Asked Questions about IB

112

Academic Advice and Support

115

Contact Details

116

Art History: an optional additional opportunity

117

Requirements for entry into German university

119

INTRODUCTION This booklet is designed to assist boys in selecting their Sixth Form pathway. 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 Rogers) 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.

The IB Pathway 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.

The A-Level Pathway 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 pathway 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). A- Level boys also attend a lecture programme in the Upper Sixth. 2024 sees the introduction of two BTEC Level 3 options within the A Level pathway. These will sit within our existing timetable blocking system, allowing boys to choose either a pathway consisting of four ALevels in their lower sixth, or one that includes either one or two BTECs alongside A-Level choices.

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. Assessment in BTECs BTEC Level 3 qualifications are modular. Some modules (typically around 50%) are formally examined; the rest are coursework projects, designed by teachers and internally assessed. This style of assessment may better suit some of our Bedford School boys.

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.

IB or A-Level – Which pathway 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 in IB or an A* in ALevel, or a distinction in a BTEC;

•

The number of taught periods you will attend will be very similar in both pathways;

•

Both pathways 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 ALevel – the conceptual challenges within subject courses are broadly the same across both systems. If you subscribe to the A-Level pathway, 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.

Should you choose a BTEC(s) within this pathway then you recognise that your strengths may lie in producing portfolios of evidence through such things as; written assignments, presentations, or practical demonstrations, as well as through an exam and set tasks. If you subscribe to the A-Level pathway 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. 6

Finally – try not to worry about your choice of curriculum. We are here to help you make the right decision for you as an individual. Bedford School has been delivering the IB Diploma programme for 20 years with tremendous success, and the staff here are equally experienced as IB and A-Level teachers and examiners. Regardless of your choice of the right curriculum for you, we will make sure that you are inspired, supported and challenged in equal measure.

A Table of Comparison for the IB Dipolma and A-Level Pathway The IB Diploma

A-Level Subjects

Students choose six subjects from the following groups : • • • • • •

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).

Students choose four subjects in the Lower Sixth, then continue with four or three subjects in the Upper Sixth. Subject choices must fit the A-Level blocking structure (one subject per block). A-Level subjects follow a linear two-year course, with an externally assessed exam at the end of the Upper Sixth. BTECs are modular in nature, some of which are formally examined and some of which are internally assessed.

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. The Broader Curriculum As well as studying 6 HL/SL subjects, students also: All boys undertake a piece of independent research and writing • Write a 4000-word Extended Essay (EE) on a topic of known as the Bedford School Independent Project (BSIP) in the first term of the Lower Sixth. their choice. The EE is often a superb topic of conversation at university interviews. • Study Theory of Knowledge (ToK), a course which is Boys are also encouraged to use their BSIP work as the foundation for an additional A-Level qualification called the EPQ designed to encourage students to reflect on the nature of knowledge and to think critically – again, a (Extended Project Qualification). Boys submit their work to the exam board in the Autumn Term of the Upper Sixth. useful skill for university interviews. • Participate in CAS (Community, Activity and Service) We expect all boys following the A-Level pathway to partake in on Wednesday afternoons in their first year; this some form of community-based Service in the Sixth Form, with not only enriches the curriculum and develops the options available within curriculum time as well as lunchtimes individual student but also provide slots of useful and after school. material for UCAS statements and CVs. 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.

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.

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.

Coursework is subject dependent. Individual A-Level subjects graded A*, A, B, C, D, E and U BTECs are graded as Distinction*, Distinction, Merit, Near Pass, Pass or U

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 Fox- Johnson. 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 and options are 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 excel in, that they enjoy and that crucially do not close any doors in the future.

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: 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.

Sixth Form Entrance Requirements (2024 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 the A-Level pathway will study four subjects in the Lower Sixth Year, with many reducing to three options in the Upper Sixth Year. The school will give careful, clear and experienced advice on subject options for boys. Boys need to achieve at least a Grade 6 in their four chosen subjects for Sixth Form study. Some courses have additional entry requirements, as listed in tables below. If a boy were to miss this automatic qualification, we would wish to carefully discuss his qualifications with his family to try to find a set of subject options which would best suit his needs. The school reserves the right not to offer Sixth Form courses to any boys whose behaviour and attitude has been unsatisfactory in previous years.

International Baccalaureate (IB) Pupils must pick one course from Groups 1-5. They must also pick one additional course, which could be from Group 6 or an additional course from another group, subject to availability.

Pupils must achieve a Grade 6 in the subjects that they are studying at IB Level, and also meet any subject-specific requirements for a course, as outlined in the table below. As a general recommendation, we advise that pupils achieve at least a Grade 7 in subjects they are choosing to study at Higher Level. Pupils should make an initial decision about which three subjects they will study at Higher Level and which three they will study at Standard Level on commencing their study in Lower Sixth. The timetable allows for flexibility as to which subjects are studied at Higher and Standard level, and pupils frequently change their mind on this during the course of the Diploma, as their academic ambitions develop. The Director of IB, Adrian Finch, is the best person to advise on potential combinations, and their potential impact on future decisions beyond Bedford (e.g. university courses).

Subject

Qualification

Group

Grade requirements from GCSE

Visual Arts

Biology

Chemistry

Computer Science

7 in GCSE Biology (Separate Science) or 8-7 in Double Award Science 7 in GCSE Chemistry (Separate Science) or 8-7 in Double Award Science 7 (and 7 in Maths) Yes*

Design & Technology

Economics

6 in Maths and English

English B (for non-native speakers IB of English) English A (for native speakers of IB English) French B (for non-native speakers of IB French) Geography IB

On discussion with the Deputy Head (Academic) 6 in English Language or English Literature 6

German B (for non-native speakers IB of German)

Can I study from scratch? Yes*

Yes

Yes*

German A (for native speakers of German) History

On discussion with the Deputy Head (Academic) 6

Latin

Mandarin ab initio OR Mandarin B IB for pupils with previous experience Maths (Higher Level) IB

2 5

On discussion with the Deputy Head (Academic) 8

Maths (Standard Level A and A)

Maths (Standard Level A and I)

Music

Yes*

Philosophy

6 in a humanity or English

Yes*

Physics

Spanish ab initio

Spanish B for pupils with previous experience

7 in GCSE Physics and 7 in GCSE Maths or 8-7 in Double Award Physics and 7 in GCSE Maths On discussion with the Deputy Head Yes* (Academic) 6

Yes* Yes*

A-Level Pupils must pick four choices for their Lower Sixth curriculum, choosing one subject from each block. They must meet the subject-specific entry requirements for each chosen course, as outlined in the table below.

Subject

Qualification

Grade requirements from GCSE

Art and Design

A-Level

Biology

A-Level

Business

A-Level

7 in GCSE Biology (Separate Science) or 8-7 in Double Award Science 6 in Maths and English Yes

Business: Enterprise and Entrepreneurship Chemistry

Computer Science

BTEC (see below) On discussion with Deputy Head (academic) A-Level 7 in GCSE Chemistry (Separate Science) or 8-7 in Double Award Science A-Level On discussion with Deputy Head (academic) A-Level 7 (and 7 in Maths) Yes*

Design & Technology

A-Level

Drama and Theatre studies

A-Level

Yes*

Economics

A-Level

6 in Maths and English

Yes

English Literature

A-Level

French

A-Level

Further Maths

A-Level

Geography

A-Level

German

A-Level

History

A-Level

Latin

A-Level

Classical Civilisation

Can I study from scratch? Yes*

Yes* Yes* 12

Maths

A-Level

Media Studies

A-Level

Yes

Music

A-Level

On discussion with Deputy Head (academic) 6

Music Technology

A-Level

6 in Music

Yes*

Physics

A-Level

Politics

A-Level

7 in GCSE Physics and 7 in GCSE Maths or 8-7 in Double Award Physics and 7 in GCSE Maths 6 in Maths and a humanity Yes

Religious studies

A-Level

Spanish

A-Level

Sports and Exercise Science

BTEC (see below) On discussion with Deputy Head (academic)

Yes*

Yes* Yes

1. 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. 2. 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. 3. 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. 4. The Head Master and school reserve the right to make exceptions to these requirements in certain circumstances. 5. All subjects are guaranteed to be available as two-year courses. However, it cannot be guaranteed that the same number of sets per subject will be maintained over the two-year period; the fact that students can choose to give up a subject at the end of the Lower Sixth when following an A Level pathway means that the number of sets available needs to be reviewed at that stage. It is therefore possible that students will have different teachers in Lower and Upper Sixth. (Additionally, the nature of the timetable means that it is not possible to accommodate requests for students to be taught by particular members of staff.)

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: www.bedfordschool.org.uk/ upperschool/academic-excellence/international-baccalaureate The previous year's blocking system for A-Level can be found at: www.bedfordschool.org.uk/upperschool/academic-excellence/a-level

ENGLISH FACULTY Head of Faculty:

Mr N Hopton

(also Head of English)

Department Heads

Miss M Fleming

Media Studies

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 15

•

• • • • •

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

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. Higher Level (HL)

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.

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 the IB, the learner portfolio will be a central element of the new courses and will be instrumental in the preparation of all assessment components.

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 flexibleteachers 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 19

• •

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%

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 21

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 the IB, the learner portfolio will be a central element of the new courses and will be instrumental in the preparation of all assessment components.

LANGUAGE B 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

• 23

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

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 25

tragedy or comedy drama. 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 pre1900. 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 26

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 within their lifetime. Classroom study should extend students’ understanding of the concerns and choices of modernday 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

A-Level Media Studies Exam Board: Cambridge International Syllabus Code: 9607

Introduction Media is a subject that students are using every day and that is a hugely motivating element in the classroom. The course helps to develop student’s research, analytical skills and problem solving as well as their creativity. Students will also extend their practical skills in their chosen medium, building their capacity for independent research, and gaining a deeper appreciation and understanding of the role media plays in day-to-day life. The Cambridge International A-Level Media Studies course is rare in the current qualiﬁcation landscape in that it uses a non-linear assessment structure. Coursework accounts for 50% of the assessment in each year

Syllabus Content Component 1: Foundation Portfolio (Coursework) The following set briefs offered are: • • •

Film opening task (video). Students work individually to produce the titles and opening of a new ﬁction ﬁlm (2 mins). Magazine task (print). Students will work individually to produce a front cover, contents and double page spread of new magazine. Students will develop and be assessed on the following skills: o Filming making, web design (using industry standard Final Cut Pro X and Adobe Creative Cloud Package) o Independent research skills, time management and creativity o Use of digital technology, including the use of blogging software to present online coursework portfolio.

Assessment • • • •

50 marks - Section A Media Texts (25 marks) Section B Media Contexts (25 marks) External Exam 2hrs. 25% of A-Level grade Internally assessed by teachers Externally moderated by Cambridge International

Component 2: Media Texts and Media Contexts (2 hrs Examination) This unit focuses on key media concepts of Representation, Audience and Institution. Section A: Textual analysis and representation. Students answer one question based on an unsee moving 28

image extract, exploring how representation is created using camera, editing, sound and Mise-en-scene. (Worth 25 marks)

Section B: Institutions and audiences. Students answer one question from a choice of two, focusing on the relationship between media businesses and their consumers, based on a detailed case study of a speciﬁc media institution. (Worth 25 marks) Assessment • • •

50 marks (Section A 25 marks and Section B 25 marks = Total 50 marks) 25% of A-Level grade Assessed externally by Cambridge examiners

Component 3: Advanced Portfolio Coursework

Students work individually to produce one of the following from the set brief provided by Cambridge International - Music promotion package • Film promotion package • Documentary package • Short ﬁlm package Students will build on the skills developed at AS Level to complete a professional portfolio of work using a range of media technologies to produce an integrated marketing campaign using ONE of the set briefs from above. Each student will produce an individual blog to record their research, planning, independent learning and production skills. Students will also develop their critical thinking skills by reﬂecting production decisions, problem solving and time management Throughout their practical production process. Assessment • • • •

50 marks (Production Skills, Key Concepts and Analyse and Evaluation of your own work) 25% of A-Level grade Internally assessed by teachers Moderated externally by Cambridge International

Component 4: Critical Perspectives (2 hrs Examination) This unit focuses on critical reﬂection and contemporary media debates. There are two sections to this paper:

Section A: Media Debates - Students will research a range of critical debates such as Postmodern Media and Power and the Media which they will apply to contemporary media texts. Section B: Media Ecology - Students will research the complex environments within which media texts, producers, distributors, technologies and audiences exist. It is a way of conceiving the structure of these environments, their content, and impact on people. Assessment • •

50 marks (Section A 25 marks and Section B 25 marks = Total 50 marks) 25% of A-Level grade

• Assessed externally by Cambridge examiners 29

LANGUAGES FACULTY Head of Faculty:

Mrs J May

Director of Languages

Heads of Department:

Mrs P Wright

Deputy Head of Modern Languages

Mr A Melvill

(also Head of Classics)

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. 30

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

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

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

Paper 2 Receptive skills – listening and reading (separate sections) Listening comp. – 1 hr Reading comp. – 1 hr 50% weighting

Paper 2 Receptive skills – listening and reading (separate sections) Listening comp. – 45 min Reading comp. – 1 hr 50% weighting

Internal Assessment

Individual oral 12-15 min + 15 min of preparation

Individual oral 12-15 min + 20 min of preparation

Individual oral 7-10 min + 15 min of preparation

25% weighting

For HL, this is based on an extract from the two literary works studied during the course

Picture-based presentation and discussion followed by general conversation

Receptive skills – listening and reading (separate sections) Listening comp. – 45 min Reading comp. – 1 hr 50% weighting

25% weighting 25% weighting

A-LEVEL MODERN LANGUAGES Exam Board:

Pearson (Edexcel)

Syllabus Codes:

French

9FR0 German Spanish Chinese

9GN0 9SP0 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.

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%)

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. 34

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. 35

A-LEVEL CLASSICAL CIVILISATION Exam Board: Syllabus Code:

OCR 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; guest- friendship, 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. 36

HUMANITIES FACULTY Head of Faculty:

Mr B Rowland

(also Head of Religious Studies)

Heads of Department:

Mr E Hellquist Ms E Null Mr M Graham Mr T Rees

Economics and Business History Politics Geography

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 Level two 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 a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media. 37

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

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%

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: 40

• • • • • •

Business objectives and strategy Business growth Decision making techniques Influences on business decisions Assessing competitiveness Managing change

Theme 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 to demonstrate 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 are likely to apply to after school will not be affected by their choice.

BTEC Level 3 Enterprise and Entrepreneurship Entry Requirement On discussion with the Deputy Head (Academic).

Introduction Studying enterprise and entrepreneurship will support students to be confident either when starting a business or when working innovatively with an organisation to support growth within it. This modular course combines practical learning with subject and theory content. The course would suit those interested in a particular sector or industry who are not yet sure what job they would like to do. Learners study enterprise and the mindset of entrepreneurs, exploring the risks, opportunities and constraints of starting an enterprise. They will gain skills relating to, and understanding of, how a marketing campaign is developed and how to manage money. They will develop an understanding of organisations trading for social purposes. The course provides exciting practical projects as well as the opportunity to both establish and take advantage of the school’s industry links through the Old Boys’ Association. The Extended Certificate (equivalent of 1 A Level) is for learners who are interested in studying enterprise and entrepreneurship alongside A Levels, with a view to progressing to a wide range of higher education courses, not necessarily in enterprise-related subjects. There is the option to extend in the Upper Sixth to The Foundation Diploma (equivalent of 1.5 A Levels), which covers the fundamentals of enterprise and entrepreneurship. In this course, students will apply their learning from across the sector to launch and run a business enterprise.

Syllabus Content Modules (Extended Certificate) include: • • • •

Enterprise and entrepreneurs (internally assessed). Developing a marketing campaign (externally assessed). Personal and business finance (externally assessed). Social enterprise (internally assessed).

Those progressing to The Foundation Diploma will take a further modules, to include: • •

Launch and run an enterprise (internally assessed). Enterprise and intrapreneurship in practice (internally assessed).

Assessment Methods of external assessment may consist of an examination or a set task, in which learners take an assessment during a defined window and demonstrate understanding through completion of a vocational task. Internally assessed units take the form of assignments which are marked by teachers 42

and externally verified.

Modules – Further Information Enterprise and Entrepreneurs (90 GLH) In this unit, students will: • • • •

explore the nature of enterprise; investigate the motivations for entrepreneurship; examine the opportunities and constraints for enterprises and entrepreneurs; examine the entrepreneurial skills required to launch an enterprise.

Developing a Marketing Campaign (90 GLH) In this unit, students will gain an understanding of how a marketing campaign is developed and explore the different stages of the process that a business goes through when developing its campaign. They will develop their own campaign for a given product or service. They must examine marketing objectives for existing products and make recommendations, using market research data, about the type of marketing campaign a business should undertake.

Personal and Business Finance (120 GLH) The business finance aspects of the unit introduce students to accounting terminology, the purpose and importance of business accounts and the different sources of finance available to businesses. Planning tools, such as cash flow forecasts and break-even, will be prepared and analysed. Measuring the financial performance of a business will require students to prepare and analyse statements of comprehensive income and statements of financial position.

Social Enterprise (60 GLH) In this unit, students will: • • •

· investigate a range of social enterprises; · explore the factors that contribute to the success or failure of social enterprises; · plan, participate in and review a short social enterprise activity.

Launch and Run an Enterprise (90 GLH) (Foundation Diploma) In this unit students will: • • • •

· research and develop a plan to launch an enterprise; · develop a marketing strategy to launch the enterprise; · run an enterprise; · review the outcomes of the enterprise.

Enterprise and Intrapreneurship in Practice (60 GLH) (Foundation Diploma) In this unit students will: • • •

· explore the environment in which an entrepreneur operates; · investigate how intrapreneurship can be developed and promoted within an enterprise; · examine the ways in which an intrapreneur can contribute to the success of an enterprise.

GLH = guided learning hours.

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 and the 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, have been shaped by powerful human and physical processes

•

synthesizing diverse geographic knowledge in order to form viewpoints about how these issues 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. 45

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) 1. Changing Population 2. Global Climate – Vulnerability & Resilience 3. 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).

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 their central 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 47

engagement fosters an informed appreciation of the beauty and diversity of coasts and their importance as human habitats (30% of Paper 1).

•

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 48

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 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.

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. 50

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 The move to global war. Pupils will examine two case studies from the 20th century, Japanese expansion in East Asia from 1931- 1941, and German and Italian expansion, 1933-1940. These options dovetail neatly with the Paper Two topics on single- party states.

Skill Tested This is a skills-based paper testing pupils’ ability to analyse and manipulate a variety of primary and secondary source material.

% HL % SL 20% 30%

Paper 2 - Century world history topics Exam: 1 hour 30 mins Content Topic one: Causes and effects of 20th Century Wars. This will include a study of the First World War, Second World War and two key civil wars (Russia and Ireland). Pupils will be encouraged to compare and contrast causes, effects, technological developments and the home fronts.

Skill Tested Essay. Two extended response questions to be answered, each chosen from a different topic.

% HL 25%

% SL 45%

Each essay is marked out of 20. Total mark for the exam is out of 40.

Topic two: Independence movements. Pupils will study the causes, development, methods, and outcomes of the Irish and Vietnamese independence movements as two key case studies. They will also consider the relative success and challenges facing the two states that emerged from those movements in their first decade in power. Pupils will be encouraged to compare different kinds of causes, methods, and challenges, considering especially the relative importance of causes and relative success of different kinds of methods.

Internal Assessment Content Pupils are given a choice of topic areas which they study independently with teacher guidance. They will produce a study of approximately 2,200 words.

Skill Tested This is a coursework topic. The final piece of work is marked out of25.

HL% SL% 20% 20%

Syllabus Content Higher

Paper 3 – Regional Option Exam: 2 hours 30 mins Students should study three sections of the HL European option Content 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 possible choice of questions.

Skill Tested HL% The examination will consist of 24 35% 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.

A-LEVEL HISTORY Exam Board: Syllabus Code:

Pearson Edexcel 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 53

the examination, a source analysis question and one essay. The examination lasts one hour 30 minutes.

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. 54

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. 55

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.

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.

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 postmodern 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. 58

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; ideas about 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.

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 The study of IB Biology will lead to an understanding of the living world at all levels using many approaches and techniques. At one end of the scale are molecules that make up cells, and at the other end students will investigate interactions that make entire ecosystems function. From vaccinations to the environment, Biologists will play a crucial role in solving the world’s most challenging problems. The subject is examined by two separate theory papers plus internally assessed coursework. The HL course offers a great deal more depth and breadth than SL Biology. HL Biology is an excellent preparation for Biology related degree courses (including Medicine). The Field Trip is compulsory for all IB students and is a chargeable trip.

Syllabus Content The areas explored include:

Theme A Unity and diversity

Level of organization 1. Molecules

2. Cells

3. Organisms

4. Ecosystems

A1.1 Water A1.2 Nucleic acids

A2.1 Origins of cells [HL only] A2.2 Cell structure A2.3 Viruses [HL only]

A3.1 Diversity of organisms A3.2 Classification and cladistics [HL only]

A4.1 Evolution and speciation A4.2 Conservation of biodiversity

B3.1 Gas exchange B3.2 Transport B3.3 Muscle and motility [HL only]

B4.1 Adaptation to environment B4.2 Ecological niches

B2.1 Membranes and B1.1 Carbohydrates and membrane transport B lipids B2.2 Organelles and Form and function B1.2 Proteins compartmentalization B2.3 Cell specialization

C Interaction and interdependence

C1.1 Enzymes and metabolism C1.2 Cell respiration C1.3 Photosynthesis

C2.1 Chemical signalling [HL only] C2.2 Neural signalling

C3.1 Integration of body C4.1 Populations and systems communities C3.2 Defence against C4.2 Transfers of disease energy and matter

D Continuity and change

D1.1 DNA replication D1.2 Protein synthesis D1.3 Mutations and gene editing

D2.1 Cell and nuclear division D2.2 Gene expression [HL only] D2.3 Water potential

D3.1 Reproduction D3.2 Inheritance D3.3 Homeostasis

D4.1 Natural selection D4.2 Stability and change D4.3 Climate change

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.

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 6: Organisms respond to changes in their internal and external environments

Module 3: Organisms exchange substances with their environment

Module 7: Genetics, populations, evolution and ecosystems

Module 4: Genetic information, variation and relationships between organisms

Module 8: The control of gene expression

BTEC SPORT AND EXERCISE SCIENCE Exam Board: Pearson

Entry Requirement Suitable practical expertise and a genuine enthusiasm for and interest in sport is essential; academic potential should be discussed with the Deputy Head (Academic).

Introduction

This BTEC is a Level 3 qualification, equivalent to an A Level. A BTEC Distinction* grade is equivalent to an A-Level A* for university entrance at most universities (including Russell Group). This course is aimed at learners who want to continue their education through applied learning and who aim to progress to higher education, and possibly to employment within the sport sector.

Syllabus Content All learners will study three core units: Functional Anatomy (90 guided learning hours)

Learners explore how the anatomy of the cardiovascular, respiratory, skeletal and muscular systems function to produce movements in sport and exercise.

Applied Sport and Exercise Psychology (120 guided learning hours) This unit covers the major psychological factors that can affect performers in sport and exercise environments, and the interventions that can promote an appropriate mindset.

Coaching for Performance and Fitness (90 guided learning hours) Learners will develop the knowledge and ability to plan, deliver and evaluate coaching sessions that promote athletes’ technical, tactical and fitness performance.

Learners will also study one further unit, from a choice of two: Specialised Fitness Training (60 guided learning hours) Learners study specialised fitness training and the physical demands of sports to plan training of periodised programmes and training sessions to improve sports performance.

Or 63

Individual Physical Activity and Group-Based Exercise (60 guided learning hours) Learners cover theoretical and practical requirements for planning and instructing individual and group-based exercise sessions.

Taken as a whole, these units create a course that explores the way the systems of the body work together and improve with exercise, as well as the way the mind approaches and responds to exercise environments. Although not compulsory, to get the most from the course it is strongly recommended that students choosing BTEC Sport and Exercise Science have a strong background in sport and have developed effective organisation and interpersonal skills. Successful completion of BTEC Sport and Exercise Science in conjunction with other level 3 BTEC qualifications/ A-Level qualifications can lead to destinations including: physiotherapy, sports therapy, sports related journalism, PE teaching, sports science, working with elite athletes, sports marketing, sports technology, leisure management, sports coaching and sports related law.

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 grades 8 7 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 topics: Structure Structure refers to the nature of matter from simple to more complex forms Structure 1. Structure 1.1 Models of the particulate nature of matter

Introduction to the particulate nature of matter

Reactivity Reactivity refers to how and why chemical reactions occur Reactivity 1. Reactivity 1.1 What drives chemical reactions?

Measuring enthalpy changes

Structure 1.2

Reactivity 1.2

The nuclear atom

Energy cycles in reactions

Structure 1.3

Reactivity 1.3

Electron configurations

Energy from fuels

Structure 1.4

Reactivity 1.4

Counting particles by mass: The mole

Entropy and spontaneity (Additional higher level)

Structure 1.5 Ideal gases Structure 2. Models of bonding and structure

Structure 2.1 The ionic model

Reactivity 2.

Reactivity 2.1

How much, how fast and how far?

How much? The amount of chemical change

Structure 2.2

Reactivity 2.2

The covalent model

How fast? The rate of chemical change

Structure 2.3

Reactivity 2.3

The metallic model

How far? The extent of chemical change

Structure 2.4 From models to materials Structure 3.

Structure 3.1

Reactivity 3. 65

Reactivity 3.1

Classification of matter

The periodic table: Classification of elements

What are the mechanisms of chemical change?

Proton transfer reactions Reactivity 3.2 Electron transfer reactions

Structure 3.2

Reactivity 3.3

Functional groups: Classification of organic compounds

Electron sharing reactions Reactivity 3.4 Electron-pair sharing reactions

Internal Assessment Practical work in integrated throughout each topic in the programme of study. Here the students will have the opportunity to develop a detailed and extensive Practical skills 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. The internal assessment is integral to this, providing students an opportunity to pursue their personal interests. The work is marked on the following criteria; Research design, Data analysis, Conclusion, Evaluation

IB students are required to complete a “Collaborative sciences 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 two written examinations: •

Paper 1: o 1A multiple choice questions (HL 40 marks, SL 30 marks) o 1B Data based and experimental work (HL 35 marks, SL 25 marks)

•

Paper 2: Structured and extended response questions. (HL 90 marks, SL 50)

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 throughout the 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 non- metal groups respectively, allowing an understanding of redox reactions to be developed 67

further. Finally, this section looks at how unknown ionic compounds can be analysed and identified using simple test-tube tests

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 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. 69

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. 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.

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 To study physics is to attempt to understand the nature of the universe itself. It is the search for answers from how the universe exploded into life in the Big Bang to what the nature of time is itself. Some of the greatest discoveries in history have been made by physicists and these discoveries have revolutionized our world—and physicists are continuing to change the way we think today. Students studying Physics at IB will experience the following: • • • • •

An understanding of science through a stimulating experimental programme The nature of science as an overarching theme The study of a concept-based syllabus One piece of internally assessed work, the scientific investigation The collaborative sciences project

The SL course provides students with a fundamental understanding of physics and experience of the associated skills. The HL course requires students to increase their knowledge and understanding of the subject, and so provides a solid foundation for further study at university level.

Syllabus content

SL and HL students study the following five topic areas:

a) Space, time and motion b) The particulate nature of matter c) Wave behaviour d) Fields e) Nuclear and quantum physics

HL students will study additional and further content as detailed below A. Space, time and motion

A.1 A.2 A.3 A.4

Kinematics (SL and HL) Forces and momentum (SL and HL) Work, energy and power (SL and HL) Rigid body mechanics (HL only) 71

A.5 B. The particulate nature of matter B.1 B.2 B.3 B.4 B.5 C. Wave behaviour C.1 C.2 C.3 C.4 D. Fields D.1 D.2 D.3 D.4 E. Nuclear and quantum physics E.1 E.2 E.3 E.4 E.5

Galilean and special relativity (HL only) Thermal energy transfers (SL and HL) Greenhouse effect (SL and HL) Gas laws (SL and HL) Thermodynamics (HL only) Current and circuits (SL and HL) Simple harmonic motion (with additional HL content) Wave model (SL and HL) Wave phenomena (with additional HL content) Standing waves and resonance Doppler effect (with additional HL content) Gravitational fields (with additional HL content) Electric and magnetic fields (with additional HL content) Motion in electromagnetic fields (SL and HL) Induction (HL only) Structure of the atom (with additional HL content) Quantum physics (HL only) Radioactive decay (with additional HL content) Fission (SL and HL) Fusion and stars (SL and HL)

External Assessment Assessment component

% of final grade

Paper 1

1 hour and 30 minutes

2 hours

36%

Paper 1A—Multiple choice questions

45 marks

60 marks

Paper 2

1 hour and 30 minutes

2 hours and 30 minutes

Short-answer and extended-response questions on standard level material only.

55 marks

90 marks

Paper 1B—Data-based questions 44%

Internal Assessment SL and HL students will have assessed coursework based on a single 10-hour scientific investigation.

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. It is worth 20% of the final grade. 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 program of study which students may be questioned on in the examinations. All IB science students are required to complete a collaborative sciences project, an interdisciplinary sciences project addressing real-world problems that can be explored through the sciences.

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 and to 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 ALevel Physics course. The practical skills gained are also assessed in the written examinations.

Syllabus Content A-Level Physics is a linear course which consists of the following topics:

Lower Sixth Course •

•

Foundations of Physics o Physical quantities o Making measurements and analysing data o Nature of quantities Forces and motion o Motion o Forces o Work, energy and power o Materials o Newton’s laws of motion and momentum Electrons, waves and photons o Charge and current o Energy, power and resistance o Electrical circuits o Waves o Quantum physics

Upper Sixth Course •

Newtonian world and astrophysics: o o o o o

•

Thermal physics Circular motion Oscillations Gravitational fields Astrophysics and cosmology

Particles and medical physics: o o o o o

Capacitors Electric fields Electromagnetism Nuclear and particle physics Medical imaging

Entry Requirements Although not compulsory, it is strongly recommended that students choosing Physics also take ALevel Mathematics as students need to have good algebraic and graphical skills in order to get the most from the course.

IB DESIGN & TECHNOLOGY Entry Requirement Boys must have studied GCSE Design & Technology and achieved a minimum of grade 7 in both GCSE DT and Maths.

Introduction IB Design Technology aims to develop internationally minded people whose enhanced understanding of the technological world can facilitate our shared guardianship of the planet and create a better world.

IB Design Technology achieves a high level of technological literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework. It will focus on the design, development, analysis, synthesis and evaluation of problems, and their solution through practical activities. The creative tension between theory and practice is what characterizes design technology within the Diploma Programme experimental sciences.

Syllabus Content

All students study the following topics as part of the IB core: • • • • • •

Human factors & ergonomics Resource management and sustainable production Modelling Final production Innovation and design Classic design

Coursework is a large component of the subject and comprises of one major ‘design and make’ project.

The ‘design and make’ project encourages boys to tackle a design problem of their own choice, together with enough time to explore and develop an effective solution to that problem. The range of projects is wide ranging and includes: architecture, environmental, furniture, product and transport design. Boys are encouraged to tackle projects that support their choice of university course/career and to work with a client. Assessment 40% Coursework, 60% Examination The external assessment consists of two written papers: a multiple-choice paper and a short and long answer response paper. 75

A-LEVEL DESIGN & TECHNOLOGY Exam Board:

AQA

Syllabus Code:

7552

Entry Requirement

Boys must have studied GCSE Design & Technology and achieved a minimum of a grade 7 in both GCSE DT and Maths.

Introduction

A-Level boys are encouraged to take a broad view of design and technology, to develop their capacity to design and make products and to appreciate the complex relations between design, materials, manufacture and marketing. The course continues to provide boys with the opportunity to solve a problem, design and make a product. Boys are encouraged to develop their own thoughts and ideas about design. Central to the ethos of the department are Dieter Rams’ 10 Principles of Good Design which are used to develop critical thinking of boys’ own work and that of others.

Syllabus Content The syllabus content is divided into two sections: Technical principles: Students are expected to be able to name specific materials for a wide range of applications. They must also be able to provide detailed and justified explanations of why specific materials and combinations of materials are suitable for given applications. Designing and making principles: Students should be aware of, and able to explain, different approaches to user centred design. That in approaching a design challenge there is not a single process, but that good design always addresses many issues.

Coursework

Coursework is a large component of the subject. All boys are given the opportunity to tackle a design problem of their own choice, together with enough time to explore and develop an effective solution to that problem. The range of projects are wide ranging and include architecture, environmental, furniture, product and transport design. Boys are encouraged to tackle projects that support their choice of university course/career and to work with a client. Coursework is assessed against the following areas: • • •

Identifying and investigating design possibilities Producing a design brief and specification Development of design proposal 76

• • •

Development of design prototype(s) Analysing and evaluating

Assessment 50% coursework and 50% examination

Note It is possible to take both Art and D&T in the Sixth Form. However, it is also the case, and boys should be aware, that both subjects have high expectations with regards to coursework and regular attendance of after school opportunities is essential for this particular combination.

FACULTY OF MATHEMATICS & COMPUTER SCIENCE Head of Faculty:

Miss R Jackson

(also Head of Mathematics)

Head of Departments:

Miss L Owens

Deputy Head of Mathematics

Mr D Forrester

Computer Science

IB MATHEMATICS Introduction Mathematics is a key subject in the IB programme that all students must study. With this in mind, and recognising the different needs, interests and abilities of the students, the International Baccalaureate offers a number of different courses in Mathematics. These are targeted at students who wish to study Mathematics in depth; either as a subject in its own right or in order to pursue their interests in areas related to Mathematics, those who wish to gain a degree of understanding and competence in order to understand better their approach to other subjects and those who may not be aware that Mathematics has relevance in their studies and in their future lives. Each course is designed to meet the needs of a particular group of students and so great care should be taken to select the course that is most appropriate for an individual student. In making the selection, individual pupils should be advised to take account of the following considerations:

• • • • •

Their own abilities in Mathematics and the type of Mathematics in which they can be successful Their own interest in Mathematics with respect to the areas which hold an appeal Their choices of subjects within the framework of the IB Diploma Their future academic plans in terms of the subjects they wish to study Their choice of career

Unique to Mathematics, there are two possible courses of study at Standard Level, testifying to the range in ability of students, and the conceptual difficulties that the subject presents to many students. Choosing the right course is very important at this level as the difficulty level between the two is quite different, although it is possible to change from Mathematics: Analysis and approaches Standard Level to Mathematics: Applications and interpretations Standard Level within the first two terms, with the latter course being less demanding. Both courses are described below but it is worth saying now that Mathematics: Analysis and approaches SL should be attempted by those who are very good at Mathematics, or those who need to do it for their university or degree choice. Mathematics: Applications and interpretations SL is an entirely appropriate course for anyone who does not want to do a degree with mathematical content; many students who are thinking of applying to Oxbridge will take this course. Mathematics: Applications and interpretations SL is not a course purely for those who find mathematics difficult; it is a wise choice for those who wish to get a high points score in the IB. The three IB courses on offer at Bedford School have an element of exploration work.

IB Mathematics: Analysis and approaches HL The course is long and demanding and should not be taken lightly; up to half of the material is beyond A-Level and so would not normally be encountered until undergraduate level. The course requires students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth. Calculus forms a larger part of this course as does the study of mathematical functions and Statistics is studied both as a compulsory element and sometimes as the option. Students embarking on this course should be intellectually equipped to appreciate the links between parallel structures within the different topic areas of Mathematics. The majority of students taking HL will be expecting to include Mathematics as a major component of their university studies. Students wishing to specialise in Mathematics at university must seek further advice from the Head of Mathematics.

Entry Requirements for Mathematics: Analysis and approaches HL Students who really enjoy Mathematics, and would welcome the opportunity to study complex algebra and new abstract topics, should consider taking IB Higher Level. Higher Level extends the core topics and introduces new material normally encountered during the first year of a degree course. It is therefore a particularly demanding Higher Level, although many find it even more exciting and rewarding than Standard Level. As such pupils are required to achieve at least a grade 8 at GCSE. Many students attempting this course will already have knowledge beyond GCSE, such as the AQA Level 2 Further Mathematics qualification. An interest in Mathematical processes, the ability to cope with abstract ideas, the determination to practise techniques and a sense of achievement when worthwhile results are achieved are all fundamental to the successful student of Higher Level Mathematics.

Why do Mathematics Higher Level? Higher Level Mathematics is a course designed for the particularly able Mathematician. Students taking this course usually fit into one of three categories: those who want to study Mathematics at university, those who might be contemplating an Oxbridge course for which some Mathematics might be a requirement and those students who enjoy Mathematics and wish to be intellectually challenged. The course is highly regarded by University admissions tutors of all disciplines. Students who have studied Higher Level Mathematics will acquire skills and knowledge that can be applied in many fields. In addition to the acquisition of mathematical skills, students will develop their powers of reason and logic, and their communication skills. Because these skills are transferable, the worth of having studied Higher Level Mathematics is universally recognised. As well as being an excellent intellectual challenge for anyone, this course is invaluable for those who wish to study Physical Science courses, some Economics courses (Oxbridge, LSE, UCL and Warwick only - the majority of Economics courses require Maths SL) or Actuarial Science. Even the best universities have relatively few pupils with a good mathematical background applying to them and such pupils (particularly Higher Level Mathematicians) tend to receive attractive offers from universities and, later on, from employers. In recent years, many of the students taking Higher Level Mathematics have gained Oxbridge places and anyone considering applying to a top university to 79

study a subject with substantial mathematical content would be well advised to give serious thought to taking this option.

Students who wish to study mathematical subjects at some universities, notably Oxford, Cambridge and Warwick, may be required to sit extra examinations (OMAT, STEP or AEA). We provide support and tuition for such students. It may also be advantageous for these students to complete some of the A-Level mechanics options as mechanics is not covered in Mathematics Higher Level.

Exploration A piece of work of the student’s choosing, examining an area of Mathematics. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. It offers students the opportunity for developing independence in their mathematical learning. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. There is allocation for approximately 10 hours of directed time in class and the same outside of the classroom. It makes up 20% of the Assessment.

Paper 3 | 1 hour | 20% Two Compulsory extended –response questions based on the syllabus. Internal Assessment | Exploration | 20%

IB Mathematics: Analysis and approaches SL The content of the Mathematics: Analysis and approaches Standard Level is approximately equivalent to three-quarters of an A-Level; however, the course is taught in only half the teaching time, so the pace is fairly brisk. This course is designed for the more able mathematician who might need a more substantial mathematics course for future studies. Students must possess a good knowledge of basic mathematical concepts and be confident when applying the mathematical techniques learnt at GCSE. There is some degree of overlap with the Mathematics: Applications and interpretations SL course but most topics are studied in greater depth. In addition, calculus is introduced into this course and forms a significant part of the teaching programme. A greater emphasis is put on the use of the Graphical Display Calculator.

Entry Requirement for Mathematics: Analysis and approaches SL Entry for this course requires the student to have the ability and the desire to take the subject well beyond GCSE Level. Students are expected to possess already knowledge of basic concepts and to be equipped with the skills needed to apply simple mathematical techniques correctly. To do well at Standard Level a student would be expected to have gained a grade 7 at GCSE Level. Past experience has shown that, for a student to obtain a good points score at Standard Level, he ought to have gained a grade 8 at GCSE and be thoroughly confident with algebraic techniques. If, at the moment, you find that success in the subject is only achieved with difficulty and the algebra is an immense mystery, then you should think long and hard before committing yourself to the Standard Level course.

Why do Mathematics: Analysis and approaches SL? There are three main reasons for taking Mathematics: Analysis and approaches Standard Level. The first, and best, is that you have an interest in it, and wish to pursue your knowledge of it beyond GCSE. The second is that you need a sound mathematical background in preparation for a university course which you hope to study, or for a career which you hope to follow. The third is that you have done well at GCSE Mathematics, enjoy problem solving and feel confident about obtaining a good grade at Standard Level. Mathematics: Analysis and approaches SL is harder but more stimulating than Mathematics at GCSE. Students will be challenged and will need to be interested and determined to succeed. It will appeal particularly to those who enjoyed, and had a flair for, the more abstract topics of algebra and geometry. Learning and hard work cannot be avoided, it is a demanding course and is considered to be as difficult as A- Level Mathematics, but with fewer topics. The main emphasis is on learning techniques and skills, understanding concepts and applying these to solving problems. Mathematics: Analysis and approaches SL is intended to provide sufficient mathematical background for the majority of numerate university courses. Students who have studied this course will acquire skills and knowledge that can be applied in many fields. In addition to the acquisition of mathematical skills, students will develop their powers of reason and logic, and their communication skills. Because these skills are transferable, the worth of having studied Mathematics is universally recognised. 81

The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

Exploration

A piece of work of the student’s choosing, examining an area of Mathematics. There is allocation for approximately 10 hours of directed time in class and the same outside of the classroom. It makes up 20% of the Assessment. Form of Assessment/Examination External Assessment | 3 hours | 80% Written Papers Paper 1 | 1½ hours | 40% Non-Calculator Paper 2 | 1½ hours | 40% Calculator Internal Assessment | Exploration | 20%

IB Mathematics: Applications and Interpretations SL This course has an emphasis on applications of Mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking this Mathematics: Applications and interpretations SL course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the course in their future studies.

Entry Requirements Building on a good knowledge of GCSE Higher Level Mathematics, the course covers the same topics in a little more detail along with new areas such as sets, calculus and financial mathematics. The probability and statistics component of this course includes the study of the 2χdistribution and regression and often forms the basis of the project that all students attempt. Pupils should achieve at least a grade 6 at GCSE to study this course.

Why do Mathematics: Applications and interpretations SL? The students most likely to select this course are those whose main interests lie outside the field of Mathematics, and for many students this course will be their final experience of being taught formal Mathematics. All parts of the syllabus have therefore been carefully selected to ensure that an approach starting from first principles can be used. As a consequence, students can use their own inherent, logical thinking skills and do not need to rely on standard algorithms and remembered formulae. The course syllabus focuses on important mathematical topics that are interconnected. The syllabus is organised and structured with the following tenets in mind: placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students’ mathematical reasoning rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts; using the calculator effectively.

A-LEVEL MATHEMATICS Exam Board:

Pearson Edexcel

Syllabus Code:

9MA0

Entry Requirement Entry for this course requires the ability and the desire to take the subject well beyond GCSE Level, even for AS Level Mathematics. Past experience has shown that, for a student to do well at A-Level, he ought to have gained a good grade 8 at GCSE and be thoroughly confident with algebraic techniques. Thus a grade 8 for Mathematics GCSE/IGCSE is the minimum grade required in order to study this subject at A-Level. If at the moment you find that success in the subject is only achieved with difficulty and the algebra is an immense mystery, then you should think long and hard before committing yourself to the A-Level course.

Introduction

There are three main reasons for taking Mathematics at Advanced Level. The first, and best, is that you have an interest in it, and wish to pursue your knowledge of it beyond GCSE. The second is that you need it as one of your A-Levels for a university course which you hope to study, or for a career which you hope to follow. The third is that you have done well at GCSE Mathematics, enjoy problem solving and feel confident about obtaining a good grade at A-Level. Mathematics at A-Level is harder but more stimulating than Mathematics at GCSE. Students will be challenged and will need to be interested and determined to succeed. It will appeal particularly to those who enjoyed, and had a flair for, the more abstract topics of algebra and geometry. Learning and hard work cannot be avoided at A-Level and it is important to start straight away at the beginning of the Lower Sixth. In Mathematics the main emphasis is on learning techniques and skills, understanding concepts and applying these to solving problems. Mathematics at A-Level is highly regarded by University admissions tutors of all disciplines and, as such, is a useful subject to study, either as part of a science-based set of subjects or to broaden an arts or humanities course of study. Students who have studied Mathematics will acquire skills and knowledge that can be applied in many fields. In addition to the acquisition of mathematical skills, students will develop their powers of reason and logic, and their communication skills. Because these skills are transferable, the worth of having studied Mathematics is universally recognised. You need Mathematics if you are considering a career in Physics or Engineering. It would also prove to be useful (and sometimes essential) if you intend to go on to do other science courses, banking, business studies or economics. Universities and employers value the academic training that Mathematics provides and areas such as Law or Computing consider the logical training provided by Mathematics as extremely helpful. If you are not sure, find out before choosing your A-Level courses.

Syllabus Outline The Mathematics A-Level course is a linear course, consisting of three 2 hour papers for the A-Level award. The Mathematics studied at A-Level falls into two categories – Pure Mathematics and Applied Mathematics (Statistics and Mechanics). Pure Mathematics is the study of abstract topics such as geometry, algebra, trigonometry, functions and calculus. Applied Mathematics relates the knowledge and skills learned in Pure Mathematics to real life situations in Mechanics and Statistics: Mechanics is the study of forces and moving objects; Statistics is the study of probability and the analysis of data.

Summary of Syllabus Content Pure Mathematics Indices and surds; Polynomials; Coordinate geometry and graphs; Trigonometry; Sequences and series; Algebra and functions; Numerical methods; Differentiation and integration; Differential equations; Vectors. Statistics Representation of data; Probability; Discrete random variables; Normal and Binomial Distribution along with hypothesis testing. Mechanics Forces as a vector; Equilibrium of a particle; Kinematics of motion in a straight line; Newton’s Laws of Motion; Linear momentum. Calculators Boys are encouraged to obtain and use a graphical calculator (Casio FX-CG50) but this should be ordered through the School after consultation with the relevant members of staff.

Coursework There is no coursework element.

Assessment All boys will take the examinations in Pure Mathematics and Applied Mathematics in June of the Upper Sixth. This encourages students to work consistently throughout both years in the Sixth Form.

A-LEVEL FURTHER MATHEMATICS Exam Board:

Pearson Edexcel

Syllabus Code:

9FM0

Entry Requirement Students who really enjoy Mathematics, and would welcome the opportunity to study complex algebra and new abstract topics, should consider taking Further Mathematics A-Level. Further Mathematics is a separate A-Level to Mathematics which extends the core topics and introduces new material normally encountered during the first year of a degree course. It is therefore a particularly demanding A-Level although many find it even more exciting and rewarding than single Mathematics. However, students should consider this option only if they obtained a grade 9 at GCSE. An interest in Mathematical processes, the ability to cope with abstract ideas, the determination to practise techniques and a sense of achievement when worthwhile results are achieved are all fundamental to the successful student of Further Mathematics. A-Level Further Mathematics can only be taken in addition to A-Level Mathematics (Single Mathematics). Moreover, it is strongly advised the boys taking Mathematics and Further Mathematics at A-Level (in addition to two other A-Level subjects) should continue with all four subjects at A-Level in order to ensure they have suitable breath of study for entrance to any university course.

Introduction Further Mathematics is a course designed for the particularly able Mathematician. Students taking this course usually fit into one of three categories: those who want to study Mathematics at university, those who might be contemplating an Oxbridge course for which some Mathematics might be a requirement and those students who enjoy Mathematics and wish to be intellectually challenged. The course is highly regarded by university admissions tutors of all disciplines. Students who have studied Further Mathematics will acquire skills and knowledge that can be applied in many fields. In addition to the acquisition of mathematical skills, students will develop their powers of reason and logic, and their communication skills. Because these skills are transferable, the worth of having studied Further Mathematics is universally recognised. As well as being an excellent intellectual challenge for anyone, this course is invaluable for those who wish to study Mathematics, Engineering, Physical Science courses, Economics or Actuarial Science. Even the best universities have relatively few pupils with a good mathematical background applying to them and such pupils (particularly Further Mathematicians) tend to receive many attractive offers from universities and, later on, from employers. In recent years, many of the students taking Further Mathematics have gained Oxbridge places and anyone considering applying to a top university to study a subject with substantial mathematical content would be well advised to give serious thought to taking this option.

Students who wish to study mathematical subjects at some universities, notably Oxford, Cambridge 86

and Warwick, may be required to sit extra examinations (OMAT, STEP or AEA). We provide support and tuition for such students.

Syllabus Outline This course has twice the amount of teaching time as Single Mathematics. The Further Mathematics A-Level course is a linear course, consisting of a further four 1.5 hour papers for the A-Level award.

The Mathematics studied falls into two categories – Pure Mathematics and Applied Mathematics (Statistics, Mechanics and Discrete).

Summary of Syllabus Content Core Further Pure Mathematics Proof; Complex numbers; Matrices; Further algebra and functions; Polar coordinates; Hyperbolic functions; Further calculus; Differential equations; Further Vectors. Further Mechanics

Centre of mass; Equilibrium of a rigid body; Projectile motion; Uniform motion in a circle; Coefficient of restitution and impulse; Energy, work and power. Equilibrium of rigid bodies in contact; Elastic strings and springs; Impulse and momentum in two dimensions; Motion in a vertical circle; Linear motion under a variable force; Simple harmonic motion. Relative motion; Centre of mass; Moment of inertia; Rotation of a rigid body; Stability and oscillations. Further Statistics The Normal, Poisson and Binomial Distributions are studied along with the Distribution of the Sample Mean and Hypothesis Testing; Type I and type II errors and power of a test; Continuous random variables; Linear combinations of random variables; Confidence intervals and the t distribution; Difference of population means and proportions; χ2 test. Discrete Mathematics Algorithms; Graph Theory, Networks and network flow; Game theory; Linear Programming and Critical path analysis will be introduced.

Coursework There is no coursework element in any of the modules.

IB Computer Science IB Computer Science Is a group 4 subject, which means it can be chosen within the IB either as an alternative to other sciences (Biology, Chemistry, Physics) or alongside one science. Subject to demand, we intend to offer the course at both Standard and Higher level. The IB DP Computer Science HL course requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how Computer Science interacts with and influences cultures, society and how individuals and societies behave, and the ethical issues involved. During the course the student will develop computational solutions.

Entry Requirements Students should have at least a grade 7 in Mathematics and a grade 7 in Computer Science.

The aims of the Computer Science HL courses are to: • • • • •

• • • • •

provide opportunities for study and creativity within a global con[1]text that will stimulate and challenge students developing the skills necessary for independent and lifelong learning provide a body of knowledge, methods and techniques that characterize Computer Science enable students to apply and use a body of knowledge, methods and techniques that characterize Computer Science demonstrate initiative in applying thinking skills critically to identify and resolve complex problems. engender an awareness of the need for, and the value of, effective collaboration and communication in resolving complex problems develop logical and critical thinking as well as experimental, investigative and problemsolving skills develop and apply the students’ information and communication technology skills in the study of Computer Science to communicate information confidently and effectively raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology develop an appreciation of the possibilities and limitations associated with continued developments in IT systems and Computer Science encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

Forms of Assessment/Examination Standard Level External 70%: 88

Paper 1 | 1 hours, 30 min

| 45%

Paper 2 | 1 hours, 20 min

| 25%

Internal (Externally moderated) 30% Computational Artifact and report | 20%

Higher Level External 80%: Paper 1 | 2 hours, 10 min

| 40%

Paper 2 | 1 hours, 20 min

| 20%

Paper 3 | 1 hours

| 20%

Internal (Externally moderated) 20%:

Computational Artifact and report | 20%

A-LEVEL COMPUTER SCIENCE Exam Board:

AQA

Syllabus Code:

7517

Entry Requirement Students should have at least a grade 7 in Mathematics GCSE and grade 7 in Computer Science.

Relevant to the classroom and the real world

Advances in computing are transforming the way we work and the Computer Science specification is designed to reflect this. The specification focuses on the knowledge, understanding and skills students need to progress to higher education or thrive in the workplace. Students will move from the Python programming language at GCSE to C# at A-Level. The course is split between two teachers and the students will spend the start of the course understanding the principles of computation in C# with one teacher and the theory elements with the other. During the course students will also work in the low level language assembly code and understand the stored program concept. Those who continue into the U6th will extend their knowledge of programming and problem solving and will further study database systems in depth using SQL and functional programming (Haskell). The Computer Science Department has its own well-resourced rooms. Boys may use their own laptops if they choose, using our screens as a second monitor as required. Boys are strongly encouraged and supported to take part in national and international programming and cyber security competitions. Sixth Form boys also run a Unity / VR club for younger students. All software needed specifically for the course is free for educational purposes.

Subject Content All 14 subject areas listed are covered for A-Level. 1. Fundamentals of programming 2. Fundamentals of data structures 3. Fundamentals of algorithms 4. Theory of computation 5. Fundamentals of data representation 6. Fundamentals of computer systems 7. Fundamentals of computer organisation and architecture 8. Consequences of uses of computing 9. Fundamentals of communication and networking 10. Fundamentals of databases 11. Big Data 12. Fundamentals of functional programming 13. Systematic approach to problem solving 14. Non-exam assessment - the computing practical project 90

Paper 1 – 40%

This paper tests a student's ability to program, as well as their theoretical knowledge of computer science from subject content 1- 4 above. It is assessed by an on-screen exam lasting 2 hours and 30 minutes. Students answer a series of short questions and write/adapt/extend programs in an Electronic Answer Document.

Paper 2 – 40% This paper tests a student's ability to answer questions from subject content 5-12 above. It is assessed by a written exam lasting 2 hours and 30 minutes. Students answer a series of short and extended answer questions.

Non-exam Assessment – 20% Additionally, there is a non-exam assessment which assesses a student’s ability to use the knowledge and skills gained through the course to solve a practical problem.

ARTS FACULTY Head of Faculty:

Mrs A Keylock

(also Head of Drama)

Heads of Departments:

Mr M Croker

Art

Mr J Sanders

Music

IB VISUAL ARTS Entry Requirement GCSE Art Grade 6

Introduction The Diploma Programme Visual Arts course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation. The course is designed to enable students to study visual arts in higher education and also welcomes those students who seek life enrichment through visual arts. Visits to art galleries and museums are seen as integral to the course with a European Study Tour usually arranged annually. Although this is not compulsory all students who have taken part have benefited enormously from the experience. Life Drawing classes take place every Wednesday between 4.30 and 6pm and there are at least three Gilbert Lloyd Art lectures each academic year which are given by eminent speakers. The expectations are that IB students attend both life drawing and lectures particularly if they are intending to apply for Foundation or degree courses. The IB course itself builds on the skills, knowledge and understanding acquired at GCSE. The emphasis for the course is on Fine Art, which incorporates specialisms in Drawing, Printmaking, Sculpture and Alternative Media although every attempt is made to realise students’ ideas beyond these areas if so required. Throughout the course students are expected to experience working with a variety of different artmaking and conceptual forms. In tandem they will be looking at and analysing works by artists from differing cultural contexts, interpreting the meaning and significance of the work and making comparisons with other selected pieces and relating back to their own practice. As students begin to develop a body of work they are encouraged to think about curatorial strategies and the presentation of work to an audience, considering methods of display and to explore how meaning is communicated through exhibiting. Quality work in visual arts can be produced by students at both Higher Level (HL) and Standard Level (SL). The aims and assessment objectives are the same for visual arts students at both HL and SL. Through a variety of teaching approaches, all students are encouraged to develop their creative and critical abilities and to enhance their knowledge, appreciation and enjoyment of visual arts.

The course content for HL and SL may be the same. However, due to the increased requirements for students at HL they will have the opportunity to further develop ideas and skills, and to produce a larger body of work, or work of greater depth. In order to reflect this, the assessment criteria are differentiated according to option and level.

Syllabus Content The Visual Arts course consists of three linked parts, underpinned by the Visual Arts Journal (artist sketchbook) where much of the artwork and written work will take place. From this work can be taken for both the Comparative Study and the Process Portfolio. This course can be taken at both Higher and Standard Levels: •

The Comparative Study (20%). This is an independent critical and contextual investigation which explores artworks, objects and artefacts from differing cultural contexts. At least three artworks (by different artists) are researched and studied. These works should come from contrasting cultural contexts and ideally should be seen first-hand.

• At both Higher and Standard Level the requirement is for 10-15 screen shots with an additional 3 – 5 pages at Higher Level which analyse how the student’s work has been influenced by the art and artists explored. •

The Process Portfolio (40%). Students submit carefully selected materials which document their experimentation, exploration, manipulation and refinement of a variety of art techniques and processes during the two-year course. It is an art skills-based portfolio which includes work produced in 2D, 3D and digital media. Much of this work will come from the Visual Arts Journal but could also come from loose drawings, prints, painting studies and maquettes showing the development of resolved and unresolved work. Standard Level students submit 9 – 18 pages and at Higher Level students submit 13 – 25 pages.

•

The Exhibition (40%). For this students submit for assessment a selection of resolved artworks from their final exhibition. The selected pieces should show evidence of their technical accomplishment during the course and an understanding of the use of materials, ideas and practices appropriate to visual communication.

•

Both Standard Level and Higher Level require the students to write a curatorial rationale for their exhibition (up to 400 words at Standard Level and 700 words at Higher Level). In the exhibition students will show 4 – 7 works at Standard Level and 8 – 11 works at Higher Level. Each piece of work exhibited will also be labelled stating the artist’s intention.

•

The Visual Arts Journal. The aim of the Visual Arts Journal (sketchbook) is to support and nurture the acquisition of skills and ideas, to record developments and to critique challenges and successes. Although the Journal itself is not directly assessed it is considered integral to the course as this is where much of both the written and practical work will be done and where ideas will evolve. Work will be taken from the Journal to be used for assessment for both the Process Portfolio and the Comparative Study.

Assessment Outline

The Process Portfolio accounts for 40% of the course and is externally assessed by submission of a carefully selected range of scanned work (from both the Visual Arts Journal and other works). The Comparative Study accounts for 20% and is also externally assessed by submission of scanned pages (mainly from the Visual Arts Journal). The Exhibition accounts for 40% and is internally assessed, and externally moderated by IBO at the end of the course.

A-LEVEL ART & DESIGN Exam Board:

OCR

Syllabus Code:

H601

Entry Requirement At least a grade 6 in Art. In certain circumstances, students will be accepted on to the course without GCSE Art.

Introduction A-Level Art at Bedford School provides an exciting opportunity for students to be able to develop their interests and talents in a well- resourced Art School. Staff are practising artists and the course makes use of their specialisms in painting, printmaking and sculpture. The studios are carefully equipped and they offer a stimulating creative environment to fully explore students’ ideas in a traditional setting. The course is of special importance to those considering pursuing their artistic interests and passions further whether it is in Architecture, with a Foundation course or degree studies in Art, Design or Industrial Design. Visits to galleries and museums are seen as integral to the course with a European Study Tour usually arranged annually. Although this is not compulsory all students who have taken part have benefited enormously from the experience. Life Drawing classes take place every Wednesday between 4.30 and 6pm and there are at least three Gilbert Lloyd Art lectures each academic year which are given by eminent speakers. An artist led Masterclass also takes place on an annual basis. The expectations are that Sixth Formers attend life drawing, lectures and the Masterclass particularly if they are intending to apply for Foundation or Degree courses. The course itself builds on the skills, knowledge and understanding acquired at GCSE. The emphasis for the course is on Fine Art, which incorporates specialisms in Drawing, Printmaking, Sculpture and Alternative Media although every attempt is made to realise students’ ideas beyond these areas if so required. Having studies all areas in the Lower Sixth, students specialise in one area for the Upper Sixth course.

Syllabus Content

Lower Sixth Boys will develop a sound grounding in the three specialist areas of painting, printmaking and sculpture to determine their strongest area. The emphasis during the year will be on encouraging experimentation and ambition while improving skills in preparation for the demands of the exam in the Upper Sixth. The course will conclude with a project in their strongest area.

Upper Sixth In preparation for the final, externally assessed A-Level exam, Upper Sixth boys work in one specialist area choosing between painting, printmaking and sculpture, as determined in the Lower 95

Sixth. The Personal Investigation focuses on a project which is fully explored using a wide range of materials and ideas with references to artists who have also explored similar themes. The Investigation must also include a written related personal study of between 2000 and 3000 words which must have supporting visual studies. For the externally set task students select one starting point from an early release question paper which leads to a final piece produced in a timed exam (15 hours). Candidates need to achieve high marks in all units to achieve an A* grade overall.

Assessment All coursework and examination work at A-Level is internally marked using criteria set by the exam board and externally moderated. The Personal Investigation (H601/01) accounts for 60% of the overall final grade, and the Externally Set Task (H601/02) accounts for 40%.

IB THEATRE Introduction The Diploma Programme Theatre course is designed to encourage students to examine Theatre in its diversity of forms around the world. The Theatre course emphasizes the importance of working individually and as a member of an ensemble. Students are encouraged to develop the organisational and technical skills needed to express themselves creatively in Theatre. The Theatre course at both HL and SL requires no previous experience in drama or theatre. Since the course is designed to enable students to experience theatre on a personal level, achievement in this subject is reflected in how students develop, extend and refine the knowledge, skills and attitudes necessary for studying this art form. Students’ individual ability to be creative and imaginative, and to communicate in dramatic form, will be challenged and extended through the theoretical and practical content of the course. The Theatre course provides a relevant learning opportunity for a diverse range of students as it lays an appropriate foundation for further study in theatre, performing arts and other related subjects. In addition, by instilling discipline, and refining communication and group-work skills, it offers a valuable course of study for students who may wish to pursue a career or further education studies in areas unconnected to theatre.

Entry Requirement

At least a grade 6 in English Literature GCSE and Drama GCSE if taken.

Syllabus Content The Theatre syllabus is assessed through coursework and there is no terminal examination. Core syllabus (HL and SL) The core areas have been designed to fully interlink with the assessment tasks. Students are required to understand the relationship between these areas and how each area informs and impacts their work in theatre. Students are required to approach these areas from the perspectives of each of the following specialist theatre roles: creator, designer, director and performer.

Theatre in Context This area of the syllabus addresses the students’ understanding that theatre does not occur in a vacuum. Students examine the personal, theoretical and cultural contexts that inform theatremaking and the ways in which these affect and influence creating, designing, directing, performing and spectating.

Theatre Processes This area of the syllabus addresses the students’ exploration of the skills, techniques and processes involved in theatre-making. Students reflect on their own creative processes and skills acquisition as well as gaining a practical understanding of the processes of others; creators, designers, directors and performers.

Presenting Theatre This area of the syllabus addresses the staging and presentation of theatre as well as the presentation of ideas, research and discoveries through diverse modes of presentation, both practical and written. Students consider the impact theatre can have on the spectator. They are encouraged to think about their own artistic intentions as creators, designers, directors and performers and the impact they wish to have on an audience.

Assessment External Assessment (HL 75%, SL 65%) Task 1: Solo Theatre Piece – HL only (35%) Students at HL research a theatre theorist they have not previously studied, identify an aspect (or aspects) of their theory, create and present a solo theatre piece (4–8 minutes) based on an aspect(s) of this theory. This task develops, builds on and extends the skills and understandings developed in the other areas of the syllabus. It requires students to create a fully produced piece of theatre based on theatre theory. Students submit a report (maximum 3,000 words) which includes their research into and understandings of the theorist, the theory and the context of the theorist’s work.

Task 2: Director’s Notebook (HL 20%, SL 35%) Students independently choose a published play text, read the text and record their personal responses. They then: • • •

•

research and record the cultural and/or theoretical context of the play and identify ideas the playwright may be addressing explore the play and record their own ideas regarding how this play may be staged for an audience explain their directorial intention(s) and explain how this will inform their staging of two particular moments of the play; these can be moments of atmosphere, emotion or tension or which communicate the meaning(s) of the play; they must demonstrate an understanding of how performance and production elements function together to create these moments Discuss live performances they have experienced and how these have influenced, inspired or informed their directing of these moments. This process is recorded and presented in the form of a director’s notebook (20 pages maximum) which is made up of visuals and words. This is a theoretical exercise.

Task 3: Research Presentation (HL 20%, SL 30%) Students plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline their research and exploration of a theatre tradition they have not previously studied. Students research the cultural and/or theoretical context of the selected theatre tradition and identify one performance convention from this tradition to explore practically and physically. The presentation must include a physical demonstration of the student’s practical and physical explorations of the performance convention and its application to a moment of theatre.

Internal Assessment (HL 25%, SL 35%) Task 4: Collaborative Project Students collaboratively create and present an original piece of theatre (lasting 13 – 15 minutes) to a specified target audience from a starting point selected by the ensemble. They submit a process portfolio (15 pages maximum) which documents their own individual approaches and skills, the exploration of the starting point selected by the ensemble, the nature of the collaboration and the student’s individual contribution to the creation and presentation of the piece of theatre. The student submits a video recording (4 minutes maximum) in support of the process portfolio which the student selects from the unedited video recording of the created piece.

A-LEVEL DRAMA & THEATRE STUDIES Exam Board:

AQA

Syllabus Code:

7262

Entry Requirement

At least a grade 6 in English Literature GCSE and Drama GCSE if taken.

Introduction A-Level Drama & Theatre Studies investigates Theatre and performance - its practice, history, and meaning. It fosters a spirit of inquiry by providing students with the tools for critical and inventive thinking. This course offers students the opportunity to explore drama as a practical art form, in which ideas and meaning are communicated to an audience through choices of form, style and convention. Students can pursue their interests and develop their skills in various aspects of practical drama including performer, director, lighting designer and set designer. However, the requirements of the specification, with its 40% weighting for the written paper, also provides sufficient academic rigour to the course that students may use their A-Level to gain entry for courses in Higher Education, in subjects spanning the arts and sciences. The specification offers students the freedom to choose both the content and the nature of their practical performances. Candidates perform three extracts from different plays to illustrate their understanding of the work of an influential director, designer, theatre company or practitioner. Candidates will also create a piece of devised drama which must be influenced by the work and methodologies of one practitioner. There will be a theatre trip (this is a chargeable trip).

Syllabus Content This qualification is linear. The subject content for A-Level Drama and Theatre is divided into three components: • • •

Drama and theatre Creating original drama Making theatre

Guidance is also provided on the theatrical skills students will need to work on. In the practical components students may specialise in performing, lighting, set, and/or directing.

Assessment

Component 1: Drama and theatre What is assessed? • • •

Knowledge and understanding of drama and theatre Study of two set plays Analysis and evaluation of the work of live theatre makers 100

How is it assessed? • • • •

Written exam: 3 hours Open book 80 marks 40% of A-Level

Questions • • • • • •

Section A: one question (from a choice) on one of the set plays from List A (25 marks) Section B: one two-part question on a given extract from one of the set plays from List B (25 marks) Section C: one question on the work of theatre makers in a single live theatre production (30 marks)

Component 2: Creating original drama (practical) What is assessed? • •

Process of creating devised drama Performance of devised drama (students may contribute as performer, designer or director)

Devised piece must be influenced by the work and methodologies of one prescribed practitioner

How is it assessed? • • • •

Working notebook (40 marks) Devised performance (20 marks) 60 marks in total 30% of A-Level

This component is marked by teachers and moderated by AQA.

Component 3: Making theatre (practical) What is assessed? • • • •

Practical exploration and interpretation of three extracts (Extract 1, 2 and 3) each taken from a different play Methodology of a prescribed practitioner must be applied to Extract 3 Extract 3 is to be performed as a final assessed piece (students may contribute as performer, designer or director) Reflective report analysing and evaluating theatrical interpretation of all three extracts

101

How is it assessed? • • • •

Performance of Extract 3 (40 marks) Reflective report (20 marks) 60 marks in total 30% of A-Level

This component is marked by AQA.

102

IB MUSIC Entry Requirement At least a Grade 6 in Music GCSE or equivalent. Candidates must also play at least one instrument or sing and be having lessons in that instrument. As a very rough guide, boys should be playing at grade 5 level or above when starting the course, although this depends on individual circumstances.

Introduction IB Music is an exciting and broad syllabus and is suitable for all those who enjoy listening to and playing music of any sort and are keen to learn more about music and how it works. The key areas of focus are looking at music as a researcher (analysis), a creator (composition) and a performer. The scope of the course is very wide so much of the lesson time is spent investigating the widest possible variety of music from different time periods and cultures, whilst focusing on particular areas of interest amongst those in the group. This journey of discovery requires an openness of mind and can be very rewarding. The course involves less practical application of music theory than A-Level, though a working knowledge of basic theory is essential.

Syllabus Content Exploring music in context (30% SL, 20% HL)

When exploring music in context, students will learn how to engage with a diverse range of music that will broaden their musical horizons and provide stimuli to expand their own music-making. Students will demonstrate diversity and breadth in their exploration by engaging with music from the areas of inquiry in personal, local and global contexts.

Experimenting with music (30% SL, 20% HL) When experimenting with music, students connect theoretical studies to practical work and gain a deeper understanding of the music they engage with. Through this theoretical and practical work as researchers, creators and performers, students will learn to experiment with a range of musical material and stimuli from the areas of inquiry across local and global contexts.

Presenting music (40% SL, 30% HL)

When presenting music, students learn to practise and prepare finished pieces that will be performed or presented to an audience. In working towards completed musical works, students expand their musical identity, demonstrate their level of musicianship, and learn to share and communicate their music as researchers, creators and performers.

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The contemporary music maker (HL only) (30% HL) Music at higher level (HL) builds on the learning of musical competencies and challenges students to engage with the musical processes in settings of contemporary music-making. For the HL component, students plan and collaboratively create a project that draws on the competencies, skills and processes in all of the musical roles of the music course and is inspired by real life practices of music- making.

Coursework ALL tasks are completed as coursework. There are no examinations.

Assessment SL: Internally assessed: 30%, externally assessed: 70% HL: Internally assessed: 50%, externally assessed: 50%

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A-LEVEL MUSIC Exam Board:

Edexcel

Syllabus Code:

9MU01

Entry Requirement At least a Grade 6 in Music GCSE or after successful submission of a portfolio of compositions. Boys must also play at least one instrument or sing and be having lessons in that instrument/voice, or be competent in Music Technology. As a very rough guide, boys should be playing at grade 5 level or above when starting the course, although this depends on individual circumstances.

Introduction A-Level Music is intended for those who enjoy listening to and playing music of any style and want to pursue the subject in greater depth. The syllabus is wide-ranging and stimulating and there are numerous opportunities to focus on individual musical interests as well as covering core topics. The subject is, not surprisingly, treated in significantly greater depth than at GCSE. Skills are developed in a number of areas, among which are performing, original composition, stylistic composition (i.e. writing in the style of a particular composer), aural awareness and music theory. Analysis is at the heart of the course, and this is developed through the eighteen set works, which are a snapshot of music history and encompass a very wide range of styles.

Syllabus Content Component 1 – Performing (30%) Boys must record a performance lasting a minimum of 8 minutes in one ‘take’. It can be a solo or ensemble or use music technology and any style is acceptable. Grade 7 level is ‘standard'. If something more difficult is played, extra credit will be given; easier pieces are marked on a less generous scale.

Component 2 – Composing (30%) Two compositions must be completed for this Component: • •

One composition must be chosen from a list of briefs that assess compositional technique (e.g. Bach Chorale writing, 2-part counterpoint or remix) The other composition can be chosen from a list of briefs that relate to the areas of study (see below) or can be a free composition

The duration of both pieces together must add up to at least 6 minutes.

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Component 3 – Appraising (40%)

For this section boys study the musical elements, context and musical language of 13 set works, which fall into the following areas of study: • • • • • •

Vocal Music Instrumental music Music for Film Popular Music and Jazz Fusions New Directions

Wider listening is also required.

Coursework All coursework must be completed in the Upper Sixth year. Performing: must be recorded after 1 March of the Upper Sixth year.

Composing: compositions and technical studies are written under a mixture of controlled conditions and classwork/homework and are marked externally according to various criteria.

Assessment

Externally assessed: 100% There are two sections to the final exam, which is a written paper of 2 hours: Section A – Areas of study and dictation • •

Three short-answer questions related to the set works One short melody dictation

Section B – Extended response Two essay questions: • •

Essay 1 on an unprepared extract Essay 2 is a choice of 3 questions that ask students to evaluate the musical elements, language and context of one set work

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A-LEVEL MUSIC TECHNOLOGY Exam Board:

Pearson (Edexcel)

Syllabus Code:

9MTO

Entry Requirement At least a Grade 6 in Music GCSE or equivalent.

Introduction

Music Technology A-Level is designed to encourage the use of technology as a tool to develop recording, composing, sequencing and listening skills. The syllabus provides a programme of study that will lead to the development of accomplished recordings and sequencing. You will develop listening and analysis skills through the study of a wide range of contemporary music. There is a significant emphasis on coursework and practical activities – 40% coursework. This prepares students for further academic or vocational study of music technology and related creative areas.

Syllabus Content Component 1: Recording (20%) 9MT01 Externally assessed through coursework. Boys will learn production tools and techniques to capture, edit, process and mix an audio recording. Boys will complete one recording, chosen from a list of 10 songs provided by the board. Boys will also submit a logbook, which will provide the resources and techniques used in each task.

Component 2: Technology-based composition (20%) 9MTO/02 Externally assessed through coursework. Boys will learn to create, edit, manipulate and structure sounds to produce a technology- based composition. Boys will complete one composition lasting at least 3 minutes to a given stimulus chosen from three briefs set by the board. Boys will also submit a logbook, which will provide the resources and techniques used in each task.

Component 3: Listening and analysing (25%) 9MTO/03

A 1 hour 30-minute examination consisting of: • •

Section A: Listening and analysing (40 marks) – four questions, each based on unfamiliar commercial recordings (10 marks each). Section B: Extended written responses (35 marks) two essay questions. One comparison question, which uses two unfamiliar commercial recordings from the CD (15 marks). The second essay uses the final unfamiliar commercial recording on the CD (20 marks). 107

Component 4: Producing and analysing (35%)

Written/practical examination using computer: 2 hours 15 minutes (plus 10 minutes setting–up time). Boys will be provided with a set of audio/MIDI materials for the practical element of the examination. Boys will correct and then combine the audio and MIDI materials to form a completed mix, which may include creating new tracks or parts from the materials provided. • •

Section A: Producing and analysing (85 marks) – five questions related to the audio and MIDI materials provided that include both written responses and practical tasks. Section B: Extended written response (20 marks) – one essay focusing on a specific mixing scenario, signal path, effect or music technology hardware unit.

Coursework Pearson externally assess all coursework according to specific criteria.

Assessment All coursework and final examinations are submitted for external assessment.

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THEORY OF KNOWLEDGE (ToK) ToK Co-ordinator:

Mr A Finch

Introduction In ToK, we examine the ways in which we acquire knowledge in the different subject areas of the curriculum, how reliable those methods are and how robust the knowledge is that they give us. This means asking how we achieve knowledge using such tools as reason, language, sense perception and memory, and assessing their strengths and limitations. We also consider how, and why, knowledge changes and evolves over time in different subject areas. Students learn the importance of using language with care, supporting their ideas with evidence and arguing coherently. In particular, ToK focuses on: • • • • •

The development of critical and higher order thinking skills Awareness of subjective and ideological bias – developing an ability to analyse evidence and construct a rational argument An appreciation of different cultural and subject perspectives Connections between subjects Philosophical and ethical questions - encouraging students to think about the application of knowledge and what ‘truth’ is

In the first term of the Theory of Knowledge course there is a visit to the Pitt Rivers Museum in Oxford to gain inspiration for the assessment and explore Tok questions in more detail (this is a chargeable trip).

Assessment Exhibition ToK students prepare an exhibition on a question of knowledge chosen from a range of prompts. Students select three objects for their exhibition through which they explore their chosen question. Each exhibition is assessed by the classroom teacher and the write-up is marked by external examiners.

Essay Students write a Prescribed Title Essay, of 1200-1600 words, on a topic chosen from a list provided by the IB. This essay is sent away to be marked by external examiners.

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EXTENDED ESSAY Extended Essay Co-ordinator:

Mr A Finch

Introduction IB students write an Extended Essay – a piece of independent personal research of 4000 words (maximum). Candidates select their own subject, topic and title of the essay, under the guidance of a supervisor (a teacher in school chosen, where possible, by the student). The essay does not need to produce something completely original, just evidence of research. It teaches the student how to carry out and present his own research and is a way of showing commitment to a subject beyond the syllabus. It is recommended that boys spend about 40 hours on the Extended Essay.

In which subjects can you write an Extended Essay? The Extended Essay should be within a Higher Level subject that the candidate is studying (except World Studies which can be cross-curricular). All essays should be written in English unless otherwise stated. At Bedford School boys are free to choose an Extended Essay title from the following list of subjects.

Extended Essay Subject List (* to be written in that Group 2 language) • • • • • • • • • • • • • • • • • • •

Literature (English & world literature) Language and literature Biology Chemistry Economics French* Geography German* History Latin Mathematics Music Philosophy Physics Politics Spanish* Theatre Visual Arts World Studies (cross-curricular)

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CREATIVITY, ACTIVITY, SERVICE (CAS) CAS Co-ordinator:

Mr C Palmer

Introduction The philosophy and spirit that form the CAS requirement of the Diploma programme are based on several assumptions: • •

• • •

Education does not begin or end in the classroom or examination An international education must go well beyond the provision of information, and is involved in the development of attitudes and values that transcend barriers of race, class, religion, gender or politics Service to the local, national or international community is complementary to intellectual development and academic endeavour IB schools have a special challenge and opportunity to establish links with the local community and, by so doing, to further international understanding The CAS programme should challenge and extend the individual student, develop a spirit of discovery and self-reliance, encourage new skills and interests and inspire a sense of responsibility toward all members of the community

The emphasis of CAS is on experiential learning. Students are expected to be involved for the equivalent of at least three to four hours a week, throughout their Diploma, in a balanced range of different activities.

Creativity covers a range of arts and other activities, and includes creativity by the individual student in designing and carrying out service projects. Activity can include participation in expeditions, individual and team sports and physical training. Service is community or social service; it can include environmental and international projects. In the Lower Sixth, Wednesday afternoons are used for completion of the Service component.

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Frequently Asked Questions about the IB

1. Do universities recognise and welcome the IB? The IB is recognised not just in the UK, but in countries all over the world. Universities like the fact that IB is not subject to political interference from governments; that its grades are not inflated and thus, over time, not devalued; and that its grading system allows them to differentiate so clearly between students. “Because the IB differentiates better than A-Levels, [...] if we are hesitating about making an offer at all, we would be more likely to make an offer to an IB student than an A-Level student.” Dr Geoff Parks, formerly Director of Admissions at Cambridge University.

Universities welcome the IB and respect its academic rigour. They know that IB students have a wider perspective on their studies and that it provides a good preparation for university and beyond. They also find that IB students, when they arrive to start their courses, already possess superior skills in research and analytical thinking, and that they are good independent learners and able to take responsibility for their own work. “IB is well known to us for excellent preparations. Success in an IB program correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma program on the transcript” Marilyn McGrath Lewis, Director of Undergraduate Admission, Harvard University.

Employers also respect it: the Chairman of BT recently admired the way in which it promotes breadth of understanding and avoids too much specialisation too early. 2. How is the IB assessed? In each of the six subjects, whether taken at Higher or Standard Level, you can score a maximum of seven points. Three additional points are available for a combination of Theory of Knowledge and Extended Essay. The maximum is thus 45 points. The minimum required to achieve the Diploma is 24 points. 3. Exactly how much coursework is there on the IB course?

All subjects have some coursework, or ‘internal assessment’. Typically, it accounts for between 20% and 30% of the total mark for each subject. 4. Are coursework deadlines evenly spaced? We do the majority of coursework in year two of the course to allow for maturation. We recognise the need to spread the burden of work as sensibly as we can to avoid points of unreasonable pressure during the year. To achieve this, we produce a schedule of internal deadlines that spreads the work out over the year from June of the first year to March of the second year. 5. Is IB an accepted programme for those wanting to go on to study Medicine?

Absolutely. Good doctors are well-rounded and possess, besides expertise in their specialist area, a 112

broad range of other skills. Studying Biology, Chemistry, Maths and/or Philosophy at Higher Level gives students an excellent opportunity to develop all the skills they need.

6. I want to study Natural Sciences – is the IB an appropriate course for me? Yes, because it allows higher level study of two natural sciences – Chemistry plus either Biology or Physics – and the study of Mathematics. This meets the entry requirements of UK universities. 7. Is the IB just for the academically strongest students? No. It is designed for students representing a broad range of ability. The Diploma Programme pass range, in terms of total points, extends from 24 up to 45. Boys who have achieved a range of GCSE grades have gone on to make excellent progress at IB (especially those who have benefitted from a programme with coursework). 8. Will I really be able to cope with six different subject areas? The breadth of the course is certainly a major part of the challenge it presents. The IB believes that a good education means maintaining breadth of learning up to the end of secondary education. Thus, you have to study English, a foreign language, Maths, a natural science and a ‘human’ science, plus one further subject. However, this does not mean that you have to be exceptional at every subject. Remember that you do not have to study every subject to the same level: you take three (your best subjects) to Higher Level and three others to Standard Level. However, to get a good overall final score, you do have to be prepared to work hard at all your subjects. 9. Will I really be able to cope with the ongoing work load at IB? There is no doubt that the IB demands a readiness to work hard and to invest time in study – but as does any Sixth Form course! The advantage of this is that it will improve your time management skills and get the best out of you in a way. Moreover, it is very good preparation for the reality of life after school. Like at A-Level, if you do the work when it is set, instead of putting it off and letting it build up, you will cope. 10. If I opt for the IB, will I still be able to do my extra-curricular activities to my preferred level? The IB Diploma Programme includes an extra-curricular requirement; it aims to develop the whole person. It is perfectly compatible with sport, music, drama and other activities. Many of our IB students are also talented sportsmen, musicians and actors. However, the more you do, the more effective your time management must be, and it is important to find a good balance between academic work and other commitments. 11. If I’m not very good at Maths, does that rule out the IB for me? Certainly not. The IB offers Maths at different levels. The best mathematicians take Analysis and Approaches at Higher Level; Standard Level is also quite challenging. However, if your interest lies in other areas of the curriculum, you can do Maths Applications and Interpretations Standard Level, an accessible course designed to take you a little way beyond GCSE. 12. Will I get the depth I need in my specialist subjects on the IB Diploma Programme? Yes. Higher Level in an IB subject is superb preparation for university courses in that subject; many UCAS offers ask for Higher Level points in the most relevant subjects. 113

13. What do the terms ‘Theory of Knowledge’, ‘Extended Essay’ and ‘CAS’ actually mean, and what are their benefits? Theory of Knowledge teaches you to think critically and to see the deeper connections between areas of your education that might not be visible on the surface. It puts you on your guard against bias and preconceptions and makes you aware of the factors governing your own thinking. It gets you ask yourself how we know and to seek evidence for knowledge claims, beliefs, opinions and arguments. As Professor A.C. Grayling has written: “the most advanced and successful societies, in point of technological and social development and economic power, are precisely those where critical evaluation of orthodoxy has been most encouraged. Let's bring the general point here down to the particular. In the range of contemporary styles of school education on offer in the UK by far the best is the International Baccalaureate. One of its compulsory elements is theory of knowledge, a course aimed at getting students to reflect critically on diverse ways of knowing and on areas of knowledge, and to consider the role and nature of knowledge in our own culture & in other cultures.” The Extended Essay is a 4000-word research project that allows you to investigate in depth an aspect of one of your favourite subjects. It teaches you the disciplines of academic inquiry and gives you an opportunity to show commitment to a subject that you may well want to read at university. Universities value this aspect of the IB very highly. Creativity, Activity and Service: this (CAS) acknowledges the importance of extra-curricular activities in a full and rounded education. IB students have to participate in some way in artistic activities, sport and community service. The programme aims to challenge and extend the individual student, develop a spirit of discovery and self-reliance, encourage new skills and interests and inspire a sense of responsibility towards all members of the community. 14. What are the specific advantages of the IB as a Sixth Form programme at Bedford School? Quite simply, because of the level of demand that it makes and because it will stretch you, the IB is likely to get the best out of you, and you are likely to get more out of it. Secondly, it is a non-modular programme that teaches you to see subjects in an integrated rather than a fragmented way and it will thus give you a good overall understanding. Finally, it will give you an excellent preparation for the world beyond school and will equip you admirably for university because it will teach you to be self- reliant.

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Academic Advice and Support

Your son's Tutor and Housemaster as well as the Heads of Faculty and Departments make every effort to provide academic support through the school year. The Deputy Head (Academic) is also always available to offer advice and support on academic issues, including Sixth Form options.

Educational Support Educational Support continues to be available to boys on an individual basis in the Sixth Form.

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CONTACTS Deputy Head Academic

Mr L Rogers

lrogers@bedfordschool.org.uk

Director of IB

Mr A Finch

afinch@bedfordschool.org.uk

Careers Advice

Mrs M Lincoln

mlincoln@bedfordschool.org.uk

Academic Support

Mrs R Mellor

rachelmellor@bedfordschool.org.uk

Art

Mr M Croker

mcroker@bedfordschool.org.uk

Classics (inc. Latin)

Mr A Melvill

amelvill@bedfordschool,org.uk

Computer Science

Mr D Forrester

dforrester@bedfordschool.org.uk

Design & Technology

Mr I Armstrong

iarmstrong@bedfordschool.org.uk

Drama & Theatre

Mrs A Keylock

akeylock@bedfordschool.org.uk

Economics

Mr E Hellquist

ehellquist@bedfordschool.org.uk

English

Mr N Hopton

nhopton@bedfordschool.org.uk

Geography

Mr T Rees

trees@bedfordschool.org.uk

History

Miss E Null

enull@bedfordschool.org.uk

Maths

Miss R Jackson

ebeccaJackson@bedfordschool.org.uk

Modern Languages

Mrs J May

jmay@bedfordschool.org.uk

Mrs P Wright

pwright@bedfordschool.org.uk

Music

Mr J Sanders

jsanders@bedfordschool.org.uk

Politics

Mr M Graham

mgraham@bedfordschool.org.uk

Religious Studies

Mr B Rowland

browland@bedfordschool.org.uk

Biology

Mr M Beale

mbeale@bedfordschool.org.uk

Chemistry

Mr S Knight

sknight@bedfordschool.org.uk

Physics

Dr E Palmer

epalmer@bedfordschool.org.uk

Department Contacts

Science

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Art History: an optional additional opportunity History of Art and Art Appreciation will appeal to all those students who have an interest in the visual culture of the past and present. It is highly likely that very few potential students will have much previous knowledge and none is expected. The emphasis is on the pleasure gained from studying beautiful, fascinating and interesting works of art so we will be delighted to teach you, to take you on trips and to share our enthusiasm. Although there is no formal qualification or exam there will be the option for written essays and analysis for those who would like to engage with the subject in a more formal way and for any potential Art History degree applicant this will be encouraged. No specific grades are required at GCSE but Art History and Art Appreciation requires an ability to articulate ideas whether verbally or in writing. You should have English GCSE, grade 4 or above. We expect a strong commitment to engage and participate in discussions so you will need to learn to use your eyes critically and intelligently so that you gain the fullest enjoyment from this fascinating subject. We aim to make you aware of the History of Art as an exciting academic discipline, discovering the materials, styles and techniques of artists and also setting art and architecture in a historical perspective. To do this you will be taught social, religious, political and cultural history in addition to visual analysis of the works themselves. In addition, Bedford School hosts regular exhibition openings and four major art lectures by eminent artists and art historians each year which you will be actively encouraged to attend. Known as the Gilbert Lloyd lectures previous speakers have included Martin Gayford, Will Gompertz, William Feaver and Andrew Graham Dixon.

Course Requirements The weekly 2-hour class will take place on a weekday afternoon (this year it is a Monday) for school pupils from 4.30-6.30pm. (For adults there will be a later class which will run from 7.00-9.00pm). Note‐ taking and class discussion are expected, with the option of written essays for those who would like to. You will be taken on visits to galleries to study works of art first hand which is crucial to a thorough understanding of a work of art. In addition, you are encouraged to visit galleries and museums and to read and research widely in your own time. The course we will be offering will broadly follow the History of Art chronologically and so will offer a broad but fascinating overview of the development of Art throughout history. It runs from September until May in the Summer term, 25 weeks in total. The course will be led by Andrew Gillespie who is an artist and Art History teacher with an Art History degree from the University of Cambridge (St John’s College) and a Fine Art degree from the University of Oxford (Ruskin). He is a practising artist and has been teaching Art History A-level for a number of years in both schools and as a private tutor. For this extra-curricular course there is a charge of £100 for school students and £250 for adults for the whole course but this does not cover any visits for which there will be an additional charge. If you would like to register an interest please contact Mr Michael Croker, Head of Art (mcroker@bedfordschool.org.uk) 117

Requirements for entry into German university with the International Baccalaureate Diploma

There are a number of special requirements that students have to fulfil so that the German education authorities recognise their IB diploma as an equivalent to the “Abitur” (=entry qualification for German university). These requirements cover the subjects taken in the IB Diploma and also the grades achieved. Boys are advised to discuss their choices with the Director of IB as the guidance below may be subject to change following publication of this guide. 1. Regarding subjects: • •

•

All students must have either Maths or a science as of one of their three Higher Level subjects. Qualifications in Mathematics: Analysis and Approaches SL or Mathematics: Applications and Interpretation SL shall be regarded as subject-specific university entrance qualifications for technical universities and universities providing access only to courses of study not falling within the mathematical/scientific/technical field. Students must study two languages on the level of Language A or B, of which one has to be a foreign language as either a Language A (Literature or Language & Literature at HL or SL) or Language B (HL only). Any language ab initio is only accepted as a third language and if the student has had no prior formal tuition in this subject (i.e. the language is not listed in any previous school reports from Germany). Students must study two languages on the level of Language A or B, of which one has to be a foreign language as either a Language A (Literature or Language & Literature at HL or SL) or Language B (HL only). For the science, only Biology, Chemistry or Physics are accepted (not Design & Technology).

Please note that all subjects must be taken for the full two years of the Diploma course. Even changes between HL and SL subjects are not allowed. 2. Regarding grades: •

All subjects must be passed with a minimum of 4 points, with one exception: o One grade 3 is allowed if it is compensated with a minimum grade 5 at the same level (HL/SL).

In other words, candidates with two grade 3s or one grade 2 will not have their IB diploma recognised in Germany.

This rule on grading is stricter than the IB’s own conditions on awarding the Diploma and causes confusion every year once the results are posted. German students are reminded that they are allowed 3 points only once, otherwise their IB Diploma will not get them into German university.

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Requirements for German students taking A-Levels

There are a number of special requirements that German nationals have to fulfil so that the German education authorities recognise their A-Levels as an equivalent to the “Abitur” (=entry qualification for German university). The following is an overview of the most basic requirements. Boys are advised to discuss their choices with the Deputy Head (Academic) as the guidance below may be subject to change following publication of this guide.

General Requirements •

• • •

All candidates have to take a minimum of four subjects, three of which have to be full ALevels and one can be an AS-Level. Since Bedford School does not prepare boys for AS exams (following the exam reforms), this means that German students at Bedford School must opt for a minimum of three subjects plus German (exams only in the latter). Most, however, will be likely to want to start with four subjects plus German (exams only) to keep options open. The four subjects have to be “traditional” academic subjects i.e. any language, Maths, any science, History, Economics or Business, Art, etc. Design Technology is not recognised. Of the four subjects, at least one has to be Maths or one of the sciences. At least one must be a language (A-Level German is fine even for German native speakers)

Additional Requirements As in Britain, there are additional specifications according to the planned university degree course:

• • • • • •

Medicine/Veterinary sciences etc.: three A-Level subjects out of Biology, Chemistry, Physics and Maths All mathematical/technical degrees (this includes architecture): A-Level Maths plus an ALevel in one out of Biology, Chemistry, Physics or Computer Science Sciences: two A-Level subjects out of Biology, Chemistry, Physics and Maths Law/History etc.: an A-Level in a subject that relates to the degree chosen, most commonly History Business & Economics: A-Level Maths plus an A-Level in a subject that relates to the degree chosen, most commonly Business or Economics Art: A-Level Art.

Please also note that the A-Level exams will only be recognised if: •

•

The student has proof of the “Mittlere Reife” i.e. 10th grade successfully completed in Germany, or five passes at GCSE if they are already in the British system (see Requirements for German students taking the GCSEs). The student has proof of twelve consecutive years of schooling in total

Some German Länder have additional requirements and regulations e.g. in the acceptance of Philosophy or Psychology even though these are not “traditional” subjects. Please contact the Deputy Head (Academic) or Admissions office for more details.

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Notes

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Bedford School, De Parys Avenue, Bedford, MK40 2TU +44 (0)1234 362200 info@bedfordschool.org.uk